Laura Brown

• Taught multiple subjects and direct instruction to students with moderate Cognitive Impairments including Personal Adjustment, Math, ELA, Science and Social Studies in grades 6-8.
• Promoted a positive learning environment through the use of PBIS (C.H.A.M.Ps), differentiated instruction and individualized support for diverse learners, including ESL.
• Fostered strong relationships with students, parents and guardians, maintaining open lines of communication to ensure student progress
• Collaborated effectively with staff to address student needs, supports and ongoing instructional strategies.
• Advocated for rights and needs of students with special education requirements, ensuring access to appropriate resources and accommodations.
• Conducted assessments to identify students' strengths and areas for improvement, informing instructional strategies and monitor progress.
• Developed IEPs tailored to individual student needs.
• Guided students through transition planning processes, preparing them for post-secondary education and employment opportunities.
• Integrated social skills training into curriculum.
• Organized field trips and community-based experiences that enriched students' understanding of real-world experiences, including going to the Saginaw Zoo.

• White Pine Middle School Resource Room Teacher Grades 6-8, Arrowwood Elementary School Grade 5
• Develop, create, and implement Individualized Education Plans and meetings. Designed IEPs to encourage student growth according to different learning abilities and individual needs.
• Fostered strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress and address student issues on multiple fronts.
• Taught students across multiple classifications and degrees of special needs.
• Facilitated small group instruction to address individual learning needs in the areas of Reading, Writing, and Math.
• Develop, implement, and carry out Functional Behavior Assessments, Behavior Intervention Plans, and 504 plans for individual students.
• Work effectively as a team with general education teachers to develop accommodations or modifications necessary for successful inclusion of students with special needs in mainstream classrooms and co-taught settings.
• Participated in ongoing professional development opportunities focused on evidence-based practices including professional development training certification for AIMSweb, PBIS, AARI (Adolescent Accelerated Reading Initiative), DRA, UDL, Math S.I.S, NWEA, M-Step, Mi-Access, etc.,.
• Evaluated student progress regularly using various assessment methods, ensuring accurate measurement of skill development and areas requiring additional support.
• Created culturally responsive classroom environment, acknowledging and celebrating diversity among students.

• Modified and co-taught general education curriculum for special-needs students using various instructional techniques and technologies for students in grades 6-12 to ensure full access to the curriculum.
• Coordinated with general education teachers to develop accommodations or modifications necessary for successful inclusion of students with special needs in their classrooms.
• Encouraged parent and guardian involvement in educational process, enhancing home-school connection and supporting student achievement.
• Promoted self-advocacy and independence in students with disabilities by teaching self-management and decision-making skills.
• Collaborated with other educators to develop instructional strategies.
• Guided students through transition planning processes to prepare for post-secondary living.

· Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners in the areas of ELA, Math, and Science.

• Created, developed and implemented IEPS for students in grades 5-7
• Improved student behavior management by implementing consistent routines, clear expectations, and positive reinforcement strategies.
• Worked as a team with general education teachers to identify individual student supports and accommodations necessary in order to ensure the best opportunity for students to be able to experience academic and behavioral success in the general education and co-taught classroom settings.