Lisa Taylor

In this position, I am responsible for improving the outcomes of students through the provision of customized behavior support. Oversee the management of funding allocations to address behavior support needs of students who have significant behavioral and emotional needs. This includes; Monitoring PRC 29 budget reports and data, providing regional behavior support in Educational Regions (Northeast, Southeast, North Central and Sandhills), and providing customized behavior support coaching to districts. • Support to districts in their work to decrease disproportionate outcomes in discipline • Innovated collaboration on special projects that improve outcomes for students • Improving student outcomes by building capacity through professional learning to include; Addressing Mental Health Needs, increase the understanding of crisis prevention and de-escalation, developing specially designed plans and creating frameworks for school climate changes through Restorative Practices and Alternatives to Suspension. • Collaboration with State Agencies to address Behavioral Health needs of students to include serving on the following state teams; Juvenile Justice Behavioral Health State Team, State Collaborative Team, and School Mental Health Initiative State Team. • Inter-Agency Collaboration to address needs of students to include; assisting Regional Consultants in providing information and assistance to Local Education Agencies (LEAs,) Charters and State Operated Programs, attend meetings and trainings: EC Division monthly meetings, EC Division Summer Institutes, EC Conference, EC Administrator Institutes, Behavior Support Institutes, Section meetings, or other conferences related to current professional needs.

In this position, the duties were to monitor, coordinate and link services and provide interventions for students and staff. They position also provided leadership to the PRC 29 team, delivered professional learning training to the LEA, and collaborated with multi-disciplinary teams for students. The duties that were involved in the monitoring of services included: • Ensure PRC 29 students’ records were compliant and completed • Ensure interventions provided by staff were evidence/research-based • Provide staff with data collection tools • Monitor the fidelity of interventions and services The duties for coordinating and linking services included: • Facilitate meetings with principals, teachers, staff, parents/guardians and community partners to address the needs of the students with severe behavior and emotional needs. • Implement Social Skills Programs • Assist with transition planning (grade level and school transitions, Least Restrictive Environment (LRE) and IEP Transition Plans • Establish wrap around Community Service Providers (e.g., Mental Health, DSS, Juvenile Justice, Medical professionals, Law Enforcement, Faith Based, etc.). The professional learning opportunities included: • CPI-Crisis Nonviolent Crisis Intervention • FBA/BIP • Behavioral/Classroom Management • PBIS • Social Skills Training • Understanding Mental Health diagnosis (i.e., ADHD, ODD, Bipolar)

In this position my duties were to provides special education services to students identified as disabled in accordance with state and federal regulations. The work involved developing and implementing the Individual Education Plan in the classroom that was compatible with the student’s age and developmental level. My main responsibilities were to develop lesson plans, adapt materials and design activities to assist EC students develop appropriate academic, behavioral, and social skills and to meet their IEP goals. I was also responsible for monitoring student’s progress and maintaining EC records in compliance with state and federal guidelines. This position also entailed communicating with parents regarding their children’s educational progress, consulting with community care-givers, school support professionals, and parents to better understand and meet student needs. I also served as the Lead EC teacher and IEP Team Chair.