Madalyn Evans

Facilitated communication between home and school by promptly addressing parent inquiries. Developed engaging lesson plans for diverse early childhood age groups. Monitored children's development and documented findings. Served as a role model by exhibiting appropriate behavior and maintained suitable classroom environments for toddlers to pre-kindergarten students, supporting their overall development.

I collaborated with students aged 8 to 18 with Autism and health impairments in various programs. I kept accurate records of their activities and supported their academic needs while implementing their Behavioral Intervention Plans (BIP) and Individualized Education Plans (IEP). in the Therapeutic Community Program, Oakmont Primary Program, and The Lodge Program.

The District of Columbia Public Schools focused on creating an inclusive environment for kindergarten and first-grade students. In the Lead Teacher's absence, I oversaw classroom activities and team meetings, implemented the Second Step Program to improve social skills and prevent bullying, adapted instruction for students with learning disabilities, and collaborated with the Special Education Team to ensure IEP and BIP goals were met while tracking student progress.

I collaborated with adults with intellectual disabilities by using personalized approaches to enhance their daily living skills and well-being. I designed therapeutic activities tailored to individual needs, promoting physical and emotional development and community integration. Additionally, I provided American Sign Language instruction for individuals with hearing impairments, helping them develop essential communication skills and fostering social connections.

Lt. Joseph P. Kennedy Institute Community Companions

I worked closely with children and adults on the autism spectrum, ensuring their physical and developmental needs were met. Together, we developed treatment plans and maintained daily progress notes to effectively track their progress.

I provided personalized assistance to students struggling with participation and boosted their engagement.Collaborating with a multidisciplinary team, including the school psychologist and speech pathologist, we enriched the support provided to students.
I played a key role in organizing Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs), and I ensured accurate documentation by taking notes during IEP Team meetings.