Melissa Good

• Compiled and interpreted students' test results along with information from teachers and parents to diagnose conditions and assess eligibility for special services for over 50 students across two school districts.
• Helped facilitate social skills development and emotional growth through individual and group counseling sessions.
• Developed rapport with students, parents, and colleagues alike through consistent communication efforts.
• Consulted with teachers and parents to gain in-depth understanding of students.

IN THE CLASSROOM

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication.
• Collaborated with teachers and therapists to develop individualized educational plans for each student, ensuring optimal progress.
• Enhanced classroom engagement through use of interactive teaching methods, such as utilizing hands-on activities.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules.
• Completed student progress reports to notify parents of strengths and areas of improvement.

TEACHER ON SPECIAL ASSIGNMENT/School Psych Assistant

• Set up meetings for evaluation team reports (ETRs) with team (School Psychologist, Intervention Specialist, General Education Teacher, Related Service Personnel, District Representative, Parent, Student).
• Conducted observations of school-age children as outlined in planning form for initial or re-evaluation for special education services.
• Was responsible for typing up background history, educational history, and attendance records of students for initial or re-evaluation.
• Completed preschool-age paperwork related to initial evaluations, scheduled, and held meetings with required team members.

• Used co-teaching model with general education teacher and implemented methods in order to differentiate instruction and promote inclusive learning environment for all students.
• Participated in professional development opportunities to stay current on best practices in special education.
• Developed positive relationships with colleagues and students within classroom to implement full-inclusion model.
• Worked with students with moderate to severe autism.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals and specially designed instruction.
• Collaborated with teachers and related service providers to develop individualized educational plans for each student, ensuring optimal progress.