MICHELLE HOFFACKER

Coordinate educational services, procedures, and placement for K-12 students in applied skills programs across the district

• Meet weekly with school psychology team to discuss test results, criteria for eligibility, and programming options
• Manage educational services for students with mild disabilities attending Northrop feeder schools. This includes 1 high school, 2 middle schools, 6 elementary schools, and 1 alternative school site
• Coordinate administration of I AM assessment. Use annual test results to identify instructional strengths and weaknesses and drive programming recommendations
• Provide leadership for teachers and administrators to ensure compliance to the IDEA, Article 7, and other federal/state regulations
• Facilitate case conferences including manifestation determination meetings in support of teachers, administrators, students, and parents
• Provide professional learning to enhance staff understanding of educational best practices
• Areas of professional learning provided include instruction, behavior, transition planning, and the least restrictive environment
• Supervise and evaluate special education staff
• Participate in recruitment, selection, and assignment of district-level special education staff
• Use technology to support schools and students more effectively. Examples include Excel, PowerSchool, IIEP, IN Assessment Portal/TIDE, Google, OneDrive, Outlook, and Zoom.

• Designed and implemented academics, life skills, and transition training for students with significant disabilities
• Began the implementation of the Certificate of Completion/Alternate Diploma elements. Tasks included identifying applied courses and creating documents to track student progress in the area of units/credits.

• Planned rigorous curriculum related to standards-based academics, life skills, and vocational preparation
• Facilitated the high school Peer Tutor class and supported and encouraged students considering careers working with individuals with disabilities
• Assisted the Indiana DOE with the creation of an alternative assessment for students with disabilities
• Worked with Indiana DOE to create content connectors, write test items, and establish cut scores for the alternative assessment
• Researched, developed, and implemented an 18-22-year-old transition program to enhance current high school programming
• Coached Champions Together Soccer and Basketball as well as Unified Track.

• Fostered opportunities for students of all abilities to participate in meaningful instruction in general education
• Worked cooperatively with the mild disabilities teacher in order to meet individual student needs
• Worked closely with instructional assistants, therapists, and general education teachers
• Completed functional behavior assessments in order to develop effective behavior intervention plans
• Collected, analyzed, and reported out data and adjusted interventions accordingly
• Used elements associated with Universal Design for Learning (UDL) based on online training by CAST in 2013.

• Administrative position to guide school guidance staff and teachers through Child Study Team activities and monitored legal compliance related to IEPs, placement, and evaluation
• Served 7 schools specializing in students with moderate to severe disabilities, orthopedic impairments, health impairments, and sensory impairments
• Analyzed results of educational assessment tools in order to determine eligibility and services.

• Identified modes of communication for nonverbal students
• Programmed communication devices and created individualized communication systems
• Developed heightened understanding of Autism and adopted strategies that enhance education for students on the Autism Spectrum
• Involved students with significant disabilities in weekly adapted physical activities including therapeutic horseback riding and swimming

• Worked with K-12 educators on district-level initiatives related to general education curriculum
• Implemented strategies in mild disabilities settings to mirror the work done in general education
• Supported students with mild disabilities in general education and special education classrooms.

• Created inclusion model in school that previously had not offered inclusion for students with disabilities
• Taught basic reading and math skills to students with learning disabilities and mild/moderate disabilities
• Learned about and adjusted to culturally different community and school setting
• Made accommodations for differences in native languages