M. Jeanne Lynch, Ed. D., L.C.S.W.

Instructor for READ 3005, The Teaching of Reading, a required course for elementary and special education students. Taught components of effective reading instruction,, including phonological awareness, phonics, fluency, and comprehension strategies and interventions.

• Instructor for READ 3007, Assessing Literacy, which is also a required course for the major. Taught students how to use literacy assessment to adjust and improve reading instruction.

• Utilize data to identify and remediate reading skill deficits, increasing students' WPM by 50-90 words per minute.
• 84% of students mastered the grade-level fluency goal and moved to comprehension monitoring in 2024-2025
• Identify phonological awareness deficits and remediate
• Adjust instruction in response to progress monitoring data for Tier 3 and Tier 2 interventions
• Completed LETRS training on the science of reading

• Participated in the Instructional Support Teacher pathway training program
• Utilized assistive technology to assist students with learning disabilities, such as CoWriter and Snap and Read
• Trained other special education teachers on available AT and mentored new special education teachers
• Utilized the Lindamood Bell program and Heggerty Phonemic Awareness lessons to remediate students' reading deficits
• Trained in Orton-Gillingham through the Institute for Multi-Sensory Education
• Responsible for writing and implementing Individual Education Plans (IEP) and Behavioral Intervention Plans to address students' academic, emotional, and behavioral needs
• Team-taught in general education 5th grade classroom

• Students attended for two days and worked at home for three days while the teacher wrote lesson plans for both home and school settings
• Taught 4th, 7th, and 8th grade history/social studies
• Utilized a variety of modalities to engage students, including kinesthetic activities, visual activities, and online platforms to increase academic engagement and knowledge acquisition across the home/school setting
• Left this position to return to work full-time in the public school setting

• Teacher of the Year Finalist
• Trained special education teachers on using assistive technology in the classroom
• Team-taught fourth grade, which is a combination of general and special education students
• Responsible for writing and implementing Individual Education Program (IEP) and Behavioral Intervention Plans
• Left this position after the birth of my youngest child

• Completed Comprehensive Child and Family Assessments for families that had a child placed in foster care
• Assessments included family history, parenting styles, relationship styles, substance abuse issues, housing and employment, and current psychological concerns for parents and children
• Provided therapeutic recommendations regarding the family's social, emotional, and physical needs and referred clients to appropriate community resources

• Teacher of the Year for 2009-2010
• Special Education Department Chair for the 2010-2011 school year
• Responsible for writing and implementing Individual Education Plans (IEP) for students
• Wrote middle grades social studies lessons/curriculum incorporating assistive technology
• Materials were used for general and special education students throughout the school system

• Developed treatment plans and provided in-home therapy for clients of DFCS, both families receiving child protection services case management, as well as children in foster care
• Taught the IMPACT training program for prospective foster parents, the DFCS-required 20-hour training program for potential foster parents
• Provided clinical assessments for the juvenile court when necessary

• Provided individual and group counseling at the elementary, middle, and high school levels
• Developed local area resource lists for clients, including housing, daycare, financial assistance, mental health, medical and other information
• Responsible for interviewing students and reporting suspected child abuse and neglect
• Served on County-wide crisis intervention team and led grief support groups for students who had lost a parent or sibling
• Formed an agreement with LensCrafters at Northpoint Mall to provide low-cost eye exams and free glasses for students referred by local school social workers
• Developed and conducted a teen pregnancy and teen mothers' group