Myisha Griggs Jones
Carson,CA
Summary
Resilient Special Education Teacher familiar with challenges associated with teaching special needs children. Poised, tactful, use of good judgement , and commitment to education of all students. Remains positive under times of stress or conflict. Works well with classroom teachers to develop accommodations and special techniques for mainstream classroom inclusion. Knowledgeable and ability to conduct peer coaching and mentoring special education teachers and instructional staff.
Overview
13
13
years of professional experience
1
1
Certification
Work History
Special Education Teacher, SDC Autism TK-2 Grade
Los Angeles Unified School District, White Point Elementary School
2014.02 - Current
- Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
- Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
- Taught students across multiple classifications and degrees of special needs.
- Modified alternate curriculum, as needed for special-needs students using various instructional techniques and technologies.
- Redirected students using Positive Behavior Support (PBS).
- Delivered effective and differentiated classroom instruction to range of neurodiverse students.
- Partnered with standard education teachers from across academic departments.
- Coordinated special education students and teacher assistant schedules with master schedule.
- Worked with students with moderate to severe autism to increase life skills.
- Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement.
- Provided life skills programming for students with moderate to severe autism.
- Completed intensive leadership training and provided training to colleagues on applied behavior analysis.
- Drove student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal.
- Assessed student learning progress and comprehension with routine tests and standardized examinations.
- Assessed student progress by administering tests and evaluating results.
- Built positive relationships with parents to involve families in educational process.
- Organized instruction material, constructed bulletin boards and set up work areas.
- Collaborated with administrators on classroom policies, management strategies and discipline.
- Led activities that developed students' physical, emotional and social growth.
- Planned lessons according to district standards to cover requirements and prepare for standardized tests.
- Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking and communication.
- Stayed abreast of changes to school and district policies as well as new trends in education by attending professional development courses and in-service trainings.
- Promoted exploration of building blocks of learning by leading diverse, hands-on activities.
- Implemented classroom management improvements to enhance class morale and engagement.
- Taught students subject-specific material, learning strategies and social skills.
- Established and enforced rules of behavior to drive social development and maintain positive interactions.
- Modified alternate curriculum (Unique Learning System) for special-needs students using various instructional techniques and technologies.
- Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
Special Education Teacher
Zinsmeyer Academy
2013.12 - 2014.02
- Special Education Long-term Substitute, SDC Classroom Grades 11-12
- Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform school administration.
- Achievements:
- Students achieved observable progress toward self-management of problem behaviors
- Implemented Behavior Plans for students with severe and challenging behaviors
- Developed positive rapport with students and staff
- Provided students with aggressive and inattentive behaviors with effective outlets for undesirable behaviors
- Recognized for exemplary communication with Principal, teaching staff, and behavior management team
- Appropriately met the emotional and academic needs of students
- Creatively motivated students to engage and complete in-classroom activities and tasks
- Supported students to develop transitioning skills to adulthood
- Commended by staff for providing students with a positive learning environment and effective classroom management
- Responsibilities:
- Provide individualized instruction to high school students with Emotional Disturbance and other learning challenges
- Implement standardized testing to guide IEP goal development
- Teach transition skills through adolescents to adulthood
- Manage and supervise classroom including adult staff, volunteers and teaching aides
- Implement policies and procedures in a consistent and diligent management to ensure student safety
- Manage student's maladaptive behaviors and train teaching aides to implement such strategies
- Write and manage the implementation of goals of students with multiple disabilities
- Participate in on-going trainings to develop appropriate and effective teaching strategies and methods
- Manage and monitor Individualized Education Plans on numerous IEP systems such as
- Welligent, SEACO, and several other school districts.
- Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
- Modified general education curriculum for special-needs students using various instructional techniques and technologies.
- Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
- Led activities that developed students' physical, emotional and social growth.
- Redirected students using Positive Behavior Support (PBS).
- Delivered effective and differentiated classroom instruction to range of neurodiverse students.
- Taught multiple subjects to students with intellectual or emotional disabilities.
- Designed and implemented point system to encourage positive behavior.
Special Education Teacher
Junior Blind Of America
2007.01 - 2011.01
- Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
- Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
- Taught students across multiple classifications and degrees of special needs, including physical disabilities, cognitive and developmental delays, and visual impairments.
- Created learning and content strategies to meet needs of mentally and physically disabled students.
- Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement.
- Coordinated special education students and teacher assistant schedules with master schedule.
- Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
Education
Bachelor of Arts - Communication Studies
California State University
Northridge, CAMaster of Arts - Special Education
California State University
Los Angeles, CA06.2016
Education Specialist Credential - Moderate To Severe Special Education
California State University Los Angeles
Los Angeles, CA06.2013
Skills
- Proficient with all Windows software and Mac operating systems
- Teacher Support
- Social Development
- Strong conflict resolution skills.
- Compose and comprehend written communication
- Work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups
- IEP Compliance
- Excels under pressure
- Functional Behavior Analysis (FBA)
- Behavior Support Plans (BSP)
- Student Support and Progress Team (SSPT)
- Social Integration
- Autism and Spectrum Disorders
- Multiple Disabilities, Visual Impairments, Emotional Disturbance, ADHD
- Positive Reinforcement Methods
- Technology-Based Strategies
- Behavior Modification
- Positive Learning Environment
- Verbal and Written Communication
- IEP Goals
- Behavioral Plan Management
- Parental Interaction
- Lesson Plan Implementation
- Self-Contained Classrooms
- Microsoft PowerPoint
- Social Behaviors
- Interdisciplinary Collaboration
- Cognitive Disabilities Knowledge
- Instructional Techniques
- Social Development Support
- Quick Thinking
- Classroom Monitoring
- Behavior Control
- District Standards
- Microsoft Word
- Behavior Redirection
- Small Group Support
- Active Participation
Certification
Tests CBEST (passed) CSET (passed) RICA (passed)
References
1. Tamara Corley
Principal, White Point Elementary (current supervisor)
tms1816@lausd.net
2. Lisa O'Brien
Retired Principal, White Point Elementary (former principal)
(310) 508-8767
3. Catherine Margulies
Assistant Principal, EIS, White Point Elementary
cmarguli@lausd.net
Timeline
Special Education Teacher, SDC Autism TK-2 Grade
Los Angeles Unified School District, White Point Elementary School
2014.02 - Current
Special Education Teacher
Zinsmeyer Academy
2013.12 - 2014.02
Special Education Teacher
Junior Blind Of America
2007.01 - 2011.01
Bachelor of Arts - Communication Studies
California State University
Master of Arts - Special Education
California State University
Education Specialist Credential - Moderate To Severe Special Education
California State University Los Angeles
Tests CBEST (passed) CSET (passed) RICA (passed)
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