Nataly Ortega
Los Angeles,CA
Summary
Special Education professional with strong background in supporting diverse student needs and implementing individualized education plans. Proven track record in enhancing student engagement, promoting inclusive learning environments, and adapting to evolving classroom dynamics. Skilled in collaboration, communication, and behavior management, ensuring effective teamwork and positive outcomes. Reliable, adaptable, and driven by results-oriented approach, consistently meeting educational goals and fostering supportive atmosphere.
Overview
7
7
years of professional experience
1
1
Certification
Work History
After School Special Education Aide
Gabriella Charter School
01.2025 - Current
- Responsibilities include; adapt after school classroom activities, assignments, and/or materials under the direction of the classroom teacher, after school instructor, and/or RSP teacher to provide student access to instructional activities
- Confer with teacher(s) on a regular basis to assist in evaluation of student(s) progress and/or implementing IEP goals and objectives
- Supervise students throughout the after school day in classrooms, during enrichment activities, and during transitions and breaks
- Assist program leaders with in classroom enrichment instruction and behavior support
- Implement current Behavior Support Plans in accordance with students’ current IEPs
- Participate in developing data collection systems, and monitor data collection to ensure the success of behavior plans
- Demonstrate ability to work with students having special needs and/or maladaptive behaviors (e.g., biting, kicking, hitting, emotional outbursts, etc.)
- Appropriately manage student behavior and guide student toward more acceptable social behaviors; assist in managing the behavior of students
- Uphold and enforce school rules and policies
- Participate in IEP meetings as requested
- Maintain appropriate documentation, records, and reports as requested by the School Psychologist
- Maintain confidentiality of students and families as mandated by district, state, and federal regulations
- Participate in school trainings, in-services, and meetings and implement acquired strategies and systems with fidelity
- Establish and maintain cooperative, positive working relationships with students, staff, and parents
- Communicate effectively in both oral and written form
- Other duties as assigned by the Director of Special Education, and/or Lead RSP Teacher
infant teacher’s aid
Anna Bing Arnold Children’s center
09.2022 - 12.2024
- Care for infants of 6 months to a year and a half
- Bottle fed infants before napping, before meals, and after meals
- Prepared bottles using both mothers breast milk and formula, noted the time, date, ounce, and type of milk the child will be drinking on the bottle itself and on a daily report sheet
- Prepared meals for children, wiped down children’s tables, assisted in washing children’s hands, placed bibs on children
- Accommodated and switched meals for children that have allergies or have not yet tried certain foods
- Maintaining Cleanliness and Hygiene: Ensuring that the daycare environment, including toys, equipment, and changing areas, is kept clean and hygienic to promote infant health and safety
- Washed childrens clothes, childrens bedding, toys, blankets, pillow covers, and rugs, wiped down surface areas such as tables, changing areas, and toys
- Changed infants diapers every two hours and immediately changed when a child had a bowel movement, gloves were placed, applied ointment on children’s rashes, diapers were wrapped up and thrown away, sanitizer and detergent is used on the diaper changing table before and after a child is done being changed and is left on for two minutes before and after
- Dressing infants in new clothes when dirty, changing clothes according to the weather, placing shoes on children and extra clothing parents asked to be placed such as beanies, children were also lathered with spf when hot, lathered with specific ointments catered to them and their needs
- .Facilitating Nap Time: Creating a calm and soothing environment conducive to napping, including providing comfortable sleeping arrangements and following individual nap schedules
- Napped infants, placed infants into their cribs or placed them on their mats, placed sleep sacks on infants who used them, turned on sound machine
- Infants were monitored in the infant room, a sleeping report was noted every 15 minutes; noting down the child’s position, new movements, when the child was placed down to sleep and when the child woke up
- Sat down with infants during breakfast, lunch, snack and assisted children in eating their meals, assisted in cutting their meals into smaller portions, encouraged children to use their utensils and cups on their own, signed to children “all done” “more” “water”
- Children were spoken to using verbal language along with signing and guiding the children step by step with any task, “all done” “more” “water” “diaper change” “sleep”
- Facilitated activities for children, water play, sensory activities, social activities, language development activities, physical development
- Created different environments and play areas for infants to manipulate and practice their developmental skills as necessary
- Such as creating slime, and placing tile around the classroom for children to manipulate
- Tummy time is used when children first come into the day care, children are sat next to and placed on their tummy for periods of about 5 minutes while being monitored, then placed back on their backs until the child is eventually able to roll around, crawl, and eventually walk
- Guiding children to understand the emotional needs of others, understanding and tending to children’s emotional needs when upset, happy, and or tired
- Children were tended to by giving them time and space and allowing them to explore on their own
- Children are encouraged to express their emotions, as a ta we are there to support their big feelings
- Promoted language development, Talking, singing, and reading to infants to expose them to language and encourage early communication skills
- In using music, reading children’s books, guiding every step in any task the teacher and child did together
- Monitoring Developmental Milestones, Observing infants’ behaviors and developmental milestones to track progress and identify any areas needing additional support
- DRDP’s were used, once a week for an hour I would write DRDPs on my assigned children
- Attended classroom meetings once a month with classroom teacher leads, speaking about further classroom arrangments for children’s developmental needs, assessing any new behaviors in children, discussing daily classroom tasks, creating and collaborating with lead teachers using DRDP’s, classroom observations, and recording children during play when showing a new skill
- Guided children during play, ta’s moved wherever a child went, played with children focusing on their specific interests, and participated in dramatic play with children
- Communicating with Parents: Providing updates to parents about their child’s daily activities, feedings, diaper changes, and any notable developments
after school instructor
Kipp Los Angeles College Prep
08.2021 - 07.2022
- Supervised children from grade levels 5th through 8th grade during the after school meal time, monitored children, emphasized the use of masks, emphasized sitting 5 feet away from one another
- Guided a classroom of 5th graders, assisted in homework help for 30 minutes, reading time for 30 minutes, monitored children during the after school snack break, emphasized the use of masks, emphasized sitting 5 feet away from one another
- Marked down children present during the beginning of school dismissal, during lunch and snack
- Facilitated a volley ball club, guided children in running drills, guided children during games, guided conditioning
- Facilitate an art class club, guided children in different art activities, assisted children, provided material for children such as clay, ribbons, markers, chalk
- Created lesson plans, meetings once a month with supervisor, meetings once a month with team, attended school meetings, collaborated with the principal and teachers in creating new activities for the children
- One on one conversations with parents, built relationships with children and parents
Baby sitter
Erika Moran
06.2018 - 08.2018
- - Helped care for child while parents were at home
- - 8:00am to 4:00pm
- - Duties were to feed, assist in showering, assist in napping, assisted diaper changes, played with the child
- - Child is high on the autism spectrum
Education
High School graduate -
Alliance Marc & Eva Stern Math and Science School
Los Angeles, CA05.2020
Communication Science Disorders
California State Los Angeles University
05.2025
Skills
- effective communication
- CPR certification achieved
- Fluent in two languages
- Mandated reporter training
LANGUAGES
. Fluent Spanish Speaker (Native)
. Fluent English Speaker
. Moderate ASL Speaker
Certification
- BloodBorne Pathogen Exposure Prevention Training
- Bullying: Recognition and Response
- CharterSAFE: Childhood Sexual Assault Prevention
- Cyberbullying
- Disability Awareness
- Mandated Reporter: Child Abuse and Neglect
- Sexual Harassment Prevention for Non-Managers
- Sexual Misconduct: Staff-to-Student
- Youth Suicide: Awareness, Prevention, and Postvention
Timeline
After School Special Education Aide
Gabriella Charter School
01.2025 - Current
infant teacher’s aid
Anna Bing Arnold Children’s center
09.2022 - 12.2024
after school instructor
Kipp Los Angeles College Prep
08.2021 - 07.2022
Baby sitter
Erika Moran
06.2018 - 08.2018
Communication Science Disorders
California State Los Angeles University
High School graduate -
Alliance Marc & Eva Stern Math and Science School
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