Nicole Forbes

Provide individual, family, and group therapy sessions in both in-person and virtual settings.

-Manage a caseload of up to 25 clients per week, ensuring consistent, high-quality care.

-Develop and implement personalized treatment plans using evidence-based approaches.

-Address mental health challenges such as ADHD, trauma, anxiety, depression, grief, addiction, and more.

-Maintain accurate, HIPAA-

compliant client records.

-Collaborate with clinicians and administrative staff for holistic client care.

-Offer crisis intervention services and appropriate referrals.

-Participate in staff meetings, supervision, and professional development opportunities.

- Built strong relationships with parents/guardians to support student progress.

- Integrated social-emotional learning strategies to promote a positive environment.

- Led small group instruction to enhance targeted skill development.

- Assessed and adjusted interventions to optimize student outcomes.

- Increased engagement through differentiated instruction.

- Developed efficient systems for tracking student data and progress monitoring.

- Fostered collaboration among teachers, special education staff, and service providers.

• Engage in internal cycle of professional improvement and learning (including being observed, receiving feedback, and being coached)
• Work well in team setting, providing support and guidance.
• Adjust professional learning workshops within specified parameters to fit needs of participants.
• Provide tailored on-site support to teachers, coaches, and leaders.
• Provide pacing support to helping educators analyze data and apply it to instruction, to working with leaders to identify evidence of implementation successes and challenges.
• Track and submit detailed reports.
• Manage time efficiently in order to complete all tasks within deadlines.

• Planned and implemented remedial program for general instruction for class of nine or ten children, each with diagnosis of mild to moderate dyslexia or language-based learning disability.
• Instructional emphasis and goals are derived from students’ psycho-educational evaluations and diagnostic teaching.
• Assessed students using both formal and informal measures.
• Supported student physical, mental, and social development using classroom games and activities.
• Collaborated with parents, speech language pathologists, administrators and counselors to develop improvement plans for struggling students.
• Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
• Facilitated and participated in professional development.

• Provided one-on-one remediation utilizing structured, research-validated academic remediation programs (e.g., Orton-Gillingham, Wilson Reading System,
• Handwriting Without Tears, Lindamood Bell, Making Math Real, etc.)
• Administered assessments and interpret results for diagnostic purposes and planning.
• Facilitated remote learning instructional sessions with children.
• Maintained records and SOAP notes through Clinic Source portal.
• Provided regular feedback to parents and school personnel.

• Facilitated students in small group instruction to further develop important skills and concepts in alignment with Georgia Common Core Learning Standards
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals based on psychoeducational reports.
• Served as case manager for each student in class to secure supplemental services provided by school or by referral to outside sources.
• Engaged students in school PBIS behavior management system, which includes rewards, incentives and consequences, while encouraging appropriate behavior and citizenship
• Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems
• Worked closely with parents and guardians to address students' issues on multiple fronts

• Incorporated exciting and engaging activities to achieve student participation and hands-on learning to meet needs of students as per their Individual Educational Plans.
• Implemented reading program Success for All with students in small group to further develop important skills and concepts in alignment with NYS Common Core Learning Standards (CCLS).
• Use multi-sensory approaches in lessons to improve concept development to achieve student participation and hands-on learning.
• Established and maintained classroom management system that involves rewards, incentives and consequences, while encouraging appropriate behavior.
• Registered student progress and attendance on database to enable tracking history and maintain accurate records.