Nicole Melkun

-Chairs CPSE meetings

-Chairs CSE meetings for K-12 students attending out of district programming

-Leads articulation process of transitioning Kindergarten students

-Demonstrates leadership and coordination with preschool agencies and Rensselaer County EI personnel regarding preschool programming

-Develops and maintains strong working relationships with families, notably families of transitioning Kindergarten students

-Organizes and coordinates annual review schedules for all preschool students and K-12 students attending out of district programs

-Maximizes equitable outcomes for students through collaboration with district and building administrators to facilitate delivery of special education services

-Interprets evaluative, behavioral, and academic data to best determine student’s intervention methods, least restrictive learning environment, and appropriate supports needed

-Utilizes a systems based approach through solutions oriented thinking

-Facilitates team meetings with out of district administrators and PPS teams to collaboratively address student concerns

-Works closely with PPS administrators to address systemic issues contributing to student academic/behavioral concerns

-Responsible for referring students to out of district programs

-Routinely seeks out professional development opportunities to enrich practice including: EI to CPSE Transition Process and Special Education Mediation

-Demonstrates strong working knowledge of Commissioner Regulations Part 200 and Part 201, DCIP, Special Education Performance Indicators, Continuum of Services, Blueprint for Improved Results for Students with Disabilities, and District’s Code of Conduct

-Collaborates with district psychologists in monthly meetings designed to maximize equitable outcomes for students with disabilities through intricate analysis of behavioral data, MTSS referral data, and determining best practices regarding the evaluation process

-Demonstrated solid organization skills in multi-grade level instructional planning across curricula

-Authored strength based IEPs driven by data

-Led classroom teams in FBA data collections and subsequent BIP implementations

-Prioritized social/emotional learning through regularly implementing lessons/activities strategically designed to strengthen relationships and build community among all adults and students in the classroom

-Interpreted student assessment data to ascertain best intervention methods

-Utilized progress monitoring data to drive instruction

-Designed visual supports and environmental modifications to promote optimal learning environments

-Collaborated with grade level colleagues to ensure grade level access to curricula for all students

-Utilized positive reinforcements to achieve desired behavioral outcomes

-Demonstrated leadership capacity through acting as building’s Homeless Support Specialist as well as serving on the following committees: School Leadership Team, MTSS, and Attendance

-Reduced classroom disruptions through careful observation and analysis of behaviors, leading to tailored interventions

-Operated through a trauma based mindset

-Fostered and encouraged student engagement through designing hands-on learning opportunities based on student interest

-Coached TA’s in proactive classroom management techniques

-Built engagement with families through community outreach, including home visits

-Routinely sought out professional development opportunities to enrich practice including: Strategies for Helping Children with ASD: Exploring Various Applications of Behavioral Interventions and Eureka Math Instructional Planning for Self Contained Classrooms

-Evaluated effectiveness of BIPS and behavior/ academic interventions using data-driven approaches and made adjustments as necessary

-Provided in-person, virtual and hybrid methods of instruction delivery based on evolving service models

-Implemented Restorative Justice techniques to resolve student conflicts and further build relationships

-Developed goals and realistic plans for academic and social emotional learning targets through differentiation

-Collaborated with PPS team to develop comprehensive and effective treatment plans for students with emotional disabilities

-Authored Safety Plans in conjunction with school psychologist in response to students’ aggressive behaviors in order to effectively meet students’ unique needs in the least restrictive environment

-Delivered instruction through Team Teaching model with general education teacher

-Collaborated regularly with general education in utilizing student assessments and work samples to drive instructional planning

-Created individual behavior plans for students demonstrating need for higher level of tailored support

-Implemented data collection systems for monitoring student progress towards behavioral and academic goals

-Demonstrated leadership capacity in serving on the building level Special Education Implementation Team

-Identified targeted area of need through analyzing school wide literacy data and created after-school Reading Enrichment Program to strengthen student proficiency

-Incorporated Emotionally Responsive Practice in order to meet students social/emotional needs

-Prioritized developing relationships with families through regular positive communication

-Routinely sought out professional development opportunities to enrich practice including: Early Childhood Mathematics’ Cognitively Guided Instruction and Bank Street College of Education’s Emotionally Responsive Practice

-Utilized Understanding by Design curriculum planning to best meet student’s academic and social/emotional needs

-Cultivated a nurturing classroom learning environment with play based activities tailored to foster student social/emotional growth

-Developed hands-on learning opportunities designed to meet student’s developmental milestones

-Instructed exclusively English Language Learner students

-Developed collaborative relationships with families through frequent and open communication

-Demonstrated the ability to effectively supervise and build human capacity by completing APPR observations of elementary special education teachers and related service providers

-Demonstrated effective and successful administrator capabilities in serving as acting principal of elementary summer school

-Conducted building level behavioral data analysis for physical education discipline referrals regarding students with disabilities, identified primary areas of concern, and created an action plan designed to reduce challenging behaviors, increase desired behaviors, and strengthen relationships between effected students and physical education teachers

-Collaborated with building administrators regarding SCEP plan, reviewed commitments and actively participated in discussions and research on how to improve building wide literacy and attendance goals

-Demonstrated successful leadership skills in serving on district wide interview committees

-Facilitated Shared Decision Making Committee meetings

-Created and presented professional development for educators on topics related to instructional planning, utilizing data to drive instruction, and positive behavioral strategies