Rachel Rizk

Highly experienced teacher consultant and resource room special educator with expertise in instructional leadership, behavioral intervention, assessment, literacy support, and individualized student services. Skilled in IEP compliance, data-driven decision-making, mentoring educators and paraprofessionals, and collaborating with multidisciplinary teams to support student success. Recognized as a teacher leader with experience assuming administrative responsibilities and creating inclusive, student-centered learning environments.

Trained in the administration and use of the following educational assessments:

• TERA – Test of Early Reading Ability
• TEMA – Test of Early Mathematics Ability
• Woodcock-Johnson IV (WJ IV) – Woodcock-Johnson Tests of Achievement, Fourth Edition
• DRA – Developmental Reading Assessment
• NWEA – Northwest Evaluation Association Measures of Academic Progress (MAP)
• i-Ready – Diagnostic and instructional assessment
• M-STEP – Michigan Student Test of Educational Progress

• Earned Highly Effective performance ratings for two consecutive school years (2022–2024).
• Served in an administrative leadership role one day each week for more than five years, assuming principal responsibilities as needed.
• Mentored and trained newly hired special education teachers.
  Trained and supervised instructional aides and paraprofessionals.
• Served on school leadership committees, including Positive Behavioral Interventions and Supports (PBIS) and Reading Committee initiatives.

• Student-Centered, Multisensory Instruction
• Special Education Instruction (K–5)
• Individualized Instruction & Differentiated Learning
• Literacy Intervention & Evidence-Based Reading Practices
• Behavior Intervention & Positive Behavior Supports
• IEP Development & Compliance
• Assessment Administration & Progress Monitoring
• Family Engagement & Parent Communication
• Collaboration with General Education Teachers and Support Teams
• Staff Mentoring and Paraprofessional Training
• Data-Driven Instructional Planning
• Creative Problem-Solving and Instructional Adaptation

December 2001 - Current

Vandenberg Elementary 

South Redford School District, Redford, MI

Teacher Consultant K-5 all subjects

Resource Room Teacher K-5 all subjects

• Elementary Education (K–5 All Subjects; K–8 Self-Contained Classroom)
• Emotional Impairment (SE), K–12
• Learning Disabilities (SM), K–12
• English (BA), K–8

Serve in a multifaceted special education and leadership role within a small school district, supporting students, staff, families, and school operations through instructional leadership, behavioral intervention, assessment, compliance, and collaboration.

• Provide specialized instruction for K–5 students with cognitive impairments, learning disabilities, other health impairments, autism, ADHD, significant behavioral needs, and complex trauma, while developing individualized instruction aligned with IEP goals and academic standards.
• Manage a special education caseload up to 26 students, including development and implementation of IEPs, METs, REEDs, progress reports, Medicaid documentation, and state compliance requirements.
• Conduct special education referrals by coordinating team meetings, gathering RTI data, administering assessments, and collaborating with staff to determine student eligibility and support needs.
• Administer and interpret formal assessments, including WJ IV, TERA, TEMA, DRA, i-Ready, district assessments, and M-STEP testing for IEP and 504 students.
• Provide behavioral intervention support through the development and implementation of behavior plans, Functional Behavior Assessments (FBAs), Manifestation Determinations, Check-In/Check-Out (CICO) systems, social stories, visual supports, and individualized behavior strategies.
• Collect and analyze behavioral data, including ABC logs, scatterplots, and progress monitoring, to support data-driven decision-making.
• Supervise and support paraprofessionals through training, data collection guidance, documentation, and annual review processes.
• Serve in an administrative capacity one day per week for more than five years, assisting with school operations and leadership responsibilities in the principal's absence.
• Collaborate with general education teachers to develop student schedules, provide push-in support, and ensure access to grade-level curriculum.
• Develop and deliver resource room instruction in reading, writing, and mathematics while creating individualized learning progressions for students.
• Collaborate with outside agencies and district specialists, including behavioral service providers, district behavior coaches, speech/language pathologist and autism consultants, to support student success.
• Design my own lessons in compliance with state and district standards.