Rebecca Frick

Efficient professional with 15 years of experience and a proven knowledge of classroom management, instructional programming, student assessment, and leadership skills.

• Develop paraeducator schedules and classroom teacher schedules
• Support teaches in implementing classroom structures for best practice
• Support teachers and develop classroom routines and procedures to foster learning
• Collect Functional Behavior Assessment and Behavior Intervention Plan data
• Create data systems to analyze data
• Organize and implement professional development
• Work effectively with administrators, principals, teachers and parents to provide educational services for students with disabilities
• Skilled in word processing, spreadsheet, database and assistive technology tools.
• Administer educational assessments and write reports
• Collaborate with other teachers and administrators to develop, evaluate, and revise SESES elementary school programs.
• Provide crisis intervention to students when difficult situations occur at school or in the community
• Evaluate students' abilities interests and personality characteristics to determine strengths and deficits using assessments tests and interviews
• Established and maintained communication with teachers school officials and social workers
• Re-Evaluations of students; assessed using Woodcock Johnson and Brigance and wrote assessment reports
• Led activities that developed students' physical, emotional, and social growth.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Redirected students using Positive Behavior Support (PBS).
• Instructed students with physical and cognitive disabilities, and emotional disabilities
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Delivered effective and differentiated classroom instruction to a range of neurodiverse students.
• Taught students across multiple classifications and degrees of special needs.
• Partnered with standard education teachers from across academic departments.
• Coordinated special education students and teacher assistant schedules with master schedule.
• Encouraged students to take ownership of learning by providing choices.
• Coordinated regular meetings to share and analyze student performance data and success plans with colleagues and parents.
• Mentored new teachers on student progress monitoring and legal document preparation.
• Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems.
• Maintained accurate records of student progress and attendance.
• Collaborated with other educators to develop instructional strategies.
• Designed individual education plans to encourage student growth according to different learning abilities and needs.
• Provided emotional support to students and families.
• Conducted assessments of students to determine individual needs.
• Facilitated small group instruction to address individual learning needs.
• Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
• Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.
• Coordinate placement of students with special needs into mainstream classes.
• Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
• Develop and implement strategies to meet the needs of students with a variety of disabilities.
• Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
• Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
• Establish and communicate clear objectives for all lessons, units, and projects to students.
• Establish and enforce rules for behavior and procedures for maintaining order among students.
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
• Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.
• Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
• Interpret the results of standardized tests to determine students' strengths and areas of need.
• Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
• Modify the general kindergarten or elementary education curriculum for special-needs students.
• Observe and evaluate students' performance, behavior, social development, and physical health.
• Organize and supervise games or other recreational activities to promote physical, mental, or social development.
• Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
• Prepare, administer, or grade tests or assignments to evaluate students' progress.
• Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
• Teach students personal development skills, such as goal setting, independence, or self-advocacy.
• Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
• Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
• Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
• Organize and display students' work in a manner appropriate for their perceptual skills.
• Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading.
• Prepare assignments for teacher assistants or volunteers.
• Prepare reports on students and activities as required by administration.

• SANDI IVES, SESES COORDINATOR, MONTGOMERY COUNTY PUBLIC SCHOOLS, SANDI_B_IVES@MCPSMD.ORG, (240)740-3250
• LISA KORTE, SESES INSTRUCTIONAL SPECIALIST, MONTGOMERY COUNTY PUBLIC SCHOOLS, LISA_A_KORTE@MCPSMD.ORG, (240) 740-3250
• ELISSA ROYALL, PRINCIPAL, OAKLAND TERRACE ELEMENTARY SCHOOL, MONTGOMERY COUNTY PUBLIC SCHOOLS, ELISSA_M_ROYALL@MCPSMD.ORG, (240) 740-4880