Samantha Odom

.• Addressed direct academic, behavioral, and social needs for at-risk students with emotional disabilities, other health impairments (OHI), autism, PTSD, trauma/abuse, and learning disabilities.
• Led and participated in PLCs amongst DSSC teachers from across the district.

• Conducted FBAs and wrote full IEPs with BIPs.

• Met with parents to discuss students' progress and review areas requiring improvement.
• Identified and documented learning achievements by reporting outcomes, performance information, and program adjustments used to best meet the needs of individual students.
• Led ARD meetings with administrators, parents, and advocates.
• Remained calm and patient during student dysregulations to support individual growth and development.
• Encouraged critical thinking skills and problem solving strategies among students.
• Created and enforced child-based, hands-on curriculum to promote student interest and receptive learning.
• Conquered challenges of working with highly diverse student populations to attain exceptional student achievement.
• Prepared and maintained classroom environments appropriate for student learning and physical, social and emotional development.
• Planned and implemented lessons using various teaching strategies to meet diverse student needs.
• Implemented behavior management strategies to maintain classroom discipline led with empathy and purpose.
• Built and strengthened positive relationships with students, parents, and teaching staff to cultivate a collaborative school-home approach.
• Participated in workshops, trainings and conferences to improve educational and behavioral strategies/skills.

• Collaborated with administrators and department team members to ensure cohesive academic planning and assessment methods for self-contained students to ensure they have access to grade-level curriculum
• Created meaningful projects and activities that allowed students to apply their knowledge in real world situations to enhance engagement
• Built and strengthened positive relationships with students, parents, and teaching staff to cultivate a collaborative school-home approach
• Addressed direct academic and social needs for at-risk students with emotional disabilities, other health impairments (OHI), autism, and learning disabilities.
• Maintained a safe and orderly learning environment for all students by impelmenting behavior management strategies to manage student behavior in the classroom
• Remained calm and patient during dysregulated student interactions to provide positive modeling to support individual growth and development of social skills/regulation techniques.
• Prepared and maintained classroom environments appropriate for student learning and physical, social and emotional development.
• Created and enforced child-based, hands-on curriculum to promote student interest and receptive learning along with encouraging critical thinking skills and problem solving strategies among students.
• Met with parents to discuss students' progress and review areas requiring improvement.
• Identified and documented learning achievements by reporting outcomes, performance information, and program adjustments used to best meet the needs of individual students.
• Participated in workshops, trainings, and conferences to improve educational skills.