Sherri Boles

• Provides push-in/pull-out support and accommodations in general education settings as Resource Specialist Program (RSP) teacher.
• Delivers individualized, small-group, and classroom-based instruction including targeted intervention and remedial instruction in areas such as reading, writing, mathematics, and executive functioning skills.
• Collaborates with general education teachers and other specialists to support student success in the general education environment through accommodations, modifications, and instructional strategies.
• Participates in the development, implementation, and review of Individualized Education Programs (IEPs), including goal writing, progress monitoring, and documentation.
• Conducts ongoing progress monitoring and data collection to evaluate student growth and adjust instruction as needed.
• As Special Day Class (SDC) teacher, delivered specialized, self-contained instruction aligned with IEP goals.

• Independently managed a weekly schedule with minimal supervision, balancing travel to school sites and remote responsibilities.
• Administered and scored standardized academic assessments, including the Woodcock-Johnson IV and KTEA-3.
• Prepared comprehensive academic reports, uploaded documentation to Welligent, and developed Present Levels of Performance for IEPs based on assessment data.
• Collaborated as an IEP team member, presenting assessment findings and contributing to data-driven decision-making for each student.

• Delivered multi-tiered academic support in a Learning Center setting, helping students with IEPs access core curriculum and build foundational skills in organization, study strategies, and independent learning
• Provided individualized, one-on-one instruction to address specific learning gaps and support progress toward IEP goals
• Co-taught and supported students with IEPs in general education classrooms, including Chemistry, Algebra II, Geometry, World History, Biology, and English, promoting inclusive learning and curriculum access
• Implemented differentiated instructional strategies to align with diverse learning needs and grade-level expectations
• Conducted formal and informal academic assessments to monitor student progress and inform instructional planning
• Authored comprehensive, professional reports summarizing assessment findings and providing actionable recommendations for student support

• Coordinated and facilitated assessment, intervention, and evaluation services for general education students experiencing academic and/or behavioral challenges.
• Administered, scored, and interpreted individualized diagnostic assessments, producing accurate, data-driven evaluation reports within established timelines.
• Collaborated in weekly Academic/Behavior Intervention Team (ABIT) meetings with administrators, teachers, service providers, and parents to identify appropriate interventions and monitor student progress.

• Delivered math and science instruction to grades 6–8 in a departmentalized, self-contained classroom (2004; 2008–2012).
• Taught all core academic subjects to grades 6–8 in a fully self-contained Mildly Mental Disabilities (MIMD) setting (2005–2008).
• Developed, implemented, and monitored Individualized Education Programs (IEPs) aligned with student needs and achievement goals.

Special Education Department Head

• Monitored schoolwide compliance with IEPs, evaluations, and other state-mandated special education timelines, ensuring accuracy and adherence to legal requirements.
• Served as the Officially Designated Representative (ODR) for the school’s IEP team, leading and actively participating in all IEP meetings.