Victoria Martell

• Collaborated with school staff, administrators, students, and families to create targeted behavioral strategies and plans.
  Coached staff on defining behaviors, measuring outcomes, and developing class-wide and individual behavior plans.
  Engaged directly with students to identify triggers, coping strategies, and management plans for progress monitoring.
  Delivered professional development sessions on crisis intervention and trauma-informed practices for teachers and staff.

• Implement and regularly evaluate building-level implementation of district-adopted models, policies, and procedures (i.e., MTSS/RtI, PBIS, TCIS, RULER).
• Examine the effects of Positive Behavior Interventions and Supports (Tiers I, II, and III) on student academic and behavioral outcomes.
• Use applied behavior analytic practices to analyze school-wide and classroom data sources, to develop evidence-based interventions, and to monitor fidelity of implementation.
• Engage in ongoing communication and consultation with administration, teachers, parents, and community providers to create safe, engaging, and supportive learning environments.
• Identify systemic patterns of student need and work with district and building personnel to identify appropriate, evidence-based social-emotional/behavioral strategies.
• Facilitate collection, entry and analysis of data utilized in progress monitoring; helping to determine behavioral impact on academic progress and develop indicators of academic, social emotional, and behavioral health of students.
• Plan for and facilitate professional development for implementation of social emotional/ behavioral best practices (i.e., preventative strategies, function-based thinking, RULER).
• Knowledge of district academic processes and protocols, and their alignment with social-emotional/behavioral health of students.
• Attend department meetings and relevant professional development opportunities.
• Facilitate the weekly building Tier 2/3 meeting and collaborate with the student support team and administration to make data-informed decisions with regard to individual student Tier 2/3 behavior plans and interventions.

• Provide direct client care in a 1:1 setting using a combination of intensive teaching and natural environment training arrangements under the supervision of the BCBA/LBA.
• Continually monitor clients' response to treatment through various data collection methods provided and supervised by the BCBA/LBA.
• Conduct skill acquisition and behavior reduction assessments under the supervision of the BCBA/LBA.
• Professionally collaborated and communicated with parents, family member and other stakeholders as necessary.

• Provide a modified curriculum for all subject areas for a diverse population of students in grades 3-5 in a 12:1:2 self-contained classroom setting
• Complete all progress monitoring, running records, assessments, and CSE/IEP responsibilities for all students on my case load
• Use data to drive instruction and utilize individual growth reports to enhance instruction and address each student's academic needs
• Provide differentiated instruction and a multi-sensory teaching approach to meet individual student needs and learning styles and align with the requirements of the New York State Curriculum and CCSS

• Provided consultant teacher services to 5th grade students that focused developing their skills in math, literacy and writing skills.
• Provided ELA special class teaching services to 5th grade students that included the implementation of the Units of Study writing curriculum by Lucy Calkins.
• Completed all progress monitoring, running records, KTEA testing and CSE/IEP responsibilities for all students on my case load.

• Developed modified curriculum in self-contained settings for diverse, at-risk students with disabilities.
• Enhanced life skills curriculum through community service participation and service-learning projects.
• Collaborated with multi-disciplinary educational team to formulate treatment plans and IEPs for each student.

Delivered non-traditional therapeutic programs through a collaborative wraparound services approach.

Utilized strength-based therapies to enhance skill development and functioning of children.

Supported families in addressing children's emotional and behavioral needs at home and in community settings.