Amy Beauverd

As a teacher completing 2 roles I am able to pivot at the last minute. I know the curriculum that I teach and am readily able to co-teach with a general educator.

• Complete legally mandated paperwork in a timely manner
• Conduct IEP meetings of all sorts, move ins, reevaluations, assessing students that do not go to our school and students that do attend my school
• Complete small intervention groups to meet student needs
• Collaborate with general education teachers, administration, service providers, and families
• Schedule meetings and maintain a calendar to ensure I am completing paperwork on time.
• Collecting data specific to my students goals either through small group, social settings like centers, parallel teaching, or observation.

• Complete legally mandated documents in a timely manner
• Complete IEP meetings either virtual or in person.
• Communicating effectively with families
• Translate documents if needed
• Small group reading intervention with students with and without IEP's
• Collaborate with general education teachers, administrations, service providers, and families
• Schedule meetings in order to make sure I am able to complete all documentation and be prepared for the team to discuss.
• Send home important documents
• Take detailed data through observation, playing and interactions, as well as students work in the classroom and on assessments.

• Complete legally mandated documents in a timely manner
• Complete IEP meetings either virtual or in person.
• Communicating effectively with families
• Translate documents if needed
• Small group reading intervention with students with and without IEP's
• Collaborate with general education teachers, administrations, service providers, and families
• Schedule meetings in order to make sure I am able to complete all documentation and be prepared for the team to discuss.
• Send home important documents
• Take detailed data through observation, playing and interactions, as well as students work in the classroom and on assessments.

• Gathered, organized, and analyzed data on student needs and progress.
• Developed interventions for students currently struggling or at risk of falling behind.
• Collaborated with teachers to assess needs, set objectives, and discuss strategies.
• Enhanced knowledge by attending training and adopting new technologies.

• Create lessons for highly impacted student that receive special education services and supports.
• Teach students of varying needs during the month of July.
• Acknowledge behaviors and attempt to offer replacement behaviors for the student to be able to be more focused on educational topics.
• Complete progress notes at the end of the summer program
• Call parents to welcome their child to ESY and to review the students progress or maintenance of skills.
• Make lessons fun and engaging for learners of different needs and ability levels.

• Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.

• Built positive relationships with students and families for trusted learning support.
• Enhanced classroom management by establishing clear expectations, rules, and routines.
• Collaborated with team mates to share resources, brainstorm ideas, and problem-solve challenges faced in the classroom environment.
• Implemented differentiated instruction strategies to meet the diverse learning needs of all students, such as visual, auditory, sensory, and verbal.
• Completed paperwork to deliver interventions to the students struggled with their foundational skill.