Lisa Campbell

• Teach in a specialized program designed to support students experiencing challenges regulating behaviors and emotions in the classroom.
• Work with Delta Team to help students learn to regulate behaviors and emotions in order to access learning.
• Develop and implement classroom routines to address varying student needs.
• Modify lessons and curriculum to accommodate diverse learners by using evidence-based strategies.
• Help students explore concepts with engaging, learning-focused activities.
• Work with staff members and teachers to design comprehensive and individualized plans to optimize student education.
• Provide frequent communication with parents, students, and faculty to provide feedback and discuss instructional strategies.

• Provided warm, supportive environment for developing academic, social, and emotional growth.
• Reinforced positive behavior by encouraging efforts through affirmation statements and praising accomplishments.
• Taught core subjects of reading, writing, math, science, social studies.
• Created supportive and inclusive learning environments, fostering positive classroom atmospheres supporting student growth and learning.
• Established open communication and positive relationships with students, parents, peers, and administrative staff.
• Administered required state and local assessments in addition to classroom formal and informal assessment to monitor students' growth and to report progress to parents.

• Conducted academic advisement services for 300+ students to maintain educational progression.
• Answered student inquiries and resolved problems related to curriculum and course prerequisites.
• Advocated for students to access available resources.
• Provided support and guidance to students experiencing academic and personal troubles.
• Worked closely with faculty and Disability Services to ensure students with disabilities were able to access appropriate accommodations.

• Responsible for providing academic advising/counseling regarding educational programs, course offerings and college and career choices.
• Referred students to appropriate sources of information, departments and community agencies.
• Worked collaboratively with academic and student support personnel to assist students with problem solving activities.
• Monitored student progress through student self-report and Early Alert system and provided outreach to At-Risk students.
• Supervised classroom and center activities (including evaluation of part-time instructors). Assisted with registration and administration and interpretation of placement testing.
• Provided assistance with surveys and needs assessment, grant activities and program development.

• Taught prescribed curriculum to students attending classes at the Berwick Center for Luzerne County Community College.
• Measured course learning objectives and outcomes through use of various assignments, exams and quizzes.
• Encouraged active participation in class by engaging students in content-related discussion and activities.

• Provided individual counseling services to clients in a nonprofit psychiatric outpatient center.
• Delivered support services to participants in the Parent Effectiveness Program through Montour County Children and Youth Services.

• Managed a caseload of 21 students whose academic progress is affected by a variety of disabilities.
• Responsible for creating lessons and teaching pre-algebra curriculum to eighth graders in the resource setting.
• Designed and implemented lessons for supplemental educational classes for sixth, seventh and eighth grade students in the Resource setting.
• Designed Individualized Education Plans (IEP) and behavior intervention plans.
• Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems.
• Collaborated with colleagues and families regarding individual educational plans, evaluation determination and transition planning.
• Maintained contact with parents and school staff on behalf of our exceptional students and to insure compliance with section 504 and ADA/IDEA guidelines.
• Lead monthly club that included sixth-eighth grade students from all academic placements (special education - honors).

• Provided individualized cognitive skills training to students (Kindergarten through adult) enrolled in ThinkRx, ReadRx and MathRx programs.
• Utilized positive reinforcement to facilitate improvements in students’ progress.
• Illustrated the relationship between progress during sessions and progress at home, school, and work.
• Participated in educational seminars and assisted with training new employees.

• Member of Services for Students with Disabilities Team.
• Served a population of students with documented learning disabilities as part of a grant from the Maryland Higher Education Commission.
• Provided students with information regarding individual strategies based on areas of need, including specific course content, comprehension, time management, organization, memory, study skills, test anxiety, test taking strategies and note taking strategies.
• Also worked with students using adaptive equipment.
• Fostered an atmosphere of support, encouragement, and open communication in order for students to take responsibility and become self-directed learners.

• Taught prescribed curriculum.
• Provided opportunities for written assignments, assessed comprehension of and ability to apply information.
• Encouraged active participation in class by engaging students in content-related discussion and through use of various assignments.
• Met with students experiencing difficulty with material from this and other courses.
• Referred students to appropriate resources.

Dates of Service: 1993-1996, 2002, 2004-2007

• Received referrals from school psychologists
• Administered and scored individual intelligence, visual-perceptual, behavioral and social-emotional assessments to students identified through the screening process as being at-risk.
• Generated a formal report of findings that included educational recommendations
• Attended Individual Educational Program (IEP) meetings when necessary.

• Participated in Individual Educational Program (IEP) meetings
• Collaborated with Special Education team, classroom teachers, and parents to identify and monitor the progress of students experiencing academic and/or behavioral challenges.
• Assisted in determining appropriate special educational services for students.
• Administered specific, individualized battery of assessments including intelligence, visual- perceptual, behavioral and social-emotional functioning.
• Generated a formal report of findings that included educational recommendations.
• Implement individual behavior intervention plans in collaboration with special education team, school staff, and families.

• Member of the Office of Special Student Services team.
• Collaborated with the Coordinator of Special Services in order to determine and provide appropriate accommodations for students with documented learning, physical and emotional disabilities.
• Designed and implemented the Educational Support Program for the benefit of any student attending the college and technology center.
• Provided direct services to students to enhance academic success through the use of effective learning strategies.
• Advised students with regards to appropriate course selection and assisted with student registration.
• Collaborated with Career Counselor in order to provide students with information regarding career choices and educational requirements as applicable.
• Referred students to on campus and community services.
• Provided classroom presentations and support for instructors.
• Served a diverse population that included non-traditional and first generation college students, as well as those students participating in the Gateway Program (a cooperative program with Texas Tech University).
• Served on the planning committee for the Texas AHEAD Conference co-sponsored by South Plains College and Texas Tech University and attended the 2004 National AHEAD Conference in Miami, Florida.

• January 2003: Followed classroom plans left by class teacher to continue student education and reinforce core concepts as a substitute teacher.
• February 2003: Assigned to a student with severe behavioral and emotional issues who required individual attention.
• Assisted with implementation of educational and behavioral plans for assigned student.

• Owned and operated massage therapy practice.
• Promoted and sustained a large client base (600+) within a 60-mile radius.
• Provided safe, effective, and appropriate massage therapy techniques during customer appointments
• Assessed medical histories and conditions of clients to determine contraindications to massage services.
• Collaborated with chiropractor and other medical professionals to provide holistic care.
• Assisted clients in understanding benefits of massage therapy to provided education on self-care techniques.
• Fostered public awareness through participation in local health fairs and writing articles and newsletters regarding the benefits of massage.
• Collaborated with local high school to provide internship opportunities to local students interested in massage therapy careers.

• Taught beginning, intermediate and advanced ballet classes to children and adults.
• Assisted with productions and choreography.
• Lessons followed Vagonova Method and the Royal Academy of Dance syllabus.

• Taught ballet and foundations of dance to competition-level gymnasts.
• Collaborated with coaches and gymnasts on specific events to improve technique and performance style.
• Choreographed floor routines used in local, state and national competitions.

Department of Developmental Cognitive Neurology & Learning Disabilities Research Center

Under the direction of Dr. Martha Bridge-Denckla:

• Administered psycho-educational and neuro-psychological assessments to clinic patients and research participants. R
• Responsible for scoring and reporting results to Director, research team, and families.
• Coordinated Neurologist's Private Patient Clinic, Tourette’s Syndrome, and Neurofibromatosis Research Projects.
• Assisted in writing of grant proposals.
• Participated in weekly research team meetings
• Provided assessments for patients in the Spina- Bifida Clinic.

• Served as a member of the Education Department of an inpatient psychiatric center children and adolescents.
• Administered, scored and reported results of educational assessments to treatment team.
• Provided classroom support and tutoring services
• Served as a liaison between patients' home school and the psychiatric center.

• Served as part of a treatment team in an inpatient psychiatric hospital for children and adolescents.
• Collaborated with treatment team to devise and implement behavioral and therapeutic treatment plans.
• Applied de-escalation and limit-setting techniques to promote patient cooperation.
• Assisted in the classroom and provided tutoring services for children and adolescents on an inpatient unit.