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Diana Salazar

Objective

To provide effective leadership in special education through my learning and experiences that will
ensure a quality education for students with disabilities while providing support and guidance to
teachers and staff

Experience

ESCONDIDO UNION SCHOOL DISTRICT, Escondido, CA, 2009-Current


Special Education Early Childhood Teacher
 Teach specialized academic instruction to 3-5-year-olds diagnosed with moderate to severe Autism
 Develop Annual, Triennial, Transition, and Addendum Individual Education Programs for students
 Provide individual, small group and whole group instruction using researched based strategies
including Independent Work Stations, Discrete Trial Training, Pivotal Response Training, Picture
Exchange Communication and other ABA strategies.
 Monitor student progress on IEP goals using data collections.
 Monitor and collect data on behaviors using Antecedent, Behavior, Consequence data, Frequency
data, Interval data, Duration data, Prompting data and Observation.
 Examine data to develop behavior interventions using positive behavior supports.
 Manage paraprofessionals by organizing daily duties, developing schedules, allowing time to
address student and classroom concerns, provide training to meet student’s individual needs, and
creating a safe and pleasant working environment.
 Provide training and guidance to new teachers and paraprofessionals
 Communicate with parents via home/school communication binders, email, phone, home visits and
allowing time before and after school to address parent’s questions and or concerns.
 Collaborate with DIS providers to monitor student progress and discuss tools and strategies to
implement within the classroom setting.

Preschool Diagnostic Team


 Assess incoming students with a variety of assessment tools based on student’s individual needs
(i.e. The Psychoeducational Profile: TEACCH Individualized Psychoeducational Assessment for
Children with Autism Spectrum Disorder-Third Edition (PEP-3), The Brigance Diagnostic
Inventory of Early Development II (BDIED-II,)
 Analyze student data and present finding to families
 Observe students within the testing environment, interview parents, and review student records
 Collaborate with O.T., SLP, School Psychologist, A.P.E, and parents to develop initial IEP’s for
those who qualify for special education

CALIFORNIA STATE UNIVERSITY, SAN MARCOS, San Marcos CA, 2018-Current


Administrative Training
 Acknowledge ed. codes, IDEA, IEP, and special education time frames
 Conduct educational trainings for special education teachers and staff
 Prepare and lead professionals’ meetings for school teachers and support staff
 Analyze school data to implement educational supports and intervention strategies to increase
student achievement
 Conduct teacher observations and provide feedback
 Collaborate with teachers and administers to provide training and supports to teachers

Professional Highlights and Qualifications

 Have taught early childhood special education since 2009


 2012 North County SELP Special Education Teacher of the Year Award
 Understand various learning disabilities
 Acknowledge and understand special education laws and timeframes
 Knowledge of IEP’s and functional behavioral assessments
 Demonstrate effective planning and best practice methodology
 Provide effective training and facilitate meetings for staff and teachers
 I will acquire a Master’s degree in Education and an Administrative Credential in July 2019

Education

Master’s in Education and Administrative Credential, 2018-2019


California State University, San Marcos, San Marcos, CA

Special Education Level II Credential, 2011-2012


San Diego State University, San Diego, CA

Special Education Early Childhood Credential, 2008-2009


San Diego State University, San Diego, CA

B.A., Psychology, 2002-2005


California State University, Long Beach, Long Beach, CA

General Education, 2000-2002


Palomar Community College, San Marcos, CA

High School Diploma, 1999


Orange Glen High School, Escondido, CA

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