Deborah Sellers

As a reading interventionist at Brownsville Elementary School, I:

• Implemented targeted reading interventions for students requiring additional support in 1:1 and small group settings.
• Collaborated with the reading specialists and classroom teachers to align instructional strategies and enhance student outcomes.
• Developed individualized learning plans based on assessment data and student needs. The main assessment being the VALLSS assessment.
• Monitored student progress through regular assessments and adjusted interventions accordingly. I utilized biweekly progress monitoring assessments.
• Facilitated small group sessions focusing on county phonics, comprehension, and vocabulary development programs.
• Utilized educational technology tools to support differentiated instruction in reading skills.
• Facilitated communication between parents and school personnel regarding student progress and available resources for additional support.

As a PALS Reading Intervention Teacher at Scottsville Elementary School, I worked in small groups and 1:1 doing the following:

• Developed individualized reading intervention plans to address diverse student needs in grades Kindergarten to 2nd grade.
• Implemented evidence-based instructional strategies for literacy improvement using county approved reading programs.
• Engaged in professional development to enhance instructional techniques and methodologies.
• Collaborated with teachers to assess needs, set objectives, and discuss strategies.
• Communicated regularly with parents regarding student progress and intervention strategies.
• Utilized data-driven assessments to inform instruction and track student growth.

During this school year I started with a variety of grade level substitute jobs, spent 13 weeks as a substitute art teacher, then become a math tutor and afterschool tutor for the SOLs. During this year I:

• Delivered engaging lesson plans to maintain student interest and participation.
• Adapted instructional strategies to accommodate diverse learning styles and needs.
• Managed classroom behavior effectively, fostering a positive learning environment.
• Utilized educational technology tools to enhance teaching effectiveness and student engagement.
• Followed classroom plans left by classroom teachers to continue student education and reinforce core concepts.
• Upheld classroom routines to support student environments and maintain consistent schedules.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies.
• Boosted student engagement with interactive lessons, incorporating real-world examples and hands-on activities.

During my almost 30 years at Stone-Robinson Elementary School, I was a Special Education Teacher (Generalist) for 21 years and a 4th grade Teacher for 9 years. During those years I:

• Developed individualized education plans (IEPs) tailored to student needs and goals and was the case manager for my assigned student case load. Also wrote and shared quarterly progress notes with parents and teachers.
• Implemented evidence-based instructional strategies to enhance learning outcomes for our diverse learners.
• Collaborated with multidisciplinary teams to assess student progress and adjust accommodations, interventions and goals accordingly.
• Conducted regular assessments to evaluate student skills and inform instructional planning.
• Engaged families in the educational process through regular communication and support resources.
• Participated in professional development workshops to refine teaching practices and stay updated on special education trends.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Improved student behavior management by implementing consistent routines, clear expectations, and positive reinforcement strategies.
• Taught multiple subjects to students with intellectual or emotional disabilities.
• Coordinated special education students and teacher assistant schedules with a master schedule.
• Provided teacher assistants with daily assignments and instructions for student support.
• Facilitated inclusive classroom environments promoting social, emotional, and academic growth.
• Served as Special Education Team Leader for a number of years, holding weekly meetings with school based staff and attending ACPS department meetings.
• Served at a cooperating teacher for 2 college students.
• As a regular classroom 4th grade teacher, I taught the mandated county curriculum, administered quarterly assessments, and performed all duties of a classroom teacher.