Special Education Patient Care
Resume:
Brian F. Lacey
Myrtle Beach, SC 29588
*********@*****.***
Education/Credentials
o BS in Education, Millersville State College,
**** ******* *********, *A Instructional II
Teacher’s Certificate, Mentally and/or
Physically Handicapped K – 12
o Masters in Education, Marywood University,
1993 Special Education emphasis in
psychology
o Education Specialist, Educational
Administration and Leadership, Walden
University, 2016 Special Education
o Certificate of Advanced Study in Educational
Supervision, Special Education, University of
Pittsburgh, 2005, Supervisor’s Certificate,
Special Education
o Principal’s Certificate, Alvernia University
2010, Principal’s Certificate K-12
o Gifted Certificate, University of California San Diego
Direct Service
Counselor Crossroads Center of Hope - Myrtle Beach, SC August 2023 to present
● Conduct individual counseling sessions, under supervision, as directed by treatment plans developed in collaboration with clients, and complete documents as regarding patient care, and treatment;
● Conduct initial assessments, as well as follow up assessment, for patients for both pre and post treatment;
● Evaluate patient's needs and determine provide case management duties for patients, ensuring individualized quality care.
Counselor Myrtle Beach Treatment Specialists - Myrtle Beach, SC January 2023 to June 2023
● Conduct individual counseling sessions, under supervision, as directed by treatment plans developed in collaboration with clients, and complete documents as regarding patient care, and treatment;
● Conduct initial assessments, as well as follow up assessment, for patients for both pre and post treatment;
● Evaluate patient's needs and determine provide case management duties for patients, ensuring individualized quality care.
Prevention Specialist CompassMark (November 2021 - March 2022)
● Facilitate the delivery of evidence-based and evidence-informed prevention curricula to children and youth in local schools, and adults in community settings. Personal Care Assistant. Keystone Human Services (September 2020- August 2021)
● Provided quality support to adults with mental illness by providing assistance and education in personal care, financial management, recreational activities and daily living.
● Completed all documentation and communications to ensure collaborative team approach to client centered approach to empower residents to develop skills and competencies in reaching their potential and independence in the least restrictive setting. Counselor III. Acadia Healthcare (July 2019-September 2020)
● Conducted individual and group counseling sessions, under supervision, as directed by treatment plans developed in collaboration with clients, and complete documents as regarding patient care, and treatment;
● Conducted initial assessments, as well as follow up assessment, for patients for both pre and post treatment;
● Evaluated patient’s needs and determine provide case management duties for patients, ensuring individualized quality care;
Director of Pupil Services and Special Education. Schuylkill Valley School District (November 2015 – May 2018) Retired
● Responsibilities included services provided to all district buildings, hospitalization programs and other outside agencies. Programs included health services, counseling services, school psychological services, gifted education services, English as a Second Language services, instructional support services, homebound services, and Student Assistance Service.
● Coordinated the district and state standardized testing program, and Central Registration.
● Conducted professional learning communities with special education staff and faculty to assure appropriate personnel are available and efficiently deployed to provide instructional activities. Discuss current trends and provide mentorship on paperwork compliance, role in district RtII model, and best instructional and intervention practices.
● Ensured timelines are followed for all state and federal regulations. Provide ongoing consultation to administrative, regular education, and special education personnel in the district.
● Participated and provided leadership as appropriate in the development of the Special Education Plan, District Strategic Plan, Child Find procedures, master schedule for Junior and Senior High School, and budgetary development.
● Conducted walkthrough observations on a regular basis to observe instructional effectiveness of the program.
● Developed a Child Study team as part of the evaluation process using multidisciplinary and agency representatives to address specific student and programmatic needs in the least restrictive setting.
● Instituted collaborative model in redesigning the gifted program involving parents, teachers, administration for identification and programming under the learning to learn philosophy beyond scheduled classes.
● Provided consultation on interventions with the building principal and conduct manifestation determination meetings as necessary.
● Mediated parent and community agency concerns and implement measures to follow timelines for resolution procedures.
Supervisor of Special Education. Williams Valley School District (July 2011 – November 2015)
● Facilitated the transfer of the Intermediate Unit run special education program to District run by setting up Penn Data, Access Billing, Professional Development on immediate instructional practices needed to build capacity to instruct students educated outside of the district.
● Conducted professional learning communities with special education staff and faculty to assure appropriate personnel are available and efficiently deployed to provide instructional activities. Discuss current trends and provide mentorship on paperwork compliance, role in district RtII model, and best instructional and intervention practices.
● Ensured timelines are followed for all state and federal regulations. Provide ongoing consultation to administrative, regular education, and special education personnel in the district.
● Participated and provided leadership as appropriate in the development of the Special Education Plan, District Strategic Plan, Child Find procedures, master schedule for Junior and Senior High School, and budgetary development.
● Conducted walkthrough observations on a regular basis to observe instructional effectiveness of the program.
● Developed a Child Study team as part of the evaluation process using multidisciplinary and agency representatives to address specific student and programmatic needs in the least restrictive setting..
● Instituted collaborative model in redesigning the gifted program involving parents, teachers, administration.
● Provided consultation on interventions with the building principal and conduct manifestation determination meetings as necessary.
● Mediated parent and community agency concerns and implement measures to follow timelines for resolution procedures.
Teacher (Learning Support). Steelton-Highspire School District (August 2010 - May 2011)
● Liaison with district personnel, support staff, and parents in meeting timelines for all state and federal regulations.
● Coordinated personnel in a mixed category support classroom instructing, academics, social skills, and daily living skills based on student needs.
● Instruction in social skills issues and behavioral discussions interwoven into the academic standards to reflect real world concepts.
Supervisor of Secondary Special Education. Steelton-Highspire School District (January 2006 – June 2010)
● Ensured timelines are followed for all state and federal regulations. Provide ongoing consultation to administrative, regular education, and special education personnel in the district.
● Participated and provided leadership as appropriate in the development of the Special Education Plan, District Strategic Plan, Child Find procedures, master schedule for Junior and Senior High School, and budgetary development.
● Conducted walkthrough observations on a regular basis to observe instructional effectiveness of the program.
● Conducted professional learning communities with special education staff to assure appropriate personnel are available and efficiently deployed to provide instructional activities. Discuss current trends and provide mentorship on paperwork compliance, role in district RtII model, and best instructional and intervention practices.
● Ensured that the RtII model is followed in providing instruction and intervention and arranged timely evaluation of students suspected of having a disability.
● Supervised and facilitated collaborative team meetings for all secondary programs for children with disabilities and students with 504 plans and gifted IEP’s.
● Facilitated collaborative problem solving teams to address specific student and programmatic needs.
● Provided consultation on interventions with the building principal and conducted manifestation determination meetings as necessary.
● Mediated parent and community agency concerns and implemented measures to follow timelines for resolution procedures.
Lead Teacher Capital Area Intermediate Unit #15 (January 2004 – January 2005)
● Building management and instructional leader responsibilities to provide support to Elementary, Middle School, and High School classes in a center based emotional support program.
● Facilitated team meetings between District LEA, school staff, parents, and related services in the completion of FBA’s, IEP’s, and re-evaluation reports and behavior planning to ensure timelines are followed for all state and federal regulations.
● Curriculum mapping, and development of e-standards for projected curriculum K-12. Coordinated curriculum planning for center based program aligning curriculum materials to standards according to growth model
● Oversee the paperwork compliance and programming in compliance with state and federal standards.
● Supported instruction of students with primary diagnosis of emotional disturbance through behavioral interventions focusing on de-escalation techniques and use of experiential education.
● Developed and implement IEP’s, RR’s and behavior plans for students diagnosed with autism, emotional disturbance, and referrals with mental health diagnoses. Consultant for Autism Support Capital Area Intermediate Unit #15 (August 2002-January 2004)
● Facilitator in meeting timelines for all state and federal regulations.
● Provided instructional support in all areas of instruction, progress monitoring, and time management in order to assist personnel.
● Assisted districts in transition planning for students diagnosed with autism within the same building and transitioning to a new building by conducting inservices, developing social stories, and developing logistical plans.
● Collaborated with consultants to conduct in-service training in the area of best practices and autism strategies for local school districts on Autism Spectrum Disorder in the Dauphin, Cumberland, Perry, and Northern York Counties.
● Consulted with Intermediate Unit Autism Support classrooms and provided a lead role in collaborative interdisciplinary teams to develop alternative strategies for students with autism. Head Teacher, Lancaster-Lebanon Intermediate Unit #13 (August 1990–Aug 2002)
● Liaison with district personnel, support staff, and parents in meeting timelines for all state and federal regulations.
● Coordinated personnel in the implementation of a school to work program in an emotional support classroom instructing employability skills, social skills, and daily living skills within a company format.
● Instruction in social skills issues and behavioral discussions interwoven into the academic standards to reflect real world concepts.
● Facilitated intake and discharge meetings setting criteria for progress and growth reviews where benchmarks are established for progression in the least restrictive placement. Teacher (Emotional Support). Berks County Intermediate Unit #14. (August 1989-May 1990)
● Liaison with district personnel, support staff, and parents in meeting timelines for all state and federal regulations.
● Coordinated personnel in an emotional support classroom instructing, social skills, and daily living skills.
● Instruction in social skills issues and behavioral discussions interwoven into the academic standards to reflect real world concepts.
Teacher (Mixed Category). Horry County School District. (August 1987-May 1989)
● Liaison with district personnel, support staff, and parents in meeting timelines for all state and federal regulations.
● Coordinated personnel in a mixed category support classroom instructing, academics, social skills, and daily living skills based on student needs.
● Instruction in social skills issues and behavioral discussions interwoven into the academic standards to reflect real world concepts.
Teacher (Emotional Support). Berks County Intermediate Unit #14. (August 1985- May 1987)
● Liaison with district personnel, support staff, and parents in meeting timelines for all state and federal regulations.
● Coordinated personnel in an emotional support classroom instructing, social skills, and daily living skills.
● Instruction in social skills issues and behavioral discussions interwoven into the academic standards to reflect real world concepts.
Diagnostic Coordinator. Kids Peace (Wiley House). (June 1983-May 1985)
● Conducted on-going staff development training program including, but not limited to, training in: Reality Therapy, Life Space Interviewing, Crisis Prevention Institute, classroom management, Positive Behavior Support, physical restraints, and instructional strategies.
● Conducted specific diagnostic and behavioral analysis for students having more complex issues and coordinated benchmark and progress monitoring for all classes.
● Used on-going integration of social skills development within teaching strategies under the Reality Therapy and School’s without Failure Model.
● Facilitated curriculum development, crisis planning, and transition planning and assist teachers in developing Individual Educational Plans to remediate academic deficiencies and correct school behavior problems.
Teacher (Emotional support). Kids Peace (Wiley House). (September 1981-June 1983)
● Used on-going integration of social skills development within teaching strategies under the Reality Therapy and School’s without Failure Model.
● Developed Individual Educational Plans to remediate academic deficiencies and correct school behavior problems.
● Prepared data and contribute to student team meetings, parent-team conferences and IEP planning meetings
● Provided individual assistance and direction to students in learning, counseling, and classroom management situations.
Part Time Home and Community Experience
Mobile Therapist, Behavior Specialist Keystone Children and Family Services (October 2009 – September 2010)
Mobile Therapist TW Ponessa, (March 2008-July 2009) Psychiatric Assistant Philhaven (August 2005 – April 2006, June 2006 – August 2006) Mobile Therapist Youth Advocate Program (August 2001–May 2002) Mobile Therapist, Behavior Specialist Renaissance (June 1997-May 1999) Mobile Therapist, Behavior Specialist United Health, Edgewater (August 1995-June 1997) Relief worker in foster care, group home, and residential care Wiley House (KidsPeace) (June 1983-July 1985)
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