Nilsa R. Quinones

**-** ***** ****** ********, NY 11358 646-***-**** adrfi2@r.postjobfree.com

Experience

Special Education Supervisor August 2017 to present

Kids-Centric

Work closely with the district Committee on Preschool Special Education (CPSE) to ensure that the appropriate supports are put in place for students with disabilities and that annual IEP meetings are scheduled.

Work closely with the CPSE on the facilitation of evaluations and reevaluations for specialized services.

Serve as the point of contact for all matters involving special education due process.

Attend weekly leadership meetings to gather information to disseminate to all special education teachers and to give input on decisions with the special education program in mind.

Serve as the point of contact for all specialized services provided by external professionals.

Provide direct student services as needed.

Assisting with the supervision/evaluation of all instructional and instructional support staff.

Education Supervisor March 2016 to August 2017

Infant Child and Child Learning Center

Create and maintain a system for monitoring compliance with all federal and state rules and policies regarding special education.

Work closely with the district Committee on Preschool Special Education (CPSE) to ensure that the appropriate supports are put in place for students with disabilities and that annual IEP meetings are scheduled.

Work closely with the CPSE on the facilitation of evaluations and reevaluations for specialized services.

Serve as the point of contact for all matters involving special education due process.

Facilitate professional development sessions for general education and special education teachers on accommodations and modifications for students with IEPs, ELLs, and students with Behavior Intervention Plans.

Coordinate annual or semiannual formative and summative evaluations of the special education and ESOL programs.

Attend weekly leadership meetings to gather information to disseminate to all special education teachers and to give input on decisions with the special education program in mind.

Assist with interviewing special education teachers and related service professionals.

Serve as the point of contact for all specialized services provided by external professionals.

Provide direct student services as needed.

Manage the development and evaluation of all special education teachers, learning specialists, and social workers

SEIT/ABA Evening Teacher March 2015 to Present

Best Foot Forward & Kids Centric

Provide direct therapeutic interventions to the clients, by teaching, modeling, and coaching of ABA

techniques directed to increase language and communication skills, social skills, appropriate play skills,

cooperation skills, and daily living skills.

Follow the defined IEP targeted behaviors and/or educational goals and measurable objectives to facilitate the child’s abilities and resources in reaching his/her maximum potential.

Assist in the development of Individualized Programs, Progress Reporting, and Recommendations based

upon the client’s goals and needs.

Maintain progress notes for every client contact and submitted progress notes, billing forms, and all other

required documents to payroll at the end of each pay period.

Communicate confidentially and professionally with behavior analysts, teachers and parents as well as kept the children motivated to learn and accurately recorded information on the child’s progress.

Assistant Principal for Special Education 2008 to June 2015

The UFT Charter School (K-12 Academy) Brooklyn, NY

Areas of Primary Responsibilities:-

Supervision of 26 Special Education Teachers: Compliance in providing 1:1 therapy to K-8 students in a variety of settings including the General Education classroom, office, home and community—all focusing on instruction in the naturalistic environment.

Ensured that all children were engaged in motivating, naturalistic, intensive therapy throughout the treatment sessions. Applies behavioral principles consistently in all interactions with students. Implements Individualized Treatment Plans (ITPs) under the direction of the Behavior Analysts.

Scheduling of all C.S.E. meetings: Collected data daily during all treatment sessions. Monitored student progress and collaborated with lead Board Certified Behavior Analyst from District 19 to make modifications to instruction, programming, or behavior plans.

Implemented Behavior Intervention Plans and ensured that teachers responded appropriately to all challenging behaviors.

Curriculum and Teaching: Ensure compliance with state and local curriculum and supervise instructional staff to guarantee effective instruction and student mastery and achievement for all students (General Education, Special Education, Students under English as a Second Language Program, and Section 504 Students).

School Operations: Approval of payroll, management of Tutorial Program budget and rollout, review of weekly District communiqués and provide required responses, and ensure cleanliness and proper function of the facility.

2nd grade Teacher & Academic Intervention Specialist 2004 to 2008

The UFT Charter School (Elementary Academy), Brooklyn, NY

Facilitate and monitor all initial and ongoing assessments so that students’ work can be assessed and interventions and accommodations recommended.

Analyze test results and create and share strategies for raising student achievement.

Play an active role as a member of the Pupil Personnel Team Work with students doing push-in or pull-out, one on one or in small groups, to help support students in reading, writing, and math.

Work collaboratively with other professional development specialists.

Administer DIBELS, M-Class, Fountas & Pinnell Benchmark Assessment System and analyze data to guide my instruction and to access progress.

Utilize data from assessment reports to drive every day instructional decisions and independent work.

Teacher Sept 2006 – June 2007

Children’s Aid Society / Pregnancy Prevention Program

Provided individual and/or group tutoring, and general college advisement to high school students participating in youth development program. Provide guidance about high school graduation requirements as it related to college admission, and the college admission process. Assisted in identifying and supporting college track students.

Collaborated with youth development staff and Education Director to monitor students’ academic standing and progress, and in developing academic support programs for teens.

7th Grade Teacher/English Language Arts Sept 2005 – June 2007

Bronx-Manhattan Academy, Bronx, NY

Designed and developed an English Language Arts curriculum focused on differentiated instruction to meet students’ varying needs, abilities, and interests.

Evaluated students using a number of alternative assessments to determine progress and to influence instructional strategies that maximized learning.

Established clear academic expectations and standards, monitored individual progress and assessed students learning.

Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects such as Basic English language skills, life skills, and workforce entry skills.

Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.

Quinones– Page 2

Profile

Highly developed interpersonal, leadership, and training skills

At ease and productive in high stress and fast paced environments requiring skills in problem solving

Ability to multitask both on independent and team projects

Education

Concordia University Chicago, River Forest, IL

Doctor of Education, Education Leadership

Concentration: Organizational Management

*All but the dissertation

College of Saint Rose, New York, NY

Certificate of Advanced Study, School District Leadership, 2009

Touro College, Brooklyn, NY

Master of Science, Education, 2005

York College, Jamaica, NY

Bachelor of Science, Sociology, 2003

Certificates

New York State School Building Leader, Professional Certificate

New York State General Education (1-6), Professional Certificate

New York State Students with Disabilities, Professional Extension

Additional Information

Fluent in spoken Spanish

Working knowledge of Microsoft Word, Excel, Access and PowerPoint and computing and networking in general both PC and Mac environments

References Furnished Upon Request

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