Counselor

Dr. Michael J. Edwards

*** **** ***** ********* ******* 30253 ● 678-***-**** ● * *****************@*****.***

Summary:

Dedicated School Counselor, Behavioral Health Specialist with proven skills in Therapeutic, Career Counseling for individuals with emotional /developmental disabilities.

Strengths:

Formulating and Implementing Individual Educational Plans, effective Functional and Behavior Modification Plans.

Classroom Strategies, Teacher Observations, Knowledge of Standards Based Curriculum Instruction and Assessments.

Leadership skills using communicative dexterity while assisting school personnel in achieving the Vision and Mission of the Learning Community.

Professional Work Experience

Fulton County Public Schools 07/2021-03/2023

Services for Exceptional Children: Transition Specialist

Goal: Provide comprehensive and specialized instruction to students in the Transition Program grades 9-12+ that have developmental and physical disabilities. Instruction will be provided across all environments including the classroom, community, building, job site and in the family’s home if appropriate. The primary goal of the Transition Program Teacher is to provide specialized instruction in an individualized program for students in order to empower them to become happy, confident and productive members of their community.

* Participate in transdisciplinary team meetings, multidisciplinary staffings, annual reviews, parent conferences, and faculty meetings.

* Communicate frequently with parents. Elicit parent input in educational planning and implementation.

* Collaborate with team members to develop and modify goals/objectives on student IEPs. Ensure that goals/objectives are outcome-based, longitudinal, measurable and, when appropriate, are aligned with the Illinois State Learning Standards.

* Implement student IEPs utilizing teaching methods, materials, and adaptations appropriate to meet individual student needs.

* Utilize non-aversive behavior management techniques. Provide positive programming. Ensure consistent management across team members.

* Implement the Transition Ten Sigma Curriculum consisting of content in the community living domains, functional academics, vocational and embedded social, communication and motor skills. Also implement program recommended curriculum for Reading, Math and Community Instruction.

* Design, revise, and maintain a class schedule consisting of activities developed from student IEP goals/objectives. Provide instruction in integrated environments.

* Design, revise, and maintain instructional programs developed from student IEP goals/objectives. Facilitate cooperative learning.

* Provide opportunities to interact with peers to form friendships and support networks.

* Implement programs and procedures recommended by transdisciplinary team members.

* Demonstrate team leadership skills for a group of paraprofessionals.

* Demonstrate a consistent method of assessing student growth via the use of clear criteria and is congruent with student goals. Collect and summarize performance date on an ongoing basis.

* Collaborate with team members to report on student progress by the established timelines.

* Participate in Transition Planning meeting and implement movement to adult services for exiting students.

Teach Stone, Classroom Observer Contract, Southwest Florida 10/2019-03/2020

Classroom Assessment Scoring System (C.L.A.S.S.)

Classroom Observer (PreK, Infant, Toddler) Conducted Classroom Assessment Scoring System observations of both internal and external early childhood and school age programs.

* Conducts required number of CLASS observations based on contracted requirements.

* Maintains records, prepares accurate assessments, and composes correspondence relative to the work.

* Supports resolutions to appeals.

* Improves business productivity.

* Performs related work as assigned

* Conducts required number reviews per month to meet the strict 30day deadline

* Proof-read reports for missing data, range & scoring errors and grammatical errors

* Reviews and analyzes CLASS reports to maintain quality assurance

* Improves business productivity

* Collects and maintains relevant data on QRIS (Quality Rating Improvement System)

Orange Center Elementary (S.T.E.M,) Orlando Florida 02/19-06/2019

Administrative Dean PreK-5

Enforcement of school regulations and policies, coordinates programs with other school departments, meets with students who have exhibited poor conduct, and resolves problems accordingly.

* Coordinates housing, health, and extracurricular services for college level students.

* Assists in overseeing financial aid for students.

* Addresses student questions and concerns

* Organizes and runs administrative meetings.

*Addresses and resolves student behavioral issues.

* Refers students to counselors as necessary.

* Devises best course of disciplinary action.

*Attends disciplinary hearings when necessary.

* Writes up student conduct reports.

* Maintains files of all student activities, meetings, investigations, and disciplinary issues.

* Organizes new student orientation sessions and activities.

* Serves as an advisor for student clubs and organizations.

* Attends and supports student events.

* Acts as liaison between students, administration, and faculty.

* Assists in development of programs for academic success.*•Enforces school policy and procedure for students and staff.

* Assists admissions department in reviewing student applications.

* Contacts and meets with parents when necessary.

* Attends student affairs and higher education conferences for professional development.

Cherokee School, EBD Center School Orlando, FL 06/13-06/2019

Transition Coordinator

* Knowledge of current trends and research in Exceptional Student Education with emphasis on rules, regulations, policies, litigation, and procedures on a federal, state, or local level affecting exceptional students.

* In depth understanding of least restrictive environment and display ability to provide consultation and advice to teachers, administrators, parents, and district staff on ESE issues.

* Design the overall staffing process to ensure consistency in meeting district goals and meeting all State Department mandates.

* Assisted teachers in Individual Education Plan (IEP) development.

* Coordinate with Department of Transportation to provide service to Exceptional Student Education (ESE) students.

* Meet with school-based personnel to interpret changing state and federal mandates.

* Serve as a resource to school-based agency personnel.

* Consult with parents on issues related to eligibility, placement, and services.

ESE Guidance Counselor, Cherokee School

* Counseling with Special Education students individually and in groups.

* Disseminate information relating to educational and vocational planning.

* Implementation of Ripple Effects, Zones of Regulation Social Skills Curriculum

* Collect and record information about the student for the use of the

professional staff in I.E.P. meetings relating to eligibilities, manifestations,

placement, and annual reviews. Care will be taken to insure the confidentiality of

such personal materials. Close relationship with the registrar is important in this

task.

*Administer and interpret tests, both in large groups, such as with placement

and achievement tests, and individually when additional information seems

desirable. Such interpretation will be conducted in a professional manner,

attempting to give a clear and accurate picture as possible. Uninterpreted scores

will not be released by phone at any time, and only to authorized professional

persons through the mail. Will ensure that accommodations are provided for

students during testing per his/her I.E.P.

Regularly consulted with teachers, parents, and other agencies

*Member of MTSS process and progress monitoring that may lead to eligibility

under I.D.E.A.

*Other duties as assigned by the building principal or his/her designee.

Cherokee School, EBD Center School Orlando, FL 02/2013-06/2013

Behavior Specialist

* Provided case management and therapeutic intervention services that are consistent with the district’s mission and mandated requirements (facilitates parental involvement).

* Monitored education laws, rules, and regulations; ensure that district policies/procedures support non-biased assessment/planning activities.

* Consulted with district staff to identify ongoing/emerging behavioral intervention needs of students.

* Provided consultation and therapeutic intervention services, by helping families/students understand how services relate to their child(s) educational program. (monitors the efficacy of interventions).

* Developed and implemented protocols to safeguard student assessment results that are shared with staff and/or referral sources (ensures that confidential materials are stored appropriately).

* Advanced the district’s professional image, maintained open/effective communications by using problem-solving techniques to tactfully address and resolve questions/concerns.

* Advocated for children by initiating referrals to community resources as needed (e.g., legal, health, welfare, etc.). Serves as a contact for public agencies.

* Coordinated the development of behavior intervention plans as part of the IEP process.

* Coordinated manifestation determination and functional behavior assessments meetings. Helps staff implement behavior management plans by monitoring student interventions.

* Complied with federal/state policies/procedures for the education of students identified as having a disability.

* Consulted with Safe coordinator and social Worker to facilitate the early identification of mental health risks.

* Documented observations of students in classroom settings.

* Consulted with parents as needed (e.g., phone calls, E-mail, written notes, meetings, etc.).

Griffin High School

Guidance Counselor (9-12) Griffin, GA 8/2007-06/2012

* Utilized “Infinite Campus” accessing students profile including, Academic/Social History.

* Facilitated meetings with students whose names appear on the low-grade list for each

marking period and, if appropriate, formulating a plan of action for success

involving the student and the parent;

* Planned and/or promoting programs which enhance the academic, social or

emotional growth of students, e.g., Curriculum Fair, Career Fair, Underclass

Honors Assembly & Senior Honors Program, Graduation, opportunities for

student enrichment and/or remediation, scholarship opportunities and parent

informational programs;

* Met with seniors once each semester and mailing updates on their

graduation status to their parents;

*Worked with students who have discipline, attendance and academic problems

and are referred by teachers, parents or administrators;

*Insured that students are aware of requirements for graduation and college

admission, as well as any NCAA requirements that may be necessary for athletic

participation;

*Helped students develop post-secondary educational plans in accordance with

their interests, abilities and career plans; Assisting students with the completion of college admissions applications

*Organized and promoting standardized assessment opportunities and

interpreting test results to students and/or parents on request;

*Assisted the principal in the preparation of diploma lists and identification of

honor graduates in preparation for the Senior Honors Program and Graduation;

*Maked necessary schedule changes for individual students that are both

appropriate for their abilities and aligned with their educational and career plans.

*Facilitated small groups for individual students with identified, common needs

*Collaborated with Graduation Coaches with student regarding High School Credit completion

Griffin Spalding

Mainstay Academy, GNETS Program 06/2008-06/2012

*Facilitated referrals by local school system through the Individual Education Program (IEP) process. Facilitated services by GNETS program for children with an emotional and behavioral disorder based upon documentation of the severity of the duration, frequency and intensity of one or more of the characteristics of the disability category of emotional and behavioral disorders (EBD).

*Utilization of “Infinite Campus” accessing students profile including, Academic/Social History. Comprehensive Affective Learning Model

o Aggression Replacement Training. Professional Crisis Management Trainer

o Employment Training Program

o System-wide Academic Curriculum

o Implemented the GNETS Standards of Practice

o Provided and/or assist teachers with instruction in the grade level Common Core Georgia

o Performance Standards (CCGPS) and Georgia Performance Standards (GPS)

o Assist with the monitoring and implementation of Life Space Crisis Intervention (LSCI)

o Provided staff training, support and supervision in de-escalation techniques and the use of restraint (ex. Mindset)

o Provided staff training, implementation, and monitoring of Functional Behavior Assessments and development of Behavior Intervention Plans

o Assist with the monitoring and implementation of the Developmental Teaching Objectives

o Professional Crisis Manage(PCM) Trainer for Behavior Managemnet

o Managed crisis situations and consults about behavior interventions

o Administed student testing, as appropriate

o Managed crisis situations, usually student behavior issues, and ensures that procedures are followed. Works with staff, including teachers, site coordinators, psychologists, social workers, and paraprofessionals, to develop student behavioral expectations. Document the services provided by completing and disseminating a staff activity plan.

o Monitored all student records. Reviews new due process and compliance documents. Reviewed student files, as necessary

Celebration School (K-8) Celebration, FL 08/2006 – 8/2007

Guidance Counselor

*(MTSS) Multi Tier Support Systems: Reviewed strategies and interventions in the classroom · reviewed current and past report card as well as standardized test scores of student in question.

*Actively involved parents or legal guardian in the development and implementation of individual educational plans’ objectives socially and educationally.

*File all necessary paperwork on students 504 Coordinator Schedule and facilitate meetings with teachers and parents to set up, review and evaluate 504 plans Establish 504 plan for students if needed distribute 504 plans to teachers making them aware of student’s needs.

*Distributed and reviewed all applications for peer leadership, interviewed all students interested in peer leadership with the peer leaders I” messages, feelings, communication, friendships, conflict resolution.

*Individual counseling and group counseling, study habits, skills and responsibility, academic support, self-esteem, friendships bereavement, single parent home life, peer problems and conflicts.

*Administer KBIT Screener to ascertain student’s level of Academic functioning.

*Facilitated various groups such as social skills, anger management, study skills, anti-bullying, and conflict resolution and peer mediation.

Devereux Florida Treatment Network Orlando, FL 7/2001 –8/2006

Clinical Therapist

*Provided one-on-one intensive counseling and on-site advisement for children with severe emotional problems attending Cherokee Elementary School and Gateway School.

*Coordinated counseling therapy sessions among children and facilitated individual and group counseling sessions.

*Worked in conjunction with behavioral specialists, social workers and school counselor.

*Implemented and monitored treatment ‘Comprehensive Plans’ for children.

*Activated treatment plans designed specifically for each individual and served as support system through positive approaches.

*Participates in interdisciplinary treatment planning.

*Develops annual comprehensive psychosocial assessment.

*Provided crisis intervention consultation to all members of the team.

*Participated in peer review process for clinical therapist.

*Documents in medical record according to requirements of regulatory agencies.

Education:

Nova Southeastern University

Doctor of Education: Organizational Leadership

Obtained: June 2011

Educational Specialist Degree Leadership

Obtained: September 2006

University of Pittsburgh

Masters of Education, Specialization School Counseling

Obtained: May 1999

Edinboro University

Bachelor of Arts

Criminal Justice, Minor Sociology

Obtained: December 1995

Certification/Licensure

State of Georgia/ Florida Professional Educators Certificates:

Guidance Counseling, Grades PreK -12

Educational Leadership (K12)

Exceptional Student Education (K12)

LPC (License Professional Counseling for State of GA) Eligible

Dr. Michael J. Edwards 678-***-**** drmi

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