Camila Ortega

• Case-manage a caseload of 18 students (grades 3–8) with IEPs spanning SLD, autism, and OHI; write and facilitate annual reviews with 100% on-time compliance for three consecutive years. • Co-teach literacy and math in inclusive classrooms using station teaching and parallel models; 81% of caseload students met or exceeded midyear IEP progress-monitoring benchmarks in SY2024–25. • Lead a weekly MTSS problem-solving team with gen-ed teachers and a school psychologist; cut unnecessary initial evaluation referrals by 27% through targeted Tier 2 interventions. • Coach 4 paraeducators on prompting hierarchies, data collection, and de-escalation; reduced office discipline referrals for caseload students by 34% year over year. • Partner with families via Spanish-language conferences and home–school communication logs; maintained 96% IEP meeting attendance including guardians and related-service providers.

• Delivered push-in and pull-out LBS1 services for 22 middle-school students; redesigned reading intervention block that moved average Lexile growth to +185 in one academic year. • Authored measurable IEP goals aligned to Common Core and Illinois Learning Standards; passed district file audits with zero corrective actions across three audit cycles. • Implemented Check-In/Check-Out and Zones of Regulation supports for students with ED eligibility; average weekly point-sheet fidelity reached 92%. • Coordinated transition planning for 8th-grade leavers, including high-school visits and self-advocacy skill instruction before exit IEPs.

• Supported a self-contained primary classroom under a licensed LBS1 teacher; collected daily ABC and academic probe data used in progress reports and MDCs. • Stepped into a long-term substitute SPED role for one semester covering maternity leave; maintained instructional continuity for 12 students without service interruption. • Assisted with assistive technology trials (speech-to-text, visual schedules) that improved independent work completion for 5 students with autism.