Danielle Marino

elementary & special education

5720 Old Sunrise Highway Apt. G • Massapequa, NY 11758
(516) 578-8670 • daniellemarino@mail.adelphi.edu • Portfolio: daniellesdigitalportfolioo.weebly.com

Education
Certificate Extension Courses: Early Childhood and Students with Disabilities B-2 August 2016
Touro College; New York, NY

Master of Arts: Childhood Education 1-6 & Advanced Certification in Special Education May 2012
Adelphi University; Garden City, NY

Bachelor of Arts: Advanced Psychological Studies | Magna Cum Laude May 2011
Adelphi University; Garden City, NY

Certifications
New York State Professional Certification: Childhood Education 1-6
New York State Professional Certification: Early Childhood Education B-2
New York State Professional Certification: Students with Disabilities 1-6
New York State Professional Certification: Students with Disabilities B-2

Professional Experience
Special Education Preschool Teacher, 6:1:1 Self-Contained August 2022 – Present
Special Education Preschool Teacher, 12:1:1 Self-Contained August 2021 – August 2022
Alternatives for Children; Dix Hills, NY
• Create and facilitate a developmentally-appropriate curriculum, supporting growth socially, emotionally, and cognitively
• Foster a nurturing and fun atmosphere conducive to learning, utilizing authentic literature and manipulatives
• Utilize Second Step – an evidence based social-emotional learning curriculum to foster children’s social-emotional skills and concepts
• Focus on building competence in Social Communicate, Emotional Regulation, and Transactional Support
• Utilize The Creative Curriculum to differentiate and individualize instruction for every child, understanding how children’s abilities
progress over time
• Effectively scaffold learning experiences to respond to each child’s current strengths and needs
• Utilize the SCERTS Model – a research-based educational approach and multidisciplinary framework to directly address core
challenges faced by students with ASD and related disabilities
• Differentiate and modify curriculum, lessons, and activities for students with disabilities, adhering to Individualized Education
Program (IEP) goals/accommodations
• Utilize GMS (Goal Management System), taking data on IEP goals including task mastery key and cuing hierarchy
• Complete behavior data and observations using QABF (Questions about Behavioral Function), Motivational Assessment Scale, and
FAST (Functional Analysis Screening Tool)
• Collaborate daily with Speech, PT, OT, Psychologist, Behavioral Therapists, TAs, and 1:1 Aides to delegate tasks, discuss progress,
and devise plans
• Attend team meetings with students’ individual education team, comprised of IEP Coordinator, Speech Therapists, OT Therapists,
PT Therapists, Psychologist, Behavioral Therapist / BCBA, depending on the student’s services
• Participate in student team meetings, child study team referrals, child study team meetings
• Communicate proactively with families, updating families on their child’s progress, IEP goals, answering any questions or concerns,
and sharing ways to support the child at home
• Utilize Class Dojo for daily parent communication
• Attend professional development in LessonPIX, Project SAVE, Introduction to SCERTS for New Learners, Advanced SCERTS
(Fostering Priorities in Social Communication and Emotional Regulation), Pyramid Model, Creative Curriculum Overview, Health Care
Plan, PLEPS, Developing Measurable IEP goals / regression and recoupment, Extended School Year services, Evaluations and IEPs
 Danielle Marino
elementary & special education
5720 Old Sunrise Highway Apt. G • Massapequa, NY 11758
(516) 578-8670 • daniellemarino@mail.adelphi.edu • Portfolio: daniellesdigitalportfolioo.weebly.com

Professional Experience Continued…

Special Education Preschool Teacher, 6:1:3.5 February 2016 – August 2021
Assistant Instructor & Substitute Teacher – Preschool June 2013 – February 2016
Developmental Disabilities Institute (DDI); Ronkonkoma, NY
• Create and facilitate an age- and developmentally-appropriate curriculum for students with Autism Spectrum Disorder (ASD),
utilizing the principles of Applied Behavior Analysis (ABA) in a visually appealing, highly structured environment
• Foster a nurturing and fun atmosphere conducive to learning, utilizing authentic literature and manipulatives
• Differentiate and modify curriculum, lessons, and activities for students with disabilities, adhering to Individualized Education
Program (IEP) goals and accommodations
• Implement students’ IEP/IFSP, Behavior Intervention Plans (BIPs), and Positive Behavior Supports toward goals
• Record data on IEP goals in order to assess progress and create effective and functional instructional plans
• Evaluate students through a range of formal and informal assessments, analyzing data to drive instruction
• Demonstrate flexibility and adaptability to accommodate a variety of learning styles, cultures, and interests
• Incorporate creative, play-based theme lessons and culturally-responsive teaching for developing social, verbal, and imagination skills,
promoting Pre-Kindergarten and Kindergarten readiness
• Promote and encourage the enhancement of communication skills through the use of centers
• Collaborate and plan with colleagues and team members, delegating tasks and supporting small group learning
• Create and utilize whole class management and individual behavioral strategies through praise, routines, and schedules
• Participate in CPSE and CSE meetings, creating goals and writing comprehensive reports based on student performance
• Lead parent training sessions, working with families to support their understanding of their child’s learning and progress
• Develop strong, lasting relationships with parents, children, colleagues, and administration
Leadership and Extracurricular Involvement:
• Graduation Committee (2014 – 2017) and Morale Committee (2013 – 2015)
• Awarded Employee of the Month – March 2018
• Administer Performance Evaluations on Teaching Assistants, training on data collection, curriculum, and protocols
• Professional developments include: CPR, AED, and First Aid, SMARTBoard, PBIS, Wilson Fundations, Child Abuse Workshop,
“Tier 1 Universal Supports based on Pyramid Model for Preschool” – Eastern Suffolk BOCES, Learning Without Tears: “Get Set for
School PreK Readiness & Writing and Literacy & Math Workshop”, and more

Student Teacher (6th Grade ICT and 3rd Grade ICT) & Substitute Teacher January 2012 – June 2013
Bellmore Public Schools; Bellmore, NY

Professional Development, Workshops, Affiliations

Tier 1 Universal Supports Pyramid Model | PreK Readiness | Wilson Fundations | PBIS | Spark Curriculum | Structured Play Groups
Functional Assessments | Units of Study | OPWDD | Motivational Assessment Scale | TPOT | IEPs | ABLLS | VBMAPP | AEPSI | PECS
QABF | FAST | The Creative Curriculum | LessonPIX | Project SAVE | Second Step- Social-Emotional Skills | Introduction to SCERTS
Advanced SCERTS | Pyramid Model | Health Care Plan | PLEPS | Developing Measurable IEP Goals | Regression and Recoupment
Extended School Year Services | Evaluations and IEPs | New Employee Goal Management System | Building Blocks | Activity-Based
Instruction | Pivotal Response | Toilet Training | Shaken Baby Syndrome | COVID-19 PPE | Developmental Reading Assessment
Phonemic Awareness Assessments | Envisionsmath | Everyday Mathematics | Balanced Literacy | National Association for the Education of
Young Children (NAEYC) | National Association of Special Education Teachers (NASET)