Brittney Lynn Rector

Newport Beach, CA * (949) 244-2103 * recto100@mail.chapman.edu

OBJECTIVE
To obtain an Education Specialist Internship with OUSD to enable all students to access the Common Core Curriculum in an inclusive
environment

EDUCATION
Chapman University; GPA: 3.95 Projected Graduation Date: Spring 2018
Master of Arts in Special Education
Ed Specialist Credential - Mild/Moderate Prelim
Ed Specialist Credential - Moderate/Severe Prelim
The University of Tampa; GPA: 3.03 August 2006- December 2009
Bachelors of Arts in Communications

SKILLS
Educational technology programs such as Canvas, Microsoft Office, Google Drive, Nearpod, peer review and track changes Technology
Building meaningful relationships that enhance learning for all student populations
Collaborating with general education teachers and specialists to assist in differentiation and design and implement Individualized
Education Plans

RELEVANT EXPERIENCE
Education Specialist Intern at El Modena High School
Managed a caseload of 18 high school students developing both annual and triennial Individualized Education Plans and ran
IEP meetings, administered the formal Woodcock Johnson Assessment, created individual transition plans, and worked with
students on meeting their annual goals.
Created modified lesson plans and taught specialized academic instruction of conceptual physics to 10 th and 11th grade students
with mild to moderate disabilities.
Collaborated with general education conceptual physics to co-teach an inclusive general education conceptual physics class.
Developed transition planning Haiku page for the special education department to use with worksheets, videos and links to
help students meet transition goals.
Designed and initiated google forms to get feedback for Individualized Education Plans and students present levels of
performance from teachers, parents and students that has been adopted by special education department
Education 500 Literacy and Learning
Administered and analyzed the results of multiple formal and informal assessments such as Qualitative Spelling Inventories, Oral
Reading Fluency, Developmental Reading Assessment, Yopp-Singer Test of Phonemic Segmentation, and Basic Phonics Skills Test
Developed Individualized tutee assessment-based student plan and curriculum
Created balanced literacy lessons linked to grade-level Common Core State Standards adapted to the tutees zone of proximal
development according to assessment analysis
Implemented explicit research-based instructional practices to teach the strategies and skills needed for the writing process, reading
comprehension, word study, metacognition, and fluency
Composed Tutee Report of Progress summarizing student strengths, administered assessments, data collected, curriculum goals and
objectives, tutee growth, and finally, presented goals, literacy strategies and instructional practices identified in the report as effective for
tutee
Chapman University Education Specialist Masters and Credential Praxis Hours
Developed curriculum and assessed placement by administering assessments such as: the Woodcock Johnson IV, Curriculum Based
Assessments, Easy CBM, Functional Behavioral Analysis, and Functional Analysis Assessments
Conducted student observations and collected data using various Direct Observational Recording Systems
Developed curriculum, Individualized Education Plans, interventions and behavior plans based on assessment analysis
Created engaging research-based lessons that are universally designed for learners, linked to Common Core State Standards, and aligned
with student IEP goals
South Lake Middle School in Irvine Unified School District, Instructional Assistant (February 2013- present)
Implement Response to Intervention and Positive Behavioral Support for students with both mild to moderate and moderate to severe
disabilities in special day classes and inclusive environments
Enable students to access the Common Core Curriculum in an inclusive environment by collaborating with my fellow educators to
modify materials and provide explicit instruction, scaffolding, and differentiation
Support individual students at their zone of proximal development using evidence-based teaching strategies
Aid in explicitly teaching students reading comprehension, organizational and study skills, and strategies to develop student
independence and success
 Utilize technology by providing daily homework announcements on a shared Google document
Assist in instructing individualized lessons in small groups to meet IEP goals
Promote independence in students by assisting in the development of social, vocational, life, and safety skills