Summary
Overview
Work History
Education
Skills
Certification
Professional Growth
References
Timeline
Daniel Ceresa

Daniel Ceresa

Drayton Valley,AB

Summary

Hardworking and passionate with strong organizational skills. Career long experience supporting students with disabilities at different levels, from programming to oversight of services, assessments and coordination. Ready for new professional growth and challenges.



Overview

16
16
years of professional experience
1
1
Certification

Work History

Vice Principal (acting)

Wild Rose School Division
01.2023 - Current
  • Monitoring student behavior and implementing school emotional needs program and support.
  • Overseeing schedules, resolving schedule conflicts and making necessary changes and updates.
  • Sharing led meetings with principal for teachers and support staff.
  • Participating in administrators' cohort meetings and on-going discussions on leadership team meetings.

Student Support Facilitator

Wild Rose School Division
08.2014 - Current
  • Collaborated with lead team and school staff in area of special services to support students' and school needs.
  • Developed and maintained caseload with appropriate IEP goals, data collection and assessments as well as supporting teachers with presentations around identified needs.
  • Actively participated in Collaborative Response Model with Admin team supporting teachers and special programming.
  • Regularly facilitated caseload monitoring and review with support therapists (SLP, OT, PT and other consultants).
  • Coordinated implementation of universal, targeted and intensive supports in collaboration with specialists for students with ASD, FASD, ODD, ADHD and other behaviour and cognitive challenges.

Special Education Resource Teacher

Aglace Chapman Education Centre
08.2010 - 06.2014
  • Modified general education curriculum for over 30 special-needs students using various instructional techniques and technologies.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students, particularly students with FASD, ASD, severe behaviour and lack of engagement.
  • Taught students in self-contained and resource environments with pull out and push in groups.

Vanguard School of Coconut Grove

Vanguard School
08.2004 - 06.2008
  • Taught as classroom teacher in combined special education class grade levels 2 to 5 delivering individualized programming and supports.
  • Conducted assessments and on-going evaluation to students to adjust curriculum to their needs.

Education

Aspiring Leaders

Aspiring Leaders Training, Central Alberta
2019

Master of Science - Special Education

Florida International University, Miami, Florida (USA)
2004

Bachelor of Arts - Education And Philosophy

Universidad Catolica Argentina , Buenos Aires, Argentina
1995

Skills

  • Exposure to variety of cultural backgrounds and locations, including students in United States, Canadian First Nations and rural Alberta
  • Experience with large variety of students' needs (from K to 6), including different learning disabilities, ages, risk factors, student engagement and cultural diversity
  • Responsible for administering different assessments (Phonological awareness screens, Comprehensive Test of Phonological Processing (CTOPP), Woodcock-Johnson Test of Achievement, Peabody Picture-Vocabulary test, etc
  • Responsible for coordination of program team planning in development of individualized plans (students with Autism, FASD, behaviour challenges, log cognitive, severe medical needs, etc Experience with Underlying Characteristics Checklist (UCC-CL), Assessment of Lagging Skills and Unsolved Problems (ALSUP), and Comprehensive Autism Planning System (CAPS)
  • Experience in the development of Instructional Matrixes for students with severe and complex medical needs, Autism, low cognitive skills, etc in coordination with therapy providers (SLP, OT, PT, Nurse, etc)
  • Collaboration with teachers and specialists (SLP, OT, PT, Consultants, etc) implementing universal, targeted and intensive support groups, developing interventions and developing IPP (Individualized Program Plans)
  • Skills developing, organizing and monitoring sensory room / wellness room with appropriate items for students with sensory and emotional needs
  • Administrator experience assisting school principal in the role of vice principal (supervision and evaluation of educational assistants, schedules, parent meetings, conflict resolution, application to grants and staff meetings

Certification

BC Professional teaching certificate of qualifications (L236934)

BC TQS completed.

Alberta Permanent Professional certificate (300247N)

VTRA, levels 1 and 2 / ASSIST / Level B assessments

TEACCH Autism Program training.


Professional Growth

Introduction to Low Arousal approach, October 20, 2022

Studio III Canada, managing challenging behaviours training (3 day), December 7-9, 2022

Indigenous Canada course (University of Alberta, online), 12 modules/weeks, February 1, 2023

Autism Conference (by Children's Autism Services of Edmonton), January 26-27, 2023

Queering Identities LGBTQ+ introduction to gender identity (University of Colorado, online), 4 modules, February 4, 2023

References


  • Andrea Hodges-Payne - Principal Evergreen Elementary (andrea.hodgespayne@wrsd.ca)
  • Nancy Kindjerski - SLP-R Therapist for Wild Rose School Division (nancy.kindjerski@contractors.wrsd.ca)

Timeline

Vice Principal (acting) - Wild Rose School Division
01.2023 - Current
Student Support Facilitator - Wild Rose School Division
08.2014 - Current
Special Education Resource Teacher - Aglace Chapman Education Centre
08.2010 - 06.2014
Vanguard School of Coconut Grove - Vanguard School
08.2004 - 06.2008
Aspiring Leaders Training - , Aspiring Leaders
Florida International University - Master of Science, Special Education
Universidad Catolica Argentina - Bachelor of Arts, Education And Philosophy

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Daniel Ceresa