Tess Graham

Driven Student Teacher currently completing a BA in Special Education with an add on in Elementary Education. looking to demonstrate classroom management and teaching abilities. Offers skills in communication, planning and student engagement, Learns new procedures quickly, Team player, is flexible and adaptable. Passionate about engaging with students and patients to support their development and improvement.

• Sigma Alpha Omega Alum December 2023
• CEC Member: Council for Exceptional Children .
• Pre-OST Club: Pre-Professional Club for students pursuing Occupational Therapy and Speech- Language pathology.
• ASL Member: American Sign Language

CBM Project 

This assessment project included the collection, plotting and evaluation of student performance data in the area of literacy development. I collected Weekly assessment data from a student in my field placement and applied research-validated instructional interventions to boost student performance. the CBM project included a written synthesis of the research-validated literacy techniques used with the learner with disabilities. 

Digital Steam project 

The purpose of this project was to create an interactive and educational digital platform that promotes STEAM (Science, Technology, Engineering, Arts and Mathematics) learning among students, inspiring their curiosity, creativity, and problem-solving skills. 

Functional Behavioral Assessment & Behavioral Intervention Plan: Final Class Project 

For the Final class project of my Behavioral Management class. I conducted an FBA and developed a report for a student I was working with during my Fall 2023 practicum. In the FBA this is what I completed: (1) Identify and define a target behavior, (2) collect information across respondents and settings, (3) Identify antecedent events and consequences, (4) Identify the function or purpose of the behavior, and (5) develop a hypothesis about the behavior. I then used the findings from the FBA to develop a BIP for the student. The BIP included positive strategies, program and curricular modifications, and supplementary aids and supports required to address the disruptive behaviors in question. 

Personal Behavioral Management Plan

This plan was developed to ensure my future classroom will be managed safely and appropriately for all maladaptive behaviors that I may encounter. It consisted of behavior interventions at primary, secondary, and tertiary levels. 

Transition IEP Project 

I administered and evaluated three transition assessments and developed post-school goals for an adolescent with disabilities. Results were complied into a summative report on a chosen individual. 

LCEC Unit Plan Project 

This project consisted of a 2-week unit plan designed to teach functional/life skills to middle or high school students with disabilities. After choosing Self-regulation and Self advocacy from the Life Centered Education Curriculum (LCE) in the areas of employment, independent living, and social skills designed for either middle or secondary level student, I created a unit plan organizer, with 2-weeks of lesson plans for teaching the functional/life skill based on the competencies outlined in the LCEC.