Maria Fernanda Castañeda Moser

• Assess students' learning needs and develop individualized education plans (IEPs) to address their specific challenges and goals.
• Collaborate with teachers, parents, and other staff to implement effective learning support strategies, classroom differentiation, accommodations and modifications for students with special needs using the MTSS model.
• Prepare behavior plans based on experience with ABA.
• Provide and coordinate pull-out and push-in support sessions for students in Tiers 2 and 3.
• Monitor student progress and adjust IEPs as needed to ensure students are meeting their learning objectives.
• Supervise a team of learning support assistants and teachers, providing guidance and oversight to ensure high-quality instruction and support for students.
• Facilitate Student Support meetings with the Student Support team (Head of EAL, Social Emotional Counselor, University Counselor, MYP and DP Coordinators and Head of Secondary).
• Support Tier 2 and 3 students in Years 6-12 (MYP and DP).

• Plan and lead engaging, age-appropriate activities, lessons, and games to support the cognitive, social, and physical development of kindergarten-aged students.
• Supervise and ensure the safety and well-being of kindergarten campers during all camp activities, transitions, and free time, adhering to all relevant safety protocols.
• Communicate with parents/guardians and relevant school staff to provide updates on the children’s experiences, progress, and any behavioral or health concerns that arise.

• Collaborate with a multidisciplinary team and classroom and specialist teachers to develop and implement individualized programs for students with intellectual and developmental delays/disabilities
• Develop programs with a focus on functional academic, social skills and daily life skills, with the goal of helping students fulfill their personal and academic potential and attain as much independence as possible
• Provide case management for students with intellectual and developmental disabilities, including: a) writing Individual Education Plans and progress reports b) creating transition plans and behavior support plans c) briefing staff about student needs as appropriate d) coordinating with related services such as Occupational Therapist, Speech-Language Therapist, School Psychologist, Counselor, and external specialists
• Establish strong relationships and open communication systems with parents, teachers, staff, students and administrators
• Grades 3-5

• Provide individual and group social and emotional support to students in Grades 5 to 8
• Facilitate social skills, emotional regulation and transition groups for students in Middle School
• Decide the best care for students in the Care and Concern list as part of the Student Support Services team
• Provide parent education and support
• Refer families to external support services when needed
• Grades 5-8

• Provide support and guidance to women, teens, children and families experiencing mental health difficulties (anxiety, depression, abuse, trauma and borderline disorders) to accomplish a more balanced and joyful life
• Referring families to other specialists or professionals when needed in the areas of integrative nutrition, Speech and Language, Occupational Therapy, Psychiatry, Educational Psychology, family medicine, functional medicine, natural medicine, and spiritual or pastoral care.
• Children, teens, adults, couples, and families

Cover teacher for Years 1-5

• Provide individual full time academic, behavioral, social and emotional support to Year 5 student with physical and educational special needs (spina bifida)
• Create and implement an individualized math curriculum for the student
• Work collaboratively with the Head of Learning Support, the student’s parents and the Year 5 team to create, assess, and decide the best practices for the student based on his IEP and his individual physical, social, emotional and academic development and needs

• Provide guidance and mental health support to families, children, women, teenagers and parents with anxiety, depression, trauma, and personality disorders
• Referring clients to Psychiatrists, nutritionists and career counselors when needed
• Children, teens, adults, couples and families

• Provide academic and emotional support to students in Years 3-6 through classroom and pull-out sessions
• Work alongside other children and family health professionals to provide comprehensive support to students with mild special needs and their families
• Years 3-6

• Years 3-6

• Grades 1-4

• Grade 3

2/6 courses taken:

• Universal Design for Learning (UDL)
• Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS)

Training equivalent to a master’s degree in Family and Couple Psychotherapy

• 5-year degree
• Thesis Project: “Study of peers’ role in Bullying”, 2004 – 2005 (Grade received: 5.0/5.0).
• GPA: 4.2/5.0

• Honored as “The Student of The Year”, 1998.
• American style of education in Bogotá, Colombia.