Deb Arenberg

[email protected]

 

 

Professional Strengths: 

• Communication, organizational and interpersonal skills

• Leadership skills

• Training and teaching skills

• Active team member, able to work independently 

 

 

Education: 

• 2007: M.Ed.  Rhode Island College Feinstein School of Education 

• 1989: B.A. George Washington University, Washington D.C.

 

 

Work History and Experience: 

5/2008 – present: Sherlock Center on Disabilities

Position:  Technical Assistance Facilitator – Multi-Tiered Systems of Support (5/08-present)

Responsibilities: 

• Provide ongoing training and technical assistance to individual schools and school districts on the implementation of PBIS/MTSS

• Provide ongoing Cohort Training for all levels of PBIS/MTSS implementation, including making large group presentations and providing technical assistance as needed

• Development of Sherlock Center PBIS/MTSS training curriculum and training materials 

• Assess the fidelity of PBIS/MTSS implementation at participating schools

• Train PBIS schools and participating school districts on structured functional behavioral assessment and the development of individualized function-based behavioral plans and data based decision making

• Provide services within the context of the Positive Educational Partnership, (PEP), including conducting trainings for direct service providers, participating as a member of individualized wraparound teams and providing technical assistance on the development of behavioral interventions and supports for children enrolled in the PEP program

• Professionally represent the Center and work cooperatively with school administrators, school faculty/staff, parents and families, resource providers and state agencies

 

7/2011 – present: Sherlock Center on Disabilities

Position: Instructional Coordinator, A College Experience, (ACE), program at RIC

• Facilitate the inclusion of ACE students in academic coursework, on-campus internships and the larger RIC community

• Coordinate and deliver academic support to participating ACE students

• Assess individual student needs and accommodations

• Work cooperatively with RIC faculty to facilitate the inclusion of ACE students into their individual courses

• Train and support ACE Peer Mentors

• Work with participating school districts and families of ACE students to coordinate and provide appropriate supports and services

• Participate in ongoing program development, marketing and recruitment

 

9/2008  - present: Rhode Island College Department of Special Education

Position: Adjunct Faculty

• Special Education 310: Principals and Procedures of Behavior Management for Children and Youth with Disabilities, 

• Special Education 566: Autism and Positive Behavior Supports

• College 125: College Learning Strategies

 

1/2008 – 5/2008: Saint Mary’s Home for Children, Providence R.I.

Position: Manager of Step Down Residential Program for BD/ED Children and Youth

Responsibilities: 

• Managing 10 bed residential program for BD/ED children and youth transitioning from inpatient settings to home or community based residential services 

• Writing and implementing individualized transition plans and participating in transition planning and monitoring 

• Ongoing monitoring of residents using formal and informal assessments

• Providing direct supervision of, and support to, program staff including ongoing training and monitoring, formal performance assessment and providing corrective and disciplinary feedback

• Ensuring compliance with agency, state and federal regulations

 

3/2001 – 11/2007: The Groden Center, Providence, RI

Position: Clinical Unit Supervisor

Responsibilities

• Clinical and administrative management of school-based program providing support services to children and youth ages 11 – 21 with moderate to severe and profound behavioral, cognitive, psychiatric, communication and sensory challenges

• Supervising and training classroom-based treatment teams including certified special education teachers, bachelor’s level treatment teachers and classroom support staff

• Writing annual Individual Education Plans and providing quarterly progress summaries 

• Ensuring and monitoring the implementation of Individual Education Plans including academic, transition, behavioral, communication, vocational and sensory goals

• Developing and monitoring individualized behavior management plans and positive behavioral support interventions, including ongoing data based decision making and the implementation of crisis management techniques

• Screening potential students and providing consultative services to school districts, outside agencies, families and the Center residential program

• Facilitating weekly staff meetings and participation in ongoing clinical administrative teams and training

 

2/1999 – 3/2001: Athelas Institute, Columbia, Maryland

Position: Program Manager

Responsibilities:

• Managing day program providing occupational training, supported employment, educational and recreational services to a population of CMI, developmentally disabled, autistic, brain injured and dually diagnosed adults

• Ongoing supervision and training for program staff

• Developing, implementing and monitoring consumers’ annual individualized treatment and behavioral support plans

• Screening transitioning adults to determine appropriateness for program placement

• Participating in ongoing clinical and administrative teams and team training

• Facilitating bi-weekly staff meetings

• Ensuring compliance with agency, state and federal regulations

 

 

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