Deborah Arenberg, M.Ed

Paul V. Sherlock Center on Disabilities
Sherlock Center at Rhode Island College
600 Mt. Pleasant Avenue
Providence, RI 01908
 
Phone: 401-456-8974
Email: darenberg@ric.edu
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Last Updated: February 11, 2014

 

Project/Program/Clinic Contacts: Technical Assistance Specialist, Multi-tiered Systems of Support
 
Discipline(s): Education/Special Education
Education: General
Mental and Behavioral Health
 
AUCD Council Membership: No Council Membership
 
Research: PBIS, Positive Behavioral Supports, Family Involvement, Multi-Tiered Systems of Support, MTSS, Self-determination
Education: PBIS, Positive Behavioral Supports, Family Involvement, School Wide Discipline, Wrap-around Services, MTSS, Multi-tiered Systems of Support, Certificate of Graduate Studies in Autism Education, Behavioral Analysis, Positive Behavioral Interventions and Supports, Self-determination
Service: Positive Behavioral Supports, PBIS, Positive Behavioral Interventions and Supports, MTSS, Multi-tiered Systems of Support

Vita/Bio

Deb Arenberg

20 Lois Avenue

Providence, RI  02908

darenberg@ric.edu

 

 

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