Melinda Staub

Taneytown, MD mstaub1@students.towson.edu 443-974-8254

EDUCATION
Bachelor of Science Integrated Early Childhood Education and Special Education
Towson University, Towson, MD May 2018
 Cumulative GPA: 3.971; Dean’s List (all semesters)
 Praxis II with passing scores (Early Childhood, Special Education) January 2018
 Maryland Workforce Shortage Grant 2016-2018
 Nancy Gail Ruben Memorial Scholarship Endowment Fall 2017
 Joanne Grossnickle Scholarship 2016

Associate of Arts in Teaching – Early Childhood Education and Special Education

Carroll Community College, Westminster, MD 2014-2016
 Cumulative GPA: 4.0; Dean’s List (all semesters)
 Dwight P. Jacobus Scholarship 2014-present
 Phi Theta Kappa
 Honor Society Inducted 2015
 Hill Scholar, selective honors cohort 2014-2016
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FIELD EXPERIENCE
Dayton Oaks Elementary, Dayton, MD February 2018-May 2018

Worthington Elementary School, Ellicott City, MD September 2017- February 2018

- Adapted grade level curriculum to meet present levels of students and planned (long and
short range) lessons in science, health and social studies
- Developed activities and taught students by using the Intensive Structured Teaching (IST)
model
- Fostered positive relationships and communication among all school staff and related
service personnel
- Attended countywide professional development meetings
- Attended and contributed to IEP meetings sharing in-class observations, data and student
success to inform decisions made by the team
- Adapted communication techniques to needs of students using LAMP and TouchChat
software
- Collected and analyzed behavioral, academic, and social skills data
- Designed and implemented sensory plan with Occupational Therapist (OT)
- Co-wrote and implemented Functional Behavior Assessments (FBA) and Behavior
Intervention Plans (BIP)
- Daily communication with parents via email and daily logs

Infant and Toddlers Program, Reisterstown, MD February 2017-May 2017

- Acquired skills in developing strong parent-teacher relationships
- Worked closely with parents and case manager to develop student specific strategies for
development in all domains
- Used and adapted household toys and items to teach behavioral and academic skills
- Conducted and observed testing with DAYC-2
Charlesmont Elementary School, Dundalk, MD September 2016-December 2016
- Adapted interactions, communication, and instructional techniques to diverse learners
and special needs students using American Sign Language, the Picture Exchange
Communication System, Core Board, and GoTalk
- Observed and implemented Applied Behavior Analysis, Positive Behavior Supports
- Co-led and led instructional groups (one to eight students) in outside general education
(OGE) preschool classroom
- Applied and removed braces and other physical supports

Winfield Elementary School, Westminster, MD February 2016-May 2016

- Redirected students’ attention using techniques such as sign language, assistive Pragmatic
Organization Dynamic Display (PODD), and verbal direction
- Worked one-on-one with students learning foundational skills in all domains providing
feedback, redirection and positive help during assignments
- Co-led and led instructional time (one to four students) in special education preschool
program (PREP) classroom.
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RELATED EXPERIENCE
Howard County Public Schools, MD 2018-present
Substitute Teacher
- Long term placement (January 2, 2018 - January 26, 2018) in Academic Life Skills (ALS) class
with a case load of six students
Volunteer, A Very Special Arts Festival May 2017
Volunteer, Honestly Autism Day April 2017
Tutoring, Halstead Academy, Baltimore County, MD Fall 2017
Carroll County Public Schools, MD 2016-present
Substitute Teacher
Extended School Year, Winfield Elementary, Westminster, MD July 2016
- One to one assistant
The Social Club, Taneytown, MD 2011-2015
The Child’s Nurturing Center, Finksburg, MD 2011-2015
Teacher
- Used scaffolding during homework time to provide the positive help and hints children
need to complete homework as well as worked with children on sight words and
kindergarten readiness skills.
- Led activities such as free time in gym or outside, group games and quiet center time.
- Co-led large group activities such as arts and crafts or journal time.
- Functioned as class room floater; ages 2-3, preschool classroom (ages 4-6), and school age
classroom (ages 6-10).
- Prepared snack foods while mindful of food allergies.