Ted Hopkins

Provided instructional and programmatic leadership for the Special Education department, ensuring alignment with federal and state regulations, including IDEA and Section 504

Oversaw development, implementation, and monitoring of IEPs and Behavior Intervention Plans (BIPs) to ensure compliance and student progress

Led data-driven decision-making processes, including progress monitoring, evaluation reviews, and instructional adjustments

Facilitated and chaired multidisciplinary team meetings, collaborating with administrators, general education teachers, service providers, and families

Mentored and supported special education staff through coaching, professional development, and instructional guidance

Ensured fidelity of evidence-based instructional and behavioral interventions across grade levels

Served as a liaison between administration and special education staff to address student needs, staffing, and compliance concerns

Supported inclusive practices and Least Restrictive Environment (LRE) planning to maximize student access to general education settings

Assisted with documentation, reporting, and preparation for audits, evaluations, and compliance reviews

Provided instructional continuity across general and special education classrooms in the absence of the primary teacher

Implemented lesson plans, accommodations, and behavior supports as outlined by classroom teachers and IEPs/504 Plans

Maintained a structured, safe, and inclusive learning environment aligned with school policies and student needs

Supported students with disabilities through differentiated instruction, executive functioning supports, and behavior strategies

Monitored student engagement and behavior, documenting concerns and communicating effectively with school staff

Collaborated with administrators, teachers, and support personnel to ensure consistency and compliance

Demonstrated flexibility across grade levels, subject areas, and instructional settings

Upheld confidentiality, professional ethics, and mandated reporting responsibilities

Provided specialized instruction to students with disabilities in accordance with Individualized Education Programs (IEPs) and federal and state regulations (IDEA, Section 504)

Designed and implemented individualized academic, behavioral, and social-emotional interventions based on student data and evaluations

Developed measurable IEP goals, accommodations, modifications, and service delivery plans

Conducted ongoing progress monitoring and data analysis to inform instructional adjustments and ensure student growth

Implemented evidence-based instructional strategies for students with learning disabilities, ADHD, autism spectrum disorders, and emotional/behavioral needs

Collaborated with general education teachers to support inclusion and access to the Least Restrictive Environment (LRE)

Facilitated and participated in multidisciplinary team meetings, including IEP and eligibility meetings

Communicated effectively with families regarding student progress, services, and supports

Maintained accurate, compliant documentation and reports in alignment with legal and district requirements

Supported positive behavior through implementation of Behavior Intervention Plans (BIPs) and trauma-informed practices

Provided specialized instruction to students with disabilities in accordance with Individualized Education Programs (IEPs) and federal and state regulations (IDEA, Section 504)

Designed and implemented individualized academic, behavioral, and social-emotional interventions based on student data and evaluations

Developed measurable IEP goals, accommodations, modifications, and service delivery plans

Conducted ongoing progress monitoring and data analysis to inform instructional adjustments and ensure student growth

Implemented evidence-based instructional strategies for students with learning disabilities, ADHD, autism spectrum disorders, and emotional/behavioral needs

Collaborated with general education teachers to support inclusion and access to the Least Restrictive Environment (LRE)

Facilitated and participated in multidisciplinary team meetings, including IEP and eligibility meetings

Communicated effectively with families regarding student progress, services, and supports

Maintained accurate, compliant documentation and reports in alignment with legal and district requirements

Supported positive behavior through implementation of Behavior Intervention Plans (BIPs) and trauma-informed practices

Professional degree focused on evidence-based instructional practice, educational assessment, and legal compliance for students with disabilities. The program emphasized development and implementation of Individualized Education Programs (IEPs), data-driven instruction, behavioral intervention planning, and collaboration within multidisciplinary teams.

Coursework and training included special education law (IDEA/Section 504), assessment and evaluation, differentiated instruction, behavior management, progress monitoring, inclusive practices, and family–school collaboration. The program included supervised clinical and classroom-based experiences supporting diverse learners across K–12 settings.

Critical analysis, research, and written communication. Coursework focused on evaluating primary and secondary sources, constructing evidence-based arguments, and understanding social, political, and cultural systems across historical contexts.

The program developed strong skills in research methodology, analytical writing, synthesis of complex information, and contextual decision-making—skills applied to data interpretation, documentation, and advocacy within educational and multidisciplinary settings.

Orchard Knob, Calvin Donaldson, Chattanooga Academy