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School: Anderson Middle School

Area of Specialization:

County: Martin



Ivy German was born in Columbus, Ohio and raised in Palm City, Florida. She spent her childhood in the Martin County School system and then went to college at Indian River State College. Ivy received her Bachelor of Science in Special Education K-12 with ESOL Endorsement. She has assisted with Special Olympics since the age of 4, working with her aunt the CEO of ARC of Medina Ohio. This is when she dreamed about opening her own private school working with the children that are considered profound and their parents. Ivy is currently teaching 6-8 grade students in an Intensive Autism Unit. She truly enjoys this part of her teaching career as it was both challenging and rewarding. While attending IRSC, Ivy worked at the ARC of Martin County as a job coach, assistant respite director, and assistant afterschool camp director. Also, while attending IRSC Ivy was the president of Service Learning and co-president for Academy of Future Teachers. At the 2010 Florida Future Educators of America State Conference, she brought home three first place trophies. After graduating, she started her career as a paraprofessional in an ASD unit for students ranging from Kindergarten through 3rd grade. Ivy then took on a job teaching 4th and 5th grade gifted students and coached two teams for Odyssey of the Minds. She is excited about this new endeavor that CARD has given her to reach another high goal.

PEPSA Partner: Proposed Project (2012)

Project Description:

Paraprofessionals and other support staff play a vital role in fostering student success in the self-contained classroom for students with Autism Spectrum Disorder. It is our hypothesis that specialized training for all support staff will undoubtedly increase student success, specifically in by decreasing occurrences of aggressive and/or noncompliant behaviors. Over the next several months, German and Griggs, with assistance from their CARD Partner, Linda Pierce, will identify and define specific undesired student behaviors and corresponding replacement behaviors, implement a number of evidence-based trainings with their staff, and record and analyze the impact of these interventions on student behavior. German and Griggs expect to see a marked decrease in undesired behaviors, as well as an increase in staff job satisfaction and group cohesiveness. Partnering with Robert Griggs

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This product was developed by the Partnership for Effective Programs for Students with ASD, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.