I am a passionate, positive, communicative, solution-oriented, and student-focused Board Certified Behavior Analyst, special education leader, and staff coach with expertise in building comprehensive special education services and behavior supports for students with disabilities in educational settings.

With over 15 years of working with staff and students in the New York City Public Schools, Bellingham Public Schools, and various districts across the San Francisco Bay Area, I bring a varied set of experiences having created exceptional special education instructional and behavioral supports in diverse settings. While many BCBAs primarily focus on 1:1 ABA intervention for students with Autism, I am a BCBA with a focus and passion for working with teachers and their students of varying disabilities specifically in school settings. I understand the very real difficulties and skills that it takes to apply behavior intervention in a group setting vs. when working 1:1. I understand how schools work and have a demonstrated record of creating positive change for students as a part of district teams.

I have particular expertise & experience with the following:

• Training and building capacity with general education and special education staff to use positive behavior supports & behavior interventions based on Applied Behavior Analysis

  • Functional Behavior Assessments and Behavior Intervention Planning for students with complex behaviors in inclusive & specialized settings

  • Using evidence-based practices to support students with Autism in inclusive and specialized settings

• Working with school PBIS teams to establish Tier 1 and Tier 2 interventions to support all students while reducing suspensions & special education referrals

• Setting up and managing self-contained classrooms for students with significant disabilities: physical structure, student & staff scheduling, visual supports, reinforcement systems, communication systems, IEP goal & behavior data collection

  • Using ABLLS-R and VBMAPP to assess, determine goals, and programming

  • ABA-Verbal Behavior, using Discrete Trial/Intensive Teaching & Natural Environment Teaching strategies

  • Functional communication training: including PECS, visual supports, vocal mand training, and use of high-tech AAC

• Over 100 hours and 6 years experience training staff in Crisis Prevention Institute - Nonviolent Crisis Intervention de-escalation and physical safety program

I began my career in education as a special education teacher in the New York City Public Schools and carry that experience with me in every interaction I have with staff and parents. I know just how hard our teachers work and also when they can work differently to best support our learners with complex behaviors and needs. Building trusting and positive relationships with staff and families is the foundation for all of the work that I do.

In the work that I do with districts I always emphasize and focus on building the capacity and skills of staff. Doing so creates lasting improvements in the supports and services that district teams provide to all students.

• Independent Education Evaluations - IEEs

• Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP) and goal development, IEP attendance

• Staff coaching and program consultation - meet with administration, assess staff and programmatic needs, set staff goals, determine coaching plan.

• Support administration in special education program evaluations and improvement

• Student case consultation - assessment, goal development, instructional and behavioral supports, data tracking

• BCBA Candidate Supervision

• Coaching and supporting PBIS Teams in developing Tier 1 and Tier 2 interventions prior to referral to Special Education

Examples of Previous Work

• Behavior Intervention Services Department & Program created and managed for a district in Silicon Valley, CA

• Training presented to elementary school staff: Intervening Early to De-Escalate and Support Challenging Behaviors

• FBA for student with IEP (eligibility: Emotional/Behavioral Disability) in general education class

• FBA for student with IEP (eligibility: Multiple Disabilities) in Moderate/Severe Special Day Class

• Behavior Intervention Plan, Antecedent/Consequence Data, and visual reinforcement supports for 5th grade student with Autism in supported mainstreaming program

• Behavior Data Update prepared for SST for kindergarten aged student

• Daily Points Sheet for 2nd grade student with IEP & Monthly Data Tracking/Student Progress

Kari has been employed as an autism coach supporting teachers and administrators across the district with the implementation of best practices in the field of autism. I have always found Ms. Sachs to be an extremely competent, honest, energetic and an enthusiastic worker. She has demonstrated a high degree of loyalty and trustworthiness to her work and her colleagues and has carried out her responsibilities with vigor and resolve. Kari brings a wealth of knowledge in the field of autism to the schools and staff that she has supported through her coaching over the past few years. She is frequently requested by Principals to work with teacher teams and administrators because she never gives less than 100% of her time, talents and expertise. Kari has the wonderful ability to transfer knowledge to others as well as model specific strategies to build competency amongst staff. - Barbara Joseph, Deputy Superintendent, District 75 Citywide Programs, New York City Department of Education

Ms. Sachs is a professional in all aspects of her work. She will work tirelessly until the task is completed to the highest standard. I have been an Educator, Special Educator and School Administrator for over thirty years and can honestly say that Kari is one of the most knowledgeable, collegial and student/family focused educators I have every worked with. -Judith Tichey, Program Specialist, San Mateo-Foster City School District

As a site principal, Kari was a tremendous resource. She was responsive not only to my needs, but to the needs of my entire team. If a general education teacher had a question or concern she made herself available. She returned phone calls and provided information and support in a timely manner, both in and out of the classroom. She modeled how to implement plans to promote student and teacher success. Teachers appreciated her support and welcomed her into their classrooms. - Maria Maijka, Principal Baywood Elementary, San Mateo, CA