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Criminal Clearances

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Child Abuse Clearances

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Point Park University Transcript

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To be uploaded upon completion of proctored exam on December 16

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Letter of Recommendation- Caitlin Weaver

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Letter of Recommendation- Melissa Schimpf

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Philosophy of Education Essay

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PDE- 430 Midterm

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PDE- 430 Summative to be uploaded upon completion with university advisor.

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Artifact 1- 1b Demonstrating Knowledge of Students

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Artifact 1- 1b Demonstrating Knowledge of Students

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For this small group reading lesson, I adapted the activities for three higher-level groups of students who had mastered the identification of all uppercase and lowercase letters and who were working on mastery of letter sounds and blending. After analyzing ESGI data, I determined that the letter R needed to be reviewed with two of my lower-level reading students and was able to adapt a lesson to help focus on letter identification and penmanship formation. For the higher level groups, we not only focused on reviewing already learned letter sounds but also letter blending using a pre-decodable that we had been reviewing as a class.

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Artifact 2- 1f Designing Student Assessments 

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Artifact 2- 1f Designing Student Assessments 

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For spelling tests, I adapted some student's spelling tests to align with their IEP academic needs. For example, the student's test on the left does not have the line slashes to indicate how many letter sounds are in the spelling word. The test on the right was given to a student whose IEP states that he shall have line slashes to help with him recognize the number of letter sounds in a word to be better able to write the correct letter-sound correspondence. Both texts were given to students in a whole group setting.

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Artifact 1- 2b Establishing a Culture for Learning 

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Artifact 1- 2b Establishing a Culture for Learning 

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This carpet seating chart was created after careful observation of students after the first 4 weeks of school. Students were placed in a seating area beside another student who they seemed to get along with and who motivated them to be respectful, responsible, and safe. Students who were often pulled for speech therapy, emotional therapy, and other school services were seated on the edge of the carpet to cut back on interruptions. Students with ADHD, ODD or trouble with focus were seated in the front of the room to cut back on distractions.

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Yellow  Stickers Class Reward Chart - 1.JPG

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Artifact 2- 2d Managing Student behavior

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Artifact 2- 2d Managing Student behavior

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Within the classroom, I strived to encourage students to follow our PBIS school behavior management program of being respectful, responsible, and safe. If students as a whole class have a day where each student is respectful, responsible, and safe, then the class earned a petal on their Petal Power Flower towards a class reward. If the class had a not-so-good day, one would be removed. Students were motivated to remind others to make thumbs up choices and work together to earn petals for the class reward.

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Artifact 3- 2d Managing Student Behavior

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Artifact 3- 2d Managing Student Behavior

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Within there class, there were six students who with the aid of the emotional support and special education support teachers created specific behavior charts to be completed each day. Each of these students had specific behavior goals to work towards and had different methods of monitoring and meeting those goals. Each of these students also had specific rewards for earning enough smiley faces, whole punches or positive notes regarding their behavior.

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Artifact 1- 3a Communicating with Students

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Artifact 1- 3a Communicating with Students

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Within the classroom, there is a WOW board at the front of the room. It is a goal that each month students complete a self-assessment of their learning, which includes drawing a picture of themselves, writing their name, their letters, and numbers, and then trying to write a complete sentence. These pages are then hung on the WOW board for students to see each month and see how much they are growing and learning. I remind and communicate with students daily how proud I am of their growth and want a way for them to see their own academic growth as the year goes on.

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Artifact 2- 3c Engaging Students in Learning

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Artifact 2- 3c Engaging Students in Learning

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To engage students during our Apple Unit, I created an activity where we identified the different parts of an apple and created our own Apple Shirts. Students had to paint their hand as the apple branches, their arm as the apple tree trunk, and then count the number of letters in their first name and paint that many apples on their apple tree. It was a great way to review the parts of the apple tree and also to review the number of letters in their name. To conclude the apple unit we then had an apple party where we taste tested different apply flavored foods and made a comparison chart on the favorite food.

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Artifact 1- 4c Communicating with Families

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Artifact 1- 4c Communicating with Families

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One of the ways that I communicate with families each month is by sending home a Snack Day Calendar that lists not only snack days, but special days and learning targets that we are focusing on for the month. This monthly letter is then also posted on my Class Dojo app for families to view and save as well. Families are made aware of the learning targets in math, English, science and social studies that we will be focusing on in the upcoming weeks. I also include important dates and reminders for families on the bottom.

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Artifact 2- 4d Participating in the Professional Community 

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Artifact 2- 4d Participating in the Professional Community 

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I help participate in the professional community by being an active member of the Kistler Elementary PTO. I am their Social Media Manager and Graphic Designer. I design graphics and videos promoting programs that are occurring or have occurred at the school, different upcoming events, and PTO meetings. I also help with keeping families updated on school closures and policies!

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This is one of my graphics I share monthly about our upcoming PTO meeting!