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Created and used during the 2024/25 school year.

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Autistic Support Portfolio - Google Docs

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I believe students with autism learn best in an environment that is structured, supportive, and responsive to their individual strengths and needs. Data-driven instruction allows me to measure growth and make informed decisions about teaching strategies, but data alone does not define the student. I use consistent routines, visual supports, and positive reinforcement to provide the stability students need, while also focusing on relationship-building and student motivation to encourage engagement and trust.

I am committed to fostering independence by teaching functional skills, communication, and self-advocacy in ways that empower students to take ownership of their learning. Inclusion is also central to my philosophy: whenever possible, students should learn and grow alongside their peers in the general education setting, with appropriate supports and scaffolds to ensure success. My goal is to prepare students not just academically, but socially and emotionally, equipping them with the tools to thrive as confident, capable, and independent individuals.

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Student 1 is identified with a disability under the category of Other Health Impairment due to educational needs related to her diagnoses of Attention-Deficit/Hyperactivity Disorder (ADHD), Post Traumatic Stress Disorder (PTSD), and Rule-Out Reactive Attachment Disorder (RAD).

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Written for student with greater amount of independence, where they can self monitor situations and provide personal feedback.

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Developed with support so that student can learn to self monitor, and teacher feedback to track goal.

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Google Form Progress Monitoring and Reporting 

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Google Form Progress Monitoring and Reporting 

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Example of behavior goal for a fake student, includes a Google Doc example that would be sent to a teacher for documentation.

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Mr. Andrew Kuzma - Assistant Principal at Warren Area High School. Worked with Mr. Kuzma at Corry in the Special Education Department.

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Used with students on inclusive learning trip.

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Sent home with each student following our inclusive learning trip to get feedback and help us to better prepare for a trip the following year.

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Used with a 9th grade student during 2024/25 school year.

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Assignment shows how general education content was adapted to meet the needs of an included student during 2025/26 school year.

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Student 2 is identified as a student with a disability under the category of Specific Learning Disability in the areas of basic reading skill, reading fluency skills, mathematics calculation and mathematics problem solving.

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Used during 2024/25 school year in Foundational History Class.

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Organization Visual Representation created for 9th grade student. 

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Organization Visual Representation created for 9th grade student. 

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Used during 2024/25 school year in Foundational History Class.

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Used during 2024/25 school year in Foundational History Class.

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Served on SAP team since 2023/24 school year

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Corry Area School District Mail - SAP Team B meeting Agenda

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4th year of the fundraiser.

Creating over $15,000 in donations over the four year span.

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During the 2024/25 and 2025/26 school year, I worked with a team to create a teacher lead proposal to improve school culture. Proposal was accepted, and continue to work to create SWPBIS to be introduced in January 2026.

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Worked with Central Adminstration, General Education Teachers, and Community Members to create a school improvement plan.

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ATSI Meeting - Running Agenda - Google Docs

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Current students who I have worked with for at least 1 year.

100 points of growth equals one year.

500 = 5th grade level

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Ms Lexi Vallimont is the Autistic Support Teacher at Corry Area High School. During the 2024/25 School year, Lexi and I co-taught a Foundational History Class.

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End of the year project, connecting 8 concepts of successful people to their own lives. Assignment completed by a student with a primary diagnosis of Autism

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Mr. Andy Passinger - Principal at Corry Area High School.

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Situation: “I had a student who would shut down when frustrated in class due to being overwhelmed with work.”

Task: “My goal was to help her express frustration in a safe and independent way, but also stay organized and able to see how much stuff she was completed on a weekly basis.”

Action: “I taught her coping strategies using breathing techniques and practiced them during calm times. We tracked progress with a self-monitoring checklist which used a thermal sticker printer to create a list in order what to accomplish by Friday during the week.”

Result: “Within a few months, she was able to independently create a list on her own, eventually using a post it note on a daily basis. She would find her headphones and start engaging on her list instantly during classroom time. Since the start of 2025/26 school year, she has not used her headphones, has her own planner which she writes in daily, and started self avocating for herself by asking questions.

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Note from female student during 2023/2024 school year.

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Used to teach exponents- color coded the notes, and the first day worksheet so that students knew which skill to use to help them solve the problem.

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Mrs. Jamie Hunter- Parent of Erie Steelhead athlete

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Assistant Unified Bocce Coach

-Worked with 20 students

Being a coach of unified sports allows me to celebrate student efforts and supports them through challenges, which strengthens trust and builds rapport in the classroom.

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Mrs. Cassandra Caplan - Mother of 12U All American Steelheads player.