Caitlin M. Scopa

• Taught math and literacy throughout a wide range of grade levels (K-5) through a pull-out or push-in approach
• Analyzed formative and summative assessment data (MAP, FastBridge, weekly assessments) to create individualized learning paths & small group interventions
• Monitored and documented student progress for IEP meetings, collaborating with specialists to ensure all accommodations were met
• Worked with the primary general education teachers (K-2) to help modify the general education curriculum to make it more accessible for developing learners
• Worked with a variety of grade level teams and student services team to manage behaviors and social-emotional needs within the general education classroom
• Co-taught math lessons within a first grade general education classroom
• Prioritizing multi-sensory and hands on/play based activities for math instruction for Kindergarten & 1st grade

Special Education Teacher (Instructional Academic)

• Managed a multi-age classroom with various learning and behavioral needs
• Taught across multiple levels of the Into Reading & Math in Focus curriculums (K,1,2,3,4)
• Managed data collection and modifying classroom work to meet students’ specific needs
• Prioritized the science of reading approach in various literacy curriculums (SPIRE, HMH Into Reading)
• Designed and implemented data-driven lesson plans in ELA, Math, Science, and Social Studies, aligned with Common Core standards for upper elementary learners
• Facilitate guided reading groups to boost critical thinking and analytical skills across diverse reading levels
• Managed various behaviors through point sheets, behavior charts, point systems, and daily communication logs to parents

Student Teaching (2nd grade classroom & Special Education Resource)

North Barrington Elementary School (August 2023-December 2023)

• Facilitate collaborative planning and provide guidance on instructional best practice and pacing
• Design and model balanced literacy instruction (guided reading, writers’ workshop, word study) aligned to grade level standards
• Differentiate instruction to meet diverse learner needs, including multilingual learners and students requiring intervention or enrichment
• Facilitate small-group instruction and literacy/math centers while modeling effective instructional practices for peers
• Incorporate technology to enhance engagement and model effective digital tools for instruction
• Collaborate in Professional Learning Communities to plan instruction, analyze student work, and improve outcomes
• Use formative and summative data to guide instruction and support data-driven conversations with colleagues