Gabrielle Levy

As a substitute teacher, I have worked with students in ESOL, Spanish, Spanish Immersion, General Education, Intellectual Disabilities, Intellectual Disabilities Severe, Enhanced Autism, and CAT B classrooms. I execute teacher-created lessons, manage classroom behavior, and provide support to children within the classroom. I also work collaboratively with other classroom teachers and Instructional Assistants to best meet the needs of students in the classroom.

At Casa de Paz, I worked to support their mission of reuniting families separated by ICE immigrant detention, one simple act of love at a time. Working with Casa de Paz has allowed me to learn from the experiences of immigrants in order to better understand the journeys that took them to the United States.

During day to day operations, I communicated mostly in Spanish with my coworkers and clients in order to provide support. Additionally, I was required to communicate with clients who spoke languages I did not speak via translators. Sometimes, I had to get creative with communication when translators did not exist for our client's languages.

While with Casa de Paz, I helped to create and remodel our internship and community educational programming. I led a team of six interns and helped them feel comfortable communicating across language barriers and working with new arrivals to the United States.

I created in the moment lesson plans to engage students and activate learning for a variety of grade levels from Kindergarten through twelfth grade.

Reading Rescue is a literacy intervention program for elementary school students who are reading below grade level. I supported students in first and second grade by working on building a repertoire of literacy strategies necessary to advance reading and writing skills.

As a paraprofessional for students in a CAT B classroom during ESY, I supported a group of learners with diverse and varying abilities. During ESY I worked with an instructional team to aid students in continuing their learning during the summer. To do this, I collected data, created lessons, and had check-ins with students to ensure that they were working towards their learning goals. I also worked to support students with behavior and learning challenges by seeking out resources and implementing plans to support all students.

I had the opportunity to serve as a long-term substitute teacher for the end of the 2021 school year. In this role, I supported English language learners through a variety of lessons that I created in order to allow students to better access their general curriculum, learn social English, and focus on their own social-emotional wellbeing.

Utilizing my Spanish skills, I was able to communicate with my majority Spanish-speaking population of students in their native language, helping them feel more comfortable in their educational environment. I collaborated regularly with teachers and created resources that enabled teachers to better support the Spanish speakers in their classrooms.

Additionally, I worked with dually-identified students in order to support students receiving special education services in both general education and self-contained classroom environments.

I provided valuable support for the IMPACT team, a research team focused on evaluating teacher evaluation practices in DCPS. I demonstrated keen attention to detail and accuracy in editing and reviewing research findings including data analysis and member checking. I collaborated effectively with the research team to ensure the successful execution of research objectives.

I worked weekly with a social skills group for boys with high functioning autism and other learning disabilities. I led engaging and interactive small group lessons to promote social development and communication skills. I played a key role in effectively managing classroom behaviors to create a positive and inclusive learning environment.

SPECIAL EDUCATION EXPERIENCE

At Rocky Run Middle School, I interned in an Enhanced Autism CAT-B classroom. I worked with students with various learning and behavioral needs to help them build work-related skills through their Work Awareness Transition (WAT) program.

At Lees Corner Elementary School, I interned in an Intellectual Disabilities classroom for kindergarten through sixth-grade students. I worked one on one with students to complete language arts assignments focused around Scholastic articles. I adapted the curriculum to best meet the students' learning needs.

GENERAL EDUCATION EXPERIENCE

At Poplar Tree Elementary School, I interned in a second-grade classroom and primarily lead small groups who needed extra support with reading. Many of the students I worked with were learning English as a second or other language.