Katherine Schwyn

Design and execute tailored instructional programs for students with moderate to severe disabilities. Engage in the ongoing development, review, and enhancement of individualized education plans (IEPs) through collaborative efforts with multidisciplinary teams, ensuring alignment with state standards and student requirements. Employ a diverse range of assessment tools to systematically monitor and document student progress, adapting instructional strategies as needed. Employ evidence-based teaching methodologies to address academic, behavioral, and functional objectives. Foster comprehensive support systems for each student by collaborating with related service providers, support staff, and parents.

Completed student teaching in a cross-categorical Special Education classroom catering to 3rd - 5th-grade students with moderate to intensive needs. Engaged in daily collaboration with paraprofessionals, related services providers, and mentors. Emphasized life skills and functional academics in lesson planning and delivery. Assumed responsibility for leading daily classroom duties.

Delivered targeted reading intervention to an at-risk first-grade student, focusing on intensive support. Developed weekly lesson plans and instructional activities aligned with student-specific goals and benchmarks. Utilized DIBELs progress monitoring tools to systematically assess student progress and collect data.

Instructed students in a 3rd-5th-grade emotional disturbance classroom, placing a strong emphasis on behavior management and emotional regulation strategies. Actively participated in various aspects of student support, including attending IEP meetings, parent-teacher conferences, general education classes, OT services, PT services, and overseeing recess and small group activities.

Oversaw the well-being and development of children aged 6 months to 5 years, demonstrating leadership and initiative in their care and education. Applied a range of early intervention strategies for students with Individualized Family Service Plans. Collaborated with both parents and colleagues to explore and implement effective strategies for supporting children's growth and development.

Provided assistance to middle school students in both inclusion services and resource room services. Took charge of morning meetings, shadowed paraprofessionals, actively participated in staff meetings and IEP meetings, and established positive relationships with students and staff. Gained valuable insights into the significance of collaborative efforts among colleagues.

Provided in-home and community-based services to clients with disabilities, adhering to individualized treatment and behavior plans. Recorded and documented session data, ensuring accurate completion of billing sheets. Assisted clients in meeting daily living needs to promote self-esteem and overall well-being.

Directed on-site job training for high school students with disabilities, involving communication with social workers, site employees, and the workforce development team. Daily responsibilities encompassed training students, evaluating performance, managing paperwork, recording time sheets, offering support, and making decisions based on performance assessments.

Taught in a 3rd-grade resource room, providing pull-out services for students with mild intellectual disabilities and behavior difficulties. Spearheaded a semester-long project focused on enhancing fast math skills for students facing challenges. Engaged in shadowing experiences with social workers, physical therapists, and occupational therapists, in addition to actively participating in IEP meetings and staff meetings.

Completed a yearlong high school course offering foundational teaching concepts and hands-on field experiences. Shadowed and actively participated in teaching across three special education classrooms within the Olentangy Local School district. Constructed a comprehensive portfolio featuring a philosophy of education, detailed lesson plans, and a range of professional resources.