Available Upon Request
Bachelor of Science in Education
GPA: 3.8Graduated: 2010
Certification: Special Education PK-
12, Elementary K-6, English 7-12
Successfully completed multiple Interactive Field Expereinces: Pace School (Autistic Support K-3), Blairsville- Saltsburg SD (Learning Support), West Hempfield Elementary School (Grade 1, General Education Classroom), Sunrise School (Secondary Life Skills). According to the Pennsylvania Statewide Evaluation Form based on my professional performance, I received an exemplary rating of 12 points. Volunteer services include colaborating with Indiana Area School District as an after school math tutor for grades 3- 6 and supported the learning support classroom teachers for grades 3-6. Demonstrated leadership roles as an Orientation Leader for Indiana University of Pennsylvania. Active member of Indiana University of Pennsylvania Council of Exceptional Children.
Master of Education in Literacy
Anticipated Graduation Date:
Certification Earning: Reading
Anticipate completion of practicum Summer of 2018, earning my Reading Specialist Certification. I presented literacy methedologies duing Indiana Area School District teacher In-Service session. Studied root analysis, literacy theories, curiculum and assessment research. I assessed student performance and analyzed data to provide classoom teachers data behind education plans, implementation of individualized intervention. Provide services under the direction of Literacy Program faculty in the Literacy Center that include administrating assessments, providing indiviual instruction for students who need assistance with reading and Writing. While selected as a Graduate Assistant,I provided the advisor research, transcribed recorded interventions, met all deadlines for assigned tasks.
Rachel Ann Sage
513 Pittsburgh St. Scottdale, PA 15683
Special Education Program Coordinator October 2016 - Current NHS School
•Daily responsiblities include supervision of all staff members, ensure program fidelity, provide trainings upon new hire, classroom observation, clinical feedback to ensure the maximum educational benefit, creating and completing marketing plan tasks, reviewing curriculum, assessment coordinator, attend monthly Education Director Meetings to discuss current data collection, participate duing monthly Clinical Director meetings, monthly revenue, yearly budget, creating a culture of kindness work culture. Special Education - English (7-12) Febuary 2015-October 2016 Woodland Hills School District
•Demonstrate classroom management skills daily to increase pro social behaviors. • Create engaging lesson plans weekly with multiple methods of assessment to complete IEPs or ER/RR for present levels, administer Keystone Exams, PSSA, 4 Sight, WIAT II, consistently assess and monitoing progress and consulting with educators• Complete Reevaluation Reports, IEP, PBSP, Crisis Plans • Responsible for teaching Learning Support English & Reading courses for 4.5 month and transitioning to Rankin Promise in District teaching English and LIterature courses as an Emotional Support teacher.
Autistic / Emotional Support Teacher April 2011 – February 2015 Pressley Ridge Day School
• Create and implement Reevaluation Reports, Individualized Education Plan, Positive Behavior Support Plans, Behavioral Contracts, and School Wide Academic Challenges. • Demonstrate classroom management skills daily to increase pro social behaviors. • Create engaging lesson plans weekly with multiple methods of assessment, administer Keystone Exams, PSSA, 4 Sight, and KTEA-II, assess student regularly formally and informally using a variety of methods and grading rubrics •Mentor new staff members, responsible for all technology approvals and purchases, attend transition meetings at the Intermediate Unit providing notes to the Program Director, communicate with local agencies and schedule volunteer trips and field for all grades, Social Skills instruction with Eclipse Model and emphasis on vital skills such as communication, coping, engaging play, making and keeping friends, improve self-awareness and collect data based on treatment plan goals • Provide adaptations when appropriate and meet the needs of individuals during group activities