Danielle Caudillo, M.Ed. Email & Phone Number

Homestead, Pennsylvania, United States

Through the AIU's Non-Public Schools Program, I am the acting Reading Specialist at Our Lady of the Sacred Heart High School and the Reading Specialist and Mathematics Support teacher at Rhema Christian School. My main responsibilities include: - Collecting formal and anecdotal data, - Designing and implementing intervention programs, - Collaborating daily with colleagues to best support our students transfer skills from my lessons to their daily lives, - Supporting said students' executive functioning skills through individual and specialized lessons, - Communicating daily with parents/guardians as a team to support their child(ren) to reach their potential, - and fostering a love for learning through modeling an effervescent, solution-driven growth mindset.

High School

I provided a high school student with one-to-one reading intervention in accordance with his Individualized Education Plan's goals. We focused on building his fluency and phonics skills as well as writing a 5-paragraph essay and increasing his reading comprehension accuracy.

High School Extended School Year Program

During the Extended School Year program, I supported high school students to build their life skills through participation in GoodSTEPS through Goodwill, social skill building activities, cooking lessons, physical activity, and community experiences. We toured the Port Authority South Hills Rail Center, Giant Eagle Market District, South Hills Villiage Mall, CCAC South Campus - Vocational Education Training for People with Special Needs, and Inventionland.

Bethel Park, Pennsylvania

Brentwood, Pennsylvania

Sewickley, Pa

> Participates in reading specialist professional development> Acquires and models instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached> Remains knowledgeable about current and past research in both literacy and otherpedagogies relevant to the literacy coaching role, including the Montessori method> Identifies school teaching and learning needs, barriers and weaknesses by analyzingstudent data, and organizing and implementing problem-solving actions with teachers> Facilitates school-based, high-quality professional development.> Works with teachers (in both teams and individually) to refine their literacy teaching pedagogy and lessons> In-class coaches teachers in giving literacy lessons> Models instructional strategies> Guides teachers in looking at student work with a refined lens> Develops individual and group lessons with teachers based on student need> Guides data analysis> Supports the integration of technology within the classroom> Co-plans with teaching teams and across grade levels> Creates cohesion of literacy lessons across all levels (Children's House, Extended Day, Lower Elementary, Upper Elementary, and Middle School)> Monitors instructional effectiveness and student progress using tools and strategies gained through training and professional development> Builds and maintains confidential relationships with teachers> Tutors individual and small student groups> Writes curriculum maps> Conferences with parents, teachers, the school head, and specialists> Gives lessons during literature circle, vocabulary, spelling, and writer's workshop at both the elementary and middle school levels> Formally and informally evaluates students to provide varying levels of response to intervention> Develops and implements Individualized Individual Accommodation Plans (IAPs)> Acts as standardized testing coordinator

Sewickley, Pennsylvania

> Studied child development and created developmentally appropriate learning environments and works for the upper elementary (ages 9-12) students. > Observed students to learn of each individual child's needs to then modify lessons and materials to support their growth. > Prepared the learning environment to be both attractive and orderly to fit the needs of all students. > Modeled grace and courtesy.> Appreciated and celebrated each child's uniqueness and supports their interests and learning styles accordingly.> Problem solved students' maladaptive behavior through firm and positive approaches and supports students to learn self-discipline. > Encouraged student movement, choice, and discussion within the classroom--ensuring all children are respecting others' learning.> Chose materials carefully to utilize with importance in the classroom. > Implemented the 3-Period Lesson methodically---naming, recognizing, and recalling. > Advocated for peace through guiding children to self-reliance and compassion.> Planned long-term works for students in all subject areas. > Co-taught to best support all students' learning needs. > Collaborated with both the child and their parents.

Propel Schools Northside

I have gained the opportunity to loop with my third grade students to fourth grade. Because of this unique position, I have been fortunate enough to begin the school year where I left off with those same students at the end of our third grade year. I understand their strengths and areas of growth and have had data-driven goals set for them since the first day of this school year. I know all of my students' families and have made great connections with all 46 students in the two sections of fourth grade classes I teach. This teaching experience has helped me to gain experience in digging deeper with the ELA Core curriculum mapping and modules set by the Pennsylvania Department of Education. I can directly apply the vertical learning approach to best support students in having authentic experiences with literature, expository, and writing selections on their independent, instructional, and grade level. I differentiate and accommodate for all of my students' literacy needs. I continue to reflect upon the data I collect weekly to best support my students in reaching their learning goals.

Propel Schools Northside

As a third grade English Language Arts teacher, I was fortunate enough to have helped students transition from learning to read---to reading to learn through incorporation of the third grade humanities topic of the United States' regions. I helped students build skills and strategies to meet Propel's English Language Arts goal of having the confidence, skills, and stamina to interact with any reading, writing, speaking, or listening opportunity they may encounter--both in school and out of school. With constant progress monitoring, both formally and informally, I differentiated learning to meet every students' needs. I facilitated reading intervention to students both with IEPs as well as students identified through the RTII process. I enriched students surpassing the third grade reading level and challenged students meeting third grade requirements as set by the PA CORE Standards.

Propel Northside

Propel Schools after school program provides teachers with the opportunity to create clubs that focus on English Language Arts, mathematics, science, social studies, social skills, and physical education. For this session of after school, I created the "Design Learning" club for third and fourth grade students to completely control their after school learning experiences. Design learning focuses on students understanding the how, what, and why they're learning something, creating more engaging and authentic experiences. To make the most of this unique experience, students were given full control of what they learned and expressed why they were interested in the topic. Each students after school experience is tailored to their natural interest in a topic. The "how" in their experience, I controlled. Each student is required to research the topic then report their research to the class in whichever presentation mode they prefer. They also have to produce something that shows their deeper learning of the topic. Because of the in depth process, higher order thinking skills are required for each step in the design learning process. Because of student choice and control, their learning experiences have been naturally more focused and authentic!

Propel Northside

Propel Schools after school program provides teachers with the opportunity to create clubs that focus on English Language Arts, mathematics, science, social studies, social skills, and physical education. For this after school session, I created the "Travel the World" club where students researched a different country each week. I then would provide students the experience of tasting foods of the country and create similar artwork from said country! The students were very engaged and learned basic cultural differences of countries from many continents. As the social studies focus for third grade is regions of the United States and the fourth grade focus is Pennsylvania, both grade levels of students were highly motivated to research differing topics from their daily experiences during the school day.

Propel Northside

Propel Schools after school program provides teachers with the opportunity to create clubs that focus on English Language Arts, mathematics, science, social studies, social skills, and physical education. During this program, I created a "Media, Propaganda, and Internet Safety Club" for students to learn the influence of marketing, propaganda, and appropriate use of websites. I was able to obtain free curriculum from the national government website source "Admongo". The website provides teachers with the free resources including curriculum, student worksheets, and website access to practice media, propaganda, and internet safety skill building. For further information on the curriculum utilized please access: http://www.admongo.gov/! The website and experiences are both engaging and focused for students' necessary understanding of bias, marketing, and internet safety.

Propel Schools

I provided behavioral and academic support for first and second grade students to be successful in math, reading, science, and kinesthetic learning experiences during the Extended School Year (ESY) program through Propel Schools. Moving from experience to experience during the ESY day, I supported students to maintain positive behavioral choices with their peers as well as with their academics. I also collected and monitored individual student data per their Individualized Education Program (IEP) and 504 Plans. This collected data helped to drive their learning experiences and all collected data was reported back to their Special Education team at their home school for during the regular school year.

Northside

My position as the K-3 Instructional Assistant at Propel Northside is multifaceted. Because of my experience and expertise as a Reading Specialist, I am able to provide more intensive support and intervention for my students. My instructional and therapeutic responsibilities include providing sensory breaks to Kindergarteners, lesson planning for and progress monitoring first grade students' fluency, assisting in shared reading and mathematics for second grade students, lesson planning and providing intensive intervention and support in literacy for third grade students as well as lesson planning and facilitating mathematics intervention for third grade students.My non-academic responsibilities include morning and afternoon bus duty as well as lunch duty. I plan closely with all classroom teachers to best scaffold students' current curricular needs as well as provide appropriate interventions in response to their data.

Propel Northside

Propel Schools after school program provides teachers with the opportunity to create "clubs" that focus on English Language Arts, mathematics, science, social studies, social skills, and physical education. During this time I created the club "Reading with technology" where students engaged in individual, partner, and small group interactive reading experiences while utilizing iPads! My goal was to further foster their love for reading but specifically with technology. Each student chose their preferred type of grouping, literature selection, and response to reading. Students engaged with the applications including: Booksy, My Word Wall, Story Patch, Aesop's Quest, and Read Me Stories. Students would then to choose their response to reading including: recorded video responses on iPad, written responses on iPad Notes, conversation responses with small groups, or written responses with use of graphic organizers I provided.

I've both day-to-day substituted and held long-term substitute positions at multiple Pittsburgh Public Schools including: Arlington PreK-8, Arsenal PreK-5, Arsenal 6-8, Brookline K-8. Carmalt PreK-8, Dilworth PreK-5, Faison PreK-5, Faison 6-8, Mifflin PreK-8, Minadeo PreK-5, Northview K-5, and Sunnyside K-8. My long-term experiences teaching at Pittsburgh Public Schools were in Autistic Support, Life Skills, first grade self-contained, and sixth/seventh grade communications. I've taught all subjects in grades Kindergarten through eighth grade including health/physical education, English as a second language, arts education, communications, science, mathematics, social studies, and various literacy interventions.

I was a morning academic teacher at Summer Dreamers Academy - Phillips camp site in the Southside. I taught second grade communications which also included one afternoon per week in an activities teacher position where I took my second grade students on various field trips through out the summer.

I was a camp counselor and tutor for children with varying Intellectual Disabilities and physical disabilities. The camp was called "Camp Laugh-a-lot" and I was responsible for the facilitation of and assistance with therapeutic and enrichment activities. The campers' daily activities included swimming, arts-and-crafts, meal and bathroom etiquette, as well as an additional activity constructed daily.

Master Of Education (Med), Reading

Bachelor Of Science (Bs), Elementary Education And Teaching

Activities and Societies: Kappa Delti Pi, Peer Mentor Program, Elementary Education Book Club