Kaitlin Allsopp Email & Phone Number

Philadelphia, Pa, Us

Philadelphia, Pa, Us

Harrisburg, Pennsylvania, United States

Rosebud, South Dakota, United States

Rosebud, South Dakota, United States

- Awarded the 2024 LEE Policy and Advocacy Summer Fellowship and placed at the Rosebud Sioux Tribe Education Department.- Attended monthly Tribal Education Director meetings and biweekly education taskforce meetings, including representatives from all nine tribes in South Dakota, as well as key equity stakeholders and advocacy organizations like South Dakota Education Equity Coalition (SDEEC), National Indian Education Association (NIEA), Teach for America (TFA), the Liber Institute, etc.- Collaborated in a small task force to develop an annual data summing meeting and data-sharing protocol amongst schools on and off the Rosebud Sioux Reservation serving Sicangu Lakota students with the purpose of improving established pathways for tribal consultation and technical assistance and educational outcomes and opportunities for Sicangu Lakota students.- Produced 2 comprehensive policy briefs to provide technical assistance for the Education Department:1.) a state-level analysis measuring the impact and effectiveness of Indian education initiatives launched by the Office of Indian Education under the South Dakota Department of Tribal Relations;2.) a comparative analysis of school safety policies and procedures at a public school district and a tribally-controlled school school district under the Bureau of Indian Education serving Sicangu Lakota students by reviewing available student and family handbooks, school district policies, and other bylaws.- Created department training materials on IDEA 2004 and established procedures and timelines for special education referrals and systems of support for students not presently responding to traditional classroom instruction.- Fully engaged with professional development offerings for policy, advocacy, and leadership by reading optional texts, completing pre-work, and communicating effectively with cohort members in small and whole-group discussions.

Philadelphia, Pennsylvania, United States

Dual role as a Special Education Teacher for high school students with disabilities and academic needs in reading, writing, and math skills and a Case Manager for tenth grade students with individualized education plans (IEPs)- Responsible for writing and implementing annual IEPs for a caseload of 30+ students with various disabilities, academic and behavioral needs, and related services and supplemental supports- Review students' current IEPs, most recent triennial evaluation report of psychological, academic, social, emotional, and behavioral assessments, previous grades, records, and progress reports to create concise, informative briefs identifying students' disabilities and impact on learning, academic and behavioral strengths and needs, related services and other supplementary push-in and pull-out supports, and specifically designed instruction (SDIs) general and special education teachers are required to implement in classrooms to ensure student success- Regularly monitor students' progress on academic and behavioral goals through diagnostic assessments, open-ended questionnaires for teacher, therapist, and related service provided input, and behavior observations using frequency charts and duration recordings; report progress to parents each quarter of the academic year in timely progress reports- Facilitate whole-group and small-group instruction for students with learning needs in literacy and math using online intervention platforms and other research-based curricular resources, resulting in an average 1.5 grade-level increase in students' reading ability and math performance

Greater Philadelphia

Teach for America (TFA) Corps Member 2022-2024 in Greater Philadelphia, PA- Intern Certificate in Special Education (Prek-12) and English Language Arts (7-12)- Passed PRAXIS exams Fundamental Subjects: Content Knowledge (5511) and Special Education: Core Knowledge and Applications (5354)- Enrolled in University of Pennsylvania's Urban Teaching Residency program at the Graduate School of Education; in second year of course work to attain a dual certification in general education and special education- Completed online and in-person pre-service training and applied learning to daily practice as an educator by holding high expectations for students' academic achievement and behavioral growth and incorporating culturally relevant, rigorous instruction into whole-group and small-group math and literacy lessons- Increased the overall reading ability of students with disabilities and reading needs an average 1.5 grade levels during the 2022-2023 academic year in effort to address learning loss and gaps

Philadelphia, Pennsylvania, United States

- Supported graduate and professional students pursuing their special education teaching certification and/or Master of Education through their participation in the VAST LIFE program, which connects UPenn teaching resident students to individuals with low incidence disabilities aged 14 to 22 years old - Coached student groups, providing direct feedback to students and modeling effective strategies for community-based instruction and task analysis based on individualized student goals- Monitored students groups, scoring their preparation and participation in each session and sending timely reports to the program instructor

Doylestown, Pennsylvania, United States

Extended school year (ESY) is offered by schools to students with disabilities to maintain academic skills and prevent learning regression over the summer. At Central Bucks School District's ESY program, I taught rising eighth and ninth grade students in a regional learning and life skills classroom. I designed a 5 week curriculum with reading, writing, math, social skills, and life skills instruction for each day and differentiated instruction for each student based on individual IEP goals. In addition to classroom instruction, I designed community-based instruction where students applied functional academic skills and developed social skills and life skills by reading google maps and directions, street signs, and store signs, interacting with members of the community to ask for help or purchase items, paying with cash and card, calculating tips, reading menus, etc.

Ewing, New Jersey, United States

Youth Support Specialist at a specialty residential group home for girls aged 12-15 years old, utilizing the Nurtured Heart Approach and RELATES Model for direct care, support, and supervision of youth- Full-time employee from October 2021-July 2022, and presently a per diem employee - Provide adequate supervision of youth in line of sight to ensure compliance with safety protocols at all times - Establish therapeutic relationships with youths in order to deliver meaningful and relevant guidance, skills training, and direct support in overcoming challenges and achieving their goals- Plan and coordinate group activities and discussions related to social-emotional skills, job and life skills training, and personal health and hygiene- Accurately complete all shift documentation, including communication log, individual progress notes, and medication administration record according to state law and company policy- Coordinated all youths' medical and dental appointments, including taking them to appointments and ensuring all required documentation is completed correctly and filed in personal general and medical files

Somerset, New Jersey, United States

As a Research Assistant for CESP, I conducted background research and literature reviews of education policies and practices and contributed to program evaluations of education initiatives developed and implemented by CESP by analyzing survey data using SPSS, specifically descriptive statistics and cross tabs.

Dr. Martin Luther King Jr. Middle School In Asbury Park, New Jersey

- Adapted summer enrichment program curriculum for an online format using Google Classroom, Drive, and Meet, ensuring the program's continuation for a second year in a row despite school closures and COVID-19 restrictions- Planned a 6-week curriculum with different weekly topics related to social justice and community organizing, along with readings, videos, guest speakers, guiding discussion questions, and individual and group activities and assignments, providing middle schools students an opportunity to improve reading, writing, critical thinking, and social-emotional skills while learning about community activism in local and national contexts

West Long Branch, New Jersey

As an Assistant Coach for the Monmouth University Policy Debate Team, I coach teams, help devise argument strategies, and research current evidence prior to rounds. During debate tournaments, I also judge debate rounds and decide the winner, either affirmative or negative. Responsibilities also include chaperoning and supervising MU students.

Dr. Martin Luther King Jr. Middle School In Asbury Park, New Jersey

WAGE Intl. established a summer mentoring program that sharpened middle school students' reading and writing skills, while teaching them about activism, nonviolence, mindfulness, and healthy living. As a mentor, I prepared for the summer program through researching on the topics, collecting and printing weekly readings, and preparing and organizing the materials needed for each meeting. I also took on the role as a leader amongst my colleagues by recruiting other mentors, scheduling mentor meetings to prepare, delegating research tasks, organizing car pools, and reporting back to the board with updates.

Asbury Park, New Jersey

I have been coaching policy debate at Asbury Park High School since December 2015. In September 2017, I was promoted to Head Coach. My responsibilities include devising a curriculum, planning and organizing weekly practices and scrimmages, and accompanying the students on weekend debate tournaments. I not only help high school students develop their public speaking and critical thinking skills, but I also mentor students and assist them in planning for life after high school, be it college, trade school, or the work force. This position is very important to me because the high school's debate team has had a 100% graduation rate over the past nine years it has been in existence. This is critical in this community because the high school in general has poor graduation rates, standardized test scores, and college acceptance rates. The debate team energizes students about current events, academics, and politics, giving students from an economically disadvantaged area and a racially segregated school district the means and tools to change their realities and reach their potentials.

Redbank, Nj

WAGE (Women and Girls Education) International is a non profit organization dedicated to eliminating violence against women and girls through the equal and advanced access to education. As an intern at WAGE International, I assisted the president of the non profit organization during monthly executive board meetings by taking minutes, accompanying her to fundraising and networking events, and organizing the annual 5k for Women and Girls Education. As the lead organizer, I doubled the number of participants and the total amount collected from the previous year; the proceeds were donated to a local all-girls middle school.

Urban Teaching Residency, Instructional I And Special Education Certification

Master Of Arts - Ma, Human Rights Studies, 3.732

Concentration in Children's Rights in America

Bachelor'S Of Arts, Political Science, 3.86

Activities and Societies: Captain of the Debate Team, President of Students Advocating Girls' Education (SAGE), and Member of Pi Sigma.