A-LIST Spotlight: Kindergarten Teacher Rose Jepson at Northridge Elementary

During our work in districts, we have met some truly exceptional educators. This is certainly the case for A-LIST Kindergarten teacher Rose Jepson at Northridge Elementary. As a general education teacher, Rose truly goes above and beyond to meet the needs of all of her students including creating specialized learning materials, visual tools, and structural supports. We often advocate that inclusion is more than just a child being placed in a general education classroom and that it involves ongoing planning and accommodations/modifications to make it meaningful. Not only does Rose already put this philosophy into practice, but she also continues to strive to do better and learn more. She has approached the coaching process with an open-mind and eagerness to learn and grow in her abilities to meet her students’ needs. Continued reflection and learning is a true sign of an excellent educator!

In today's A-LIST Spotlight, we are excited to share the whole group supports Rose has implemented as well as the individualized supports she has used as well. 

Whole Group Organizational Supports

Rose's classroom was well organized so that student materials were readily accessible. 

She used visual supports for center time transitions so that all learners knew where to transition to. The center time schedule was location-based meaning that each center had a written label and picture sign to correspond with the schedule on the board. 

Individualized Organizational Supports

Rose also organized individualized learning materials so that they were readily accessible by all staff working with a particular student. 

Additionally, she implemented a location-based matching schedule where the student would match icons for each period of the school day to the designated location sign to assist in smoother transitions. 

Whole Group Instructional Supports

With her kindergarteners, Rose implemented a variety of visual and tactile supports to engage students in various learning activities. 

She also took the time to provide direct instruction of social-emotional skills. Often we see that students struggle more and more to learn these skills implicitly so prioritizing time to teach these essential skills is so valuable!

Individualized Instructional Supports

Rose created a variety of materials for students working on different learning goals. 

Or who were working on similar learning goals but needed more individual supports to access the curriculum. In the picture below, a student has a personal set of flashcards to follow along with the whole group alphabet chant on the board each day. 

Whole Group Reinforcement Supports

Another way that Rose supports her students SEL development is through using positive reinforcement. Her students loved earning coins for expected behaviors. 

Rose also implemented a structured work system for a student who needed a predictable, concrete system of reinforcement so that they knew if they completed all three tasks, they would get to choose a break activity from their choice board. 

A very special thank you to Rose for everything she does to go above and beyond each day and for sharing these wonderful supports with us!