About the store
Rooted in Structure is built on the belief that structure is the foundation of regulation—and regulation is the requirement for learning. I currently teach in a 15:1 self-contained Special Education classroom in Westchester County, NY. My background includes serving as a Special Education teacher in 5th-grade inclusion settings across public schools in Long Island and Queens, as well as experience as a 1st-grade General Education teacher. These diverse settings have shaped my approach to creating practical, ready-to-use resources that reduce cognitive load for students and prep time for teachers.
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Behavior Incident Report Form – Student Behavior Documentation for Administrator
This behavior incident report form provides administrators and principals with a structured way to document student behavior incidents, track patterns, and support decision‑making for behavior intervention plans or office referrals. It is extremely comprehensive and easy to fill out. It includes primarily check-off boxes for items such as: -Does the student have an IEP or 504? -Location of incident -Antecedent/possible motivation before incident -Teacher-managed behavior -Office/administrator-m
K - 8th
ABC Behavior Data Observation Forms – Behavior Management Tools
Collect meaningful behavior data with these ABC (Antecedent‑Behavior‑Consequence) observation forms, designed to help educators track, analyze, and support student behavior as part of effective classroom management. 3 ABC Data Observation Forms: 1) Conduct a 10-minute observation using a time-based estimate procedure with 10-second intervals. Antecedents, behaviors, and consequences can be recorded. 2) A data sheet for recording duration of behavior. 3) A descriptive analysis card to record fre
Not Specific
School Psychology
Student Discourse Participation & Engagement Rubric | Classroom Assessment Tool
Easily assess and elevate student talk in your classroom with this ready‑to‑use rubric for discourse participation, perfect for elementary through secondary teachers focused on communication skills, collaboration, and academic conversation growth. The rubric includes discourse (content, evidence, language, dialogue), participation (process, responsibility), and engagement. There is also a page for learning experiences to teach students expectations of the rubric.
3rd - 8th
Paraprofessional & Aide Training Kit – Student Independence Strategies
Perfect for teachers, SPED staff, and administrators!This Paraprofessional Training Kit is a complete ready-to-use resource designed to help build independence in students while reducing reliance on aides or paraprofessionals. It’s ideal for: Classroom teachers training paraprofessionals in SPED or general education classroomsInstructional coaches or team leads running staff development sessionsAdministrators looking for a structured PD resource for support staff What’s included:Training Slide
Not Specific
For All Subjects, School Counseling, School Psychology
Paraprofessional/Aide Eligibility Checklist – Student Support Decision Tool
This paraprofessional/aide eligibility checklist and student support decision tool helps educators, special education teachers, and support staff determine when a student may need paraprofessional/aide support — ideal for use in IEP/MTSS planning, screenings, and school team meetings.
Not Specific
Classroom Management Teacher Self-Assessment and Action Planning
Use this self-assessment graphic organizer to rate classroom management practices, create an action plan with the completed self-assessment, and then use a checklist to maximize structure and actively engage students.
Not Specific
Classroom Community, For All Subjects
Parent SEL Assessment – Social Emotional Learning Skills for Elementary
This parent social‑emotional learning (SEL) assessment helps educators and families identify strengths and areas of support for elementary students’ SEL skills — perfect for parent conferences, classroom planning, RTI/MTSS screening, and SEL reporting. This assessment has four parts: 1) Different ways in which your child may behave at home. 2) How well you feel your child is able to accomplish his/her homework. 3) How your child approaches his/her schoolwork. 4) Your child's overall perception
K - 5th
School Psychology, Social Emotional Learning
Teacher Guide - Student Conversation Graphic Organizer Checklist
Use the table to write down student names and check off if they have participated, stayed on topic, piggy backed, agreed/disagreed and explained why, restated the person before, and/or asked a question. There is also a place for notes.
3rd - 12th
Classroom Community, For All Subjects
Writing Self-Assessment Rubric – Student Reflection & Growth Tool
Help students reflect on their writing and track growth with this self-assessment rubric, designed to strengthen revision habits, build writing confidence, and promote independent learning.
3rd - 8th
For All Subjects
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About the store
Experience
Rooted in Structure is built on the belief that structure is the foundation of regulation—and regulation is the requirement for learning. I currently teach in a 15:1 self-contained Special Education classroom in Westchester County, NY. My background includes serving as a Special Education teacher in 5th-grade inclusion settings across public schools in Long Island and Queens, as well as experience as a 1st-grade General Education teacher. These diverse settings have shaped my approach to creating practical, ready-to-use resources that reduce cognitive load for students and prep time for teachers.
Teaching style
My teaching style blends structured routines with heart. I believe regulation grows from clarity, consistency, and warm boundaries; I say what I mean, mean what I say, and follow through with steady expectations. By holding firm-yet-loving limits and modeling calm responses, I create predictable systems that help students feel safe and capable. My goal is a grounded classroom where consistency supports connection—ensuring every learner has the structure they need to regulate and thrive.
My own education history
I hold a Master’s Degree in Literacy from Touro Graduate School of Education and a Bachelor’s Degree in Child Study from St. Joseph’s University. I am highly specialized and hold five New York State certifications:
Early Childhood & Childhood Education (Birth–Grade 6)
Students with Disabilities (Birth–Grade 12)
Literacy (Birth–Grade 12)
Additional biographical information
Outside of the classroom, I’m usually leaning into the things that keep me grounded: spending time with my family, practicing yoga, or getting lost in a good book. I have a major soft spot for anything related to plants and flowers, and I find a lot of joy in the "creative" side of home life—whether that’s baking, trying out a new recipe in the kitchen, or just being outdoors. I’m a lifelong learner at heart, and I created this store to share the systems that bring that same sense of calm and structure to my own teaching practice.
Have a question or a specific request? I’d love to hear from you! Drop me an email at: rootedinstructure.tpt@gmail.com
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