Module 1: Field Experience Form

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

School Name and City: Dwight D. Eisenhower High School Blue Island, IL

Type of School: High School 

Setting: Suburban low income

1. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

·         Classroom contains a kitchen and office area where students learn vocational and life skills.

(Washer, dryer, dishwasher, sink, stove, refrigerator, microwaves, toaster ovens)

(Paper shredders, glue machine, laminator, poster maker, scan n’ cut machine)

·         1:1 district issued iPads

·         Paraprofessional aids available in each class. School also offers co-taught classes for higher level learners.

·         Bilingual supports utilized on an as needed basis district wide.

·         “Power P.E.” gym class where special ed. students are partnered with regular ed. students. Drives inclusion district wide.

2. Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

·         Teachers are evaluated under the Danielson Model.

·         Wednesday district wide late starts which accommodates planning and collaboration

·         PD2020 required meetings every Thursday where data, growth, and common goals are discussed.  

·         UNIQUE is the main modified curriculum. Supplemented by IXL, Cool Math, Near Pod, Read Naturally, PCI, news2you

3. for special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

·         Students have individualized speech lessons twice a week per their IEP with a speech pathologist.

·       Students participate in social work groups where they discuss relationships, appropriate social behavior, and mood expression with a social worker.
·        Students work with a traveling occupational therapist per their IEP

·         Students see a psychologist regularly where their wellbeing is monitored.

·         Teacher is a CPI certified instructor—with a background in crisis management and prevention in situations where student behaviors escalate.

About the Students in this Class:

1.   Estimated percentage of students eligible for free/reduced lunch: 100%

2.   Grade level(s): 9^th-12^th grade

3.   Number of students: 16

a.  males: 8

b. females: 8

c. English language learners: 4

d. students identified as gifted and talented: 0

e. students with Individualized Education Programs (IEPs) or 504 plans: 16

4.   Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education	Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Learning Disability (intellectual disability)	16	Small class size, paraprofessional, sensory room, modified curriculum, “connections” (place for students to self-regulate) job coach, speech minutes, IEP goals
Emotional Disability	1	Paraprofessional, sensory room breaks, social work, “connections”, job coach, speech minutes, IEP goals, 1:1 assistance
Behavioral Disability	0	Frequent sensory breaks, flexible seating, behavior plans, incentivized learning, connections, social work, job coach, speech minutes, IEP goals

We constantly meet as a department to discuss the successes and struggles of each student and collaborate on ways to best support their learning. We review and refine their goals and growth on a weekly basis. All staff is involved; Administration, teachers, paraprofessionals, social workers, and speech pathologists.

About the Class You Observed:

1. How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

Average day for special ed. students begins at 7:45 and ends at 2:15 and consists of 7, 45 minute periods of instructional learning. Students have the option to earn leisure time on their technology or in the gym at the end of the day. Classroom has a job coach that pulls the students out to focus on work-ready skills within the school.

I observed in a classroom of students with low intellectual disabilities and IQ levels below a 70. All their lessons are modified per their IEPS, goals, and abilities. Each student is supplied with visuals and accommodated lessons.

2. Are there any ability grouping or tracking? If so, please describe how it affects your class.

Students are grouped based on their abilities. There a two classrooms of students: a more social and age appropriate group and a higher needs group. Separating the students by their abilities ensures that the maximum level of supports are in place for them. This really affects the flow of the class. Lessons run more smoothly when the students are grouped in this way. Student behaviors are also more in line when the students are separated.

3. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

4. List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

UNIQUE is the main modified curriculum. Supplemented by IXL, Cool Math, Near Pod, Read Naturally, PCI, news2you. Field Trips are primarily planned around content students are learning. For example: students are learning about space in science and take a field trip to the planetarium. Students are learning about their citizen’s rights and responsibilities and take a field trip to Feed My Starving Children or Ronald McDonald House to volunteer.

Every classroom has a smart-board and iPad access available to them. Manipulative are color coded and easily accessible. Students are challenged and encouraged to utilize their resources as independently as possible in order to find answers.

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

I make getting to know my students in detail my responsibility. I read each and every one of their IEPS in full so I am aware of exactly what behaviors and areas of learning to specifically focus on within my instruction. I see my students’ abilities and not their disabilities. It is my goal to make attending school a positive and enjoyable experience for all. It is important to me to have the opportunity to put my own fun and creative spin on every day education.

It is also important to me to know my students parents and establish a line of comfortable communication with them. This provides me with a window into their home lives, cultural backgrounds, and interests. I am also made aware of any concerns that parents/students might have.

6. Describe one teaching event. What best practices in teaching were used?

Small group instruction

Use of technology and visual learning assistance

Assignment of specific roles within groups

Modelling and feedback provided

Checking/gauging interest and learning

Encouraging collaboration and connection to material

Application of material to every day life