About the School Where You Are Observing or doing Field Experience
School Name and City: Hinsdale South High School
Type of School: Elementary school, Middle School, High School, or Other: High School
Setting: Urban, Suburban, or Rural: Suburban
Write your responses to the three questions below in paragraph form.
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).
The particular classroom I observed has an open concept, doesn’t have the traditional desk set up. There are three special education teachers in the classroom and a rotation of six paraprofessionals, where two to three remain in the class at all times. The classroom is multi-faceted in the sense that there is one side of the that has desktop computers set up, there are tables set up in a u shape against the wall for student privacy with a long table in the middle for group work, there is a mindfulness room where students can calm down, and there is a room where students can earn free time based on the leveling system. This room has comfy chairs and lights that can dim for relaxation.
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.
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).
1. Estimated percentage of students eligible for free/reduced lunch:
2. Grade level(s): 9, 10, 11 and 12
3. Number of
a. students in the class: Varies depending on any given class period between 4 and 12
b. males: The number of students in the class varies period to period
females: The number of students in the class varies period to period
c. English language learners: 0
d. students identified as gifted and talented: 0
e. students with Individualized Education Programs (IEPs) or 504 plans: All of the students in this classroom have IEPs
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.
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Special Education
Category |
Number of Students
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Accommodations, Modifications, and/or Pertinent IEP Goals
|
|
Example: Learning Disability
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Example: 4
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Example: Close monitoring, follow up, and Resource Room
|
|
Autistic
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4
|
One on one para support to classrooms to regulate behavior, complete work with no assistance from para, modified test, extended time for tests and quizzes, individual room assignments for tests and quizzes
|
|
Behavior Disability
|
6
|
De-escalation tools
|
|
Mental Disability
|
8
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mindfulness tools
|
|
|
|
|
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?
This class has instruction once a week, based on different themes each week. The teachers along with the paras work with the students to maintain and raise grades. Some of the students participate in credit recovery classes on line.
2. Is there any ability grouping or tracking? If so, please describe how it affects your class.
For the most part there isn’t any grouping based on ability, however the students sometimes have to be separated because of their behaviors in order to help them focus.
Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
2. List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
This classroom has big balls for the students to use to get energy out, they also have balance boards. Many of the students have A.D.D. and these manipulative pieces of furniture help them to channel their energy.
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?
Many of the students struggle with homelessness, displacement from their biological families, gender identity, lack of support at home. Some of the students live in rough neighborhoods outside of the district and are cabbed to and from school.
6. Describe one teaching event. What best practices in teaching were used?
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