Module 1: Field Experience Form Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: District 99: Early Childhood Center

Type of School: Elementary school, Middle School, High School, or Other: Elementary

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 school that I work/completed field experience it is part of District’s 99 16 elementary schools serving students from early childhood through kindergarten. For children who meet the criteria for the preschool for all grant, they are placed in a pre-K school classroom that ranges from 15- 20 students. Students in the general kindergarten classrooms range between 15-20 as well. The majority of the students in this classroom are considered within the typical range of development or are such with a minor speech delay. Many of the children in the Early Childhood and pre-K- kindergarten programs receive their services in the blended programs. For students needing more support the Early Childhood, Pre-K, and Kindergarten Classrooms, they offer a variety of special education support in self-contained classrooms.

Many students in early childhood and pre-k classrooms have an IEP, 504, or both in place.

Each blended classroom has one teacher and one classroom aide. In the self-contained classrooms, there is one teacher and two classroom aides. Only 4 students in the building require a 1:1 aide.

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.

Students who are eligible to receive physical therapy are pulled out of the classroom once a week to fulfill their minutes per their IEP. Students who are in kindergarten are administered the Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) test three times per year: Fall, Winter, and Spring. This test is required by District 99 and is used for measuring student growth, guiding instruction, and for teacher and administrator evaluations.

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). Speech therapists, Physical therapists, Occupational therapists, and Social workers.

About the Students in this Class [Give a brief or one-word response]

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

2. Grade level(s): Pre-k-K

3. Number of

a. students in the class: 14

b. males: 13

females: 1

c. English language learners: 0

d. students identified as gifted and talented: 0

e. students with Individualized Education Programs (IEPs) or 504 plans: 14

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 Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
IEP	14	Support auditory presentations with visuals, Extra visual and verbal cues and prompts, Varied reinforcement procedures, 1:1 Aide

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?

4 hours of classroom instruction takes place daily. The 2.5 hours are for specials that include gym, art, and library. Each subject is broken down to 40 minutes.

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

Tracking is done via Hero on the computer for all subjects. Teachers the only ones that have access to the students tracking progress. Students are group based on the screening of the diagnostic team and with that teachers group the students accordingly.

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

Students are giving the curriculum of Unique Learning. No textbook are provided in kindergarten self-contained classrooms.

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

SMARTboard, iPads, whiteboards, classroom library, and speech devices.

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?

All my students are not in grade level standards and are from income-low backgrounds. The student population in the classroom are 98% Hispanic and 2% African American. My students are interested in books, music, movies, and video games.

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

One teaching event that I participated in was for a math period. We had 5 centers all dedicated to a math concept based on their goals and skills that they are able to do. I was in charge for one section where students have to roll a dice and tell me the number (with or without prompts based on each student level) and based on that number the student had to put on ‘ice cream scoops’ on top of their cone. Students were grouped on math level and student behavioral. What I found interesting and fun to do was see them improved on their math. I saw how in each group teachers and paraprofessionals were assessing the students in different ways for them to understand concept and discipline as well.