Field Experience Form

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: Barnsdale Road School, La Grange Park

Type of School: Early Childhood/Kindergarten

                                Setting: 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).

o   The classroom is a Special Education Self-Contained classroom. The design and objective of this classroom is to service/support high-needs students, mainly students with autism, cognitive, and behavioral needs. The classroom is set up and divided into eight different “stations.” These stations are: teacher time, circle time, social work, speech, O.T. (occupational therapy), math, reading, fine motor and play area. The student’s individual classroom schedules are located on the back wall, students pull follow these schedules by pulling off pecs (images of the station) and matching them to the proper station. For example, if a child has a reading “pecs” on their schedule, they will pull it off, walk to that station and match the picture to that station.

o   This classroom has one teacher, speech pathologist, occupational therapist, social worker, physical therapist and three paraeducators (classroom aid). Although there is one teacher, the staff in this classroom work together to co-teach skills and manage behavior within the classroom.

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.

o   This is a self-contained classroom, delivery of instruction is given by multiple staff members i.e. classroom teacher, speech pathologist, paraeducator, etc. The reason instruction is given out by multiple staff members is due to the nature of the program and the demographic/specific learning needs of the class—majority of students in this demographic can-not always receive instruction successfully in the whole group setting.

o   To assess students, the classroom teacher and speech pathologist use an assessment called: “V-B Mapp,” or “Verbal Behavior Milestones Assessment and Placement Program.” This assessment tracks language, learning, and social skills and identifies barriers, and behavioral characteristics. Each student has a schedule unique to their “learning targets” and needs. Students work at each center in 15-minute increments.

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).

o   The self-contained classroom consists of the special education teacher, speech therapist, occupational therapist, social worker, physical therapist, and receives support from a “BCBA,” or “Board Certified Behavioral Analyst.” The school district has a Superintendent of Special Education who oversees/services the Special Education programs of each school.

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

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

o   0.6%

2.     Grade level(s):

o   Pre-K

3.   Number of

a.   students in the class: 6

b.   males: 6

females: 0

c.    English language learners: 0

d.   students identified as gifted and talented: 0

e.   students with Individualized Education Programs (IEPs) or 504 plans: 6

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
Autism Spectrum Disorder	4	Close monitoring, follow up, redirection, sensory breaks, and Resource Room i.e. motor/sensory Room
Developmental Delay	2	Close monitoring, follow up, redirection, sensory breaks and Resource Room i.e. motor/sensory Room

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?

o   The school day is 3.5 hours long and the classroom schedule is broken into 15minute increments, with the exception of a 30-minute motor group (physical therapy) on Mondays and 30 minutes of recess daily. The students rotate within the classroom to “centers.” Each center is dedicated to specific classroom instruction i.e. speech and reading.

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

o   Yes, students are sometimes grouped together in groups of two. These groups are based off of ability and behavior.

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

o   The instructional program uses adapted picture books for reading. These picture books are usually made and modified based on the skill level of the students.

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

o   During large motor actives, there is a smart board for online movement songs i.e. YouTube. Students are given manipulatives for sensory needs, such as a fidget. To build fine motor skills, students are exposed to small manipulatives such as unfix cubes.

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?

o   Each student in this setting has unique individual needs, behaviors and levels of performance. One characteristic that each one of these students has is a fascination with numbers and letters. Most of these students can spell and count, either through verbal communication, or a speaking device. All the students are preschoolers who attend school for half a day (3.5) hours in the afternoon. The cultural backgrounds of the students vary, one student is African American, one student’s family are immigrants from England, three students are Caucasian, and one student is Hispanic. Five students come from two-parent homes, and one student comes from a single parent home. All students are interested in PlayDoh, and “Super Simple Songs” on YouTube.

  

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

o   Graphic Organizers: provides framework in which children can organize new material in a manner that is systematic, orderly, and connected. Dr. Katherine McKnight 2012 During math instruction, students are given learning tasks that allow for students to organize and match colored shapes to the correct shape non-colored shape.