Module 1 - Context for Learning - Description of School & 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: Frank A. Brodnicki in Justice

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

a.      Special features of the school and/or classroom include a full-time paraprofessional. Students with an IEP will be pulled by a Special Education teacher.  The class is co-taught with the Special Education teacher. 

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

a.      The districts current expectations of delivery of instruction are based on a required curriculum, that is issued from the curriculum department.  The district also requires a quarterly assessment to record student progress from quarter to quarter.  The standardized test that is completed by the students in grades 3-6 is the IAR.

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).

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

1.    Estimated percentage of students eligible for free/reduced lunch:  40%

2.    Grade level(s): 6th

3.    Number of

a.    students in the class: 19

b.    males: 9

females: 10

c.    English language learners: none

d.    students identified as gifted and talented: none

e.    students with Individualized Education Programs (IEPs) or 504 plans:  8

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	4	Close proximity, small group instruction, pull-out instruction
504	4	Asthma, glasses, allergies

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?

a.      Math and literacy have about an hour to an hour and a half devoted instruction time each day. 

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

a.      Yes, there is ability tracking in literacy in my classroom.  All instruction is differentiated to assist students to reach their goal.

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

a.      The instructional program we primarily use for literacy instruction is, each quarter students are required to read a chapter book provided from the district.  The students are given a comprehension, vocabulary and spelling test each week based according to the required text.

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

a.      My classroom uses basal readers, classroom and whole school library, text sets, and Chromebooks for literacy instruction.

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?

a.      A few of my students have IEP’s that include provided support on classwork and accommodations on tests and homework.  A few other students have 504’s which also include accommodations.  My students are working towards their written goals based on their IEP and/or grade level goals.  My students’ everyday experiences vary, some are low-income and others are middle-class.  The classroom is culturally diverse which includes Caucasians, African Americans, Hispanics, and Muslims.  The students are interested in video/computer games, music/dancing, sports, and many other things.

  

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

a.      One teaching event in the classroom that best practices teaching was when the students were being taught a math lesson.  The students learned as a whole group and then broke off into small groups and worked together to work on a worksheet together and the teacher and I (Paraprofessional) walked around the classroom working/helping students.