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: Transition 99 (T99), Downers Grove

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

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).

T99 is a transitional program for 18-21 year olds that focuses on life skills, such as funds management, furthering education, job skills and community interaction. Though all the students that attend have disabilities, special education teachers, with the help of paraprofessional staff assist and aide in their educational process both in the classroom and out in the community.

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). Transition 99 is staffed with 5 special educator teachers, and 4 paraprofessional educators per classroom. There is a permanent nurse on staff in the building, as well as a speech pathologist, occupational therapist and physical therapist. 

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

1.    Estimated percentage of students eligible for free/reduced lunch: About 56%

2.    Grade level(s): 18-21

3.    Number of

a.    students in the class: 7

b.    males:2

females:4

c.     English language learners:0

d.    students identified as gifted and talented:n/a

e.    students with Individualized Education Programs (IEPs) or 504 plans: 7

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
Intellectual Disability	2	Assistance or aide in communicating with others, job supervision until they have learned skills,  assistance in basic math, some reading and writing, guided social interaction
Autism	3	Assistance in using voice equipment, close monitoring for seizures, use of magnetic devices in event of seizure, use of sensory aids and space, assistance in social skill and job supervision
Down Syndrome	2	Allow more time on assignments Allow activity breaks Don’t use timed activities Allow short breaks between activities Ignore minor movement Allow student to stand and work Use physical adaptations (seating supports)

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?

    Because T99 is a transitional program that focuses on life skills, and more, there is less classroom instruction in a day and more hands on activity that focus on building skills students need to become as independent as possible. Students work on time management, with individual schedules that could include activities like, work, college courses, and time spent in the community volunteering. During their day students are assisted either by their teacher or teachers aide in their activities as they learn to social interact, work or learn in a college setting. The entire day is geared towards hands on learning and instruction for students. 

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

It is common to see students with the same level of functionality to be grouped together which seemed to better help the teacher and TA manage classroom tasks and student needs better.  

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

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class. SMARTBoard, Online Resources, physical manipulatives,  large print, picture instructions, and use of timer.

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? Two of the students in the classroom have intellectual disabilities, these two young ladies, are pretty independent compared to their classmates. They work short hour part time jobs, and job train, they are learning time management, and how to learn in a college setting though vocational courses at the college of dupage. 3 of our students are autistic and require hand over hand assistance with their voice devices. They are learning to carry out basic activites like, eating, showering routines and the use of technology with their speaking devices. Lastly 2 students that have down syndrome display high functionality by managing part time jobs, and also attending college vocational courses, they are learning to manage time, volunteer in the community and home skills, like cooking, cleaning and personal self care. 

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

One student in the kitchen learning to meal prep. I observed the student struggling to carry out the task set before them. Instead of the teacher doing it or showing the student how it is done, the teacher, used fewer words in her directions and talked the student through things one step at a time so that the student was able to do things for herself. Though there were minor mistakes or things that needed to be fixed the student learned hands on for themselves, how to complete the meal prep task. The teacher verbally reassured the student they could do this, that it was difficult but they needed to try. The student stood and listened to directions and one by one was able to do what they were told. I liked that instead of doing it for them, they allowed the student to make mistakes to learn from and through repetition they will learn to do it better and better each time