FieldExperienceReport

ByHaleyRaia

TableofContents

I.
II.
III.
IV.

Introduction
Report
ConclusionandReflections
Journals

Introduction
NameofFacility:MadisonMiddleSchool
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Rexburg,Idaho

MentorTeacher:Mrs.Muir2085699329
Classroom:Theclassisaspecialeducationresource
roomwithstudentsthatallhaveIEPs.Themiddle
schoolhashourlychangeswithdifferentsubjects.I
wasplacedinthisclassroombecauseitisalocal
location.
TimeLog:
Date
TOTAL

TotalTime(hrs)50

Setting
Theresourceroomisinthesecondhallwayoftheschoolinthelastroomofthehallnear
theexit.Threeoutofthefourwallsintheclassroomhavetwobigwhiteboards.Each
teacherhasadesignatewallwiththeirnamesonthem,aswellasasmalldeskwithchairs
tohavesmallinstructionsettings.Thereisonespecialeducationteacherandtwopara
educatorsintheclassroom.Themainboardthatbelongstothespecialeducationteacher
haslotsofsmallposters.Thereisasmallcornerdevotedtothelunchorderthathas
magnetswithallofthestudentsnames.Theycomeinandarrangetheminthecolumn
theywantforlunch.Abovethemainboardisbigblackpostersthatarelaminatedwith
eachletterofthealphabetandwordsthatstartwiththatletter.Theyarewordsthatare
moreusedintheirreadings.
TheStudents
ThereareaboutthirteenstudentsintheclassthatallareinanIEP.Thereareagood
amountofboysandgirlsintheclassroom.Numerousstudentsarebelowinreadingand
math.Theteacherswillhavethequestionstoamathtestreadaloudtothestudents.Ifa
readingtestonthecomputerisgiventheyhaveeachstudentlistenastheyreadthestory
and answer the question as well as hold the mouse and click the answers for them.
Sometimestheywillseparatestudentsintosmallgroupswhiletakingtestorcorrecting
testquestions.Allofthestudentsarehighfunctioningandafewwanttogetintothe
mainstreamclassroomandbedoneinthespecialeducationprogramevensayingsotothe
mentorteacher.OnmyfirstdayintheclassroomIhadnoideaeveryonewasonan
individualized education plan or that it was a resource room. There were times the
studentsaskedmorewheretheparaprofessionalsweremorethanthementorteacher.The
mainteacherhadafewgirlstudentsbringupaproblemwithboysintheclassroom
(middleschoolcrushproblems)andtheteachertoldthegirlsitwasntherproblemandto
figureitoutontheirown.Someofthestudentsdontliketheotherseitherwhichcanbe
challenging.Therewereacoupleofweekswefocusedonbullyinganditwasreallyhard
toteachwhentherearesomemomentsofbullyingintheclassroom.Therewasevenan
incidentwhenwetalkedaboutwhatstudentsstrugglewithandwhensomeoneshared
theyseethattheyaredumbinschoolandhisneighbortoldhimhewasdumb.Themain
teacherdidnotdoanythingandalltheparaprofessionalsaidwasthatisanexampleof
bullyingandthatwasit.

Curriculum
READ180Universalistheleadingblendedlearningsolutionthataccelerateslearningfor
strugglingreadersbymergingthelatestinbrainscience,adaptivetechnology,
professionaldevelopment,andknowledgeforschoolandlife.Ithinkthatthestudentsin
theclassroompayattentiontothestoriesbutonlyforashortamountoftime,theyget
boredprettyquicklyandstarttodootherthingsthatareofftopicfromthecurriculumthe
educatorsaretryingtoteach.Thementorteacheralsowantsthemtofilloutthequestions
onthesidewithher.Howevernumerousstudentsgoaheadoftheteacherandfinishit
beforetheclasshasevenreadthequestion.Leavingthestudentstodonothingand
disrupttheclassroom.Someofthestorysubjectgoonforweeksaswell.Therewasa
sectiononbullyingandthecontentlastedacoupleofweeks.Wefocusedonsomany
aspectsofbullyingthatitwasboringtolearnandteachintheclassroombecause
everyonewassooverthecontent.Therearealsoonlinequizzesstudentscantaketoget
certificatesafterwereadandcompleteworksheetsinthesection.Themainteacherwill
announcewhogotthesubjectsandthenpassthemoutinthebeginningoftheclass.
HoweverfromwhatIobserveitisonlyfourstudentsoutofthethirteenthatgetthemona
regularbasis.
ScholasticNewsMagazinesaregiventothestudentsmaybeonceamonth.Theyhave
storiesthatareonthestudentsreadinglevelthatwereadasaclass.Weonlyreadabout
twoorsoadayandwritesummaryofstoriesfromitortrytohaveadiscussionabout
whatthestorywasaboutandtrytomakeitapplicable.Wealsotrytoaskthestudents
aboutothereventsthataresimilar.Wereadaboutnaturaldisastersonetimeandthen
decidedtotalkaboutothernaturaldisastersthestudentsknowaboutorhaveexperienced.
Instruction
Mymentorteacheraswellasbothparaprofessionalseachhadaverydetailedplanner.
Theplannerseachhadwhatwasgoingtohappenatwhathourofthedaydowntothe
lessonnumber.WheneverIwantedtoteachitwouldhavetobeaboutaweekinadvance
noticebecauseofhowsheplannedthingsout.Theteacherwouldsitorstandwhile
teachingsometimesshewouldscantheroomtoseewhereeveryonewasdoing.Ifthe
studentdidnthavetheanswertheprovidedverbatimsheaskedthemtocorrecttheir
work.Whentheyhadtowritesometimestheywereforcedtoshare,shewouldaskwho
wantedtoshareandwhennoonevolunteeredshewouldtaketheirnotebooksandshareit
forthemevenwhenonestudentcriedaboutitshestillreaditaloudtotheclass.Whenwe
wouldreadsomethingwhetheritbeascholasticmagazineorashortstoryshewould
havethestudentsgiveaninferenceoraskthemtolistenforacertainphraseoranswerto
aquestionwhileweread.Mathwasalwaysalessonandthenindependentwork.A
studentwouldalwaysaskforhelpononeproblemandthencontinuetogethelponevery
problemthatwasontheassignment.Studentswouldgetfrustratedbecausetheywerenot
followingalongorwouldgetlostbecauseofthepace.

AcademicPerformanceofStudents
IwasneveractuallyabletoseeanyIEPs.Teachersandparaprofessionalstoldmeabout
thedifferentIEPseveryonewasonhoweverIneversawanyinterventionsforaspecific
studenteither.WhenIwastalkingaboutthebenchmarktestingresultsofthesemester
withtheparaprofessionalsshesaidalmosteveryoneintheclassisbelowwherethey
needtobe.Theytoldmethisinfrontofthementorteacherandshesaidthatsounds
aboutright.Therewasnoconcernaboutanyofherstudentsbeingbelowaverage.Idid
lookatthestudentsprogressmonitoringreportsthatIhelpedthemostandhewasatand
belowaverageinmathandreading.Hisreadingisataveragelevel,whichishigherthan
anyoneelseinhisclass.Howeverheisbelowaverageinmath.Thereisno
accommodationsoranyextrameasuretotrytohelpthestudentoranyotherstudent
really.
Theydidshowmethescoresfortheotherclassthatisalsoaspecialeducationclassroom
andshealsohadscoresthatwerebelowwherethebenchmarkneededtobe.Iaskedif
thatisnormalandshesaiditiswhathappenseverytimethisyear.Iamnotsurewhyshe
isokaywiththisbecauseherparaprofessionalsdidnotlookhappywiththescoresbut
shedidntseemtomindthattheyweresolow.Oneoftheparaprofessionalstoldmethat
shewasworriedaboutonestudentbecausesheisscoringworseandworse.However
afterthescoresweredonetherewasnochangetoinstruction.Itisthesameinstruction
strategyeverydaywhenitcomestoreading.Withajournaltoopen,followedbyread
180,andthenreadingtheclassbookforwhatevertimeisleftoverduringthereading
hourofschool.Ithinkthatifthereislowerscoresespeciallywithspecificstudentsthe
paraprofessionalneedstoseeiftherecanbesomekindofinstructionchangeto
accommodatethestudent.Thereisreallynoaccommodationforanyspecificstudent.
Everyonehasthesameaccommodationsifthereareanygiven.Ihavenotseenany
specialthingdoneforanyonespecificthoughinreadingorinmath.
Social/behavioralperformanceofStudents
Threateningstudentswasthemainbehaviormanagementtechniqueusedinthe
classroom.Thestudentshaveathingcalleddojosthatgetthempointstouseinthe
studentstoretobuysnacks,drinks,etc.Theteachersallusethisasathreattoeithergive
ortakeawaydojopoints.Somestudentsareterrifiedtohaveadojotakenawayand
othersarenotscaredanymore.Onestudenttellstheteachertotakeawaydojosbecause
theydonotevencareaboutlosingpoints.Sotheteacherwilltakeawayadojobutthe
studentwillstilljustsitthereandnotdoanassignment.Onestudentshowedmethatshe
getsadojotakenawayeveryMondaybecauseshedoesnotliketodojournalsatthe
beginningofthedayandhasntdonethemfortwomonths.Journalsarealsocheckedby
aparaprofessionalforpointsbutthebehaviorhasstilloccurredwithnoother
punishmentsthanadojogettingtakenaway.Ididnotseeanybehaviorinterventionplans
orwastoldofanytechniquetodowhensomeonewasactingout.Therewasredirection
tostudentsbutnospecificphrasesorthingsthathadtobedoneforanyonespecific.

Therewerealsonofunctionalbehaviorassessmentsdoneforanystudents.Therewasone
weektheteacherreallywantedtohavethestudentsworkontheirvolumecontrol.She
raisedhervoiceandtookawaytimefromrecessaswellasholdthestudentsinher
classroomfortenminutesafterlunchstarted.Thedayaftershewithheldtimesheusedit
asathreattothestudentswhenevertheyraisedtheirvolume.
Thereisreallynootherpunishmentforspecificstudents.Themainteacherdoestakethe
timetoreachouttoparentswhenstudentsarenotgettinghomeworkassignmentsdone.I
knowtherewasaninstantastudentsaidtheystayedupallnightontheirtabletandthey
werenotsittingupstraightandtryingtofallasleepduringclass.Sothemainteachertold
thestudentshewasgoingtocallhometomakesureitdidnothappenagain.Imnotsure
thatitwasfollowedthroughbutIknowhewasveryupsetshewasgoingtocallhome.
VerbalandNonverbalCommunicationTechniques
Weusedlittlelaptopsthatwerecalledchromebookstodoaninteractivequizwhenthe
studentsweredonereadingabookasaclass.Theyalsowouldplayamathgamecalled
Kahoot!Wheretheywouldcompeteagainsteachotherandtrytoanswerthequestions
correctandasarewardtheteacherwouldgivethemcandy.Theyusedthisgametogo
overtheirmultiplicationtable.Therewasalsoasmallprojectorintheclassroomthatwe
usedsometimestodomathproblemstogetherasaclass.Wealsohadaprojector
mountedonthewallthatwewouldusetosharewebsitesasaclassorwatchvideos
onlineaboutcertainsubjectstogether.Therewasalsoaclasscomputerthateachstudent
hadaturnofusingtotaketheclassattendanceandplacelunchordersonline
Whentherewerelessonstaughttherewasquestionsaskedtothestudentsinhopesof
themparticipatingwithananswer.Therewereonlyafewstudentsthatreallywould
answerandparticipatesotherewasquiteabitofcallingonstudentstoanswerquestions.
Whentheywereaskedtoworkinpartnersonlyhalfofthestudentsreallylikedtodoit.
Thepersonteachingreallyhadtomakesuretheclasswasactuallyworkingonthe
assignment.Therewasnotalotofindependentstudywhenitcametoreadingordoing
assignments.Everythinginvolvingreadingwasdoneasaclass.Evenwhenwereadthe
classbooktogethertheteacherwouldreadtothestudentsandhavethemfollowalong.I
evenhadtheclassvoteonwhichtheypreferredandtheyalwayswantedtobereadto.I
thinkitwasbecauseitwaseasiertounderstand.
LeastRestrictiveEnvironment
Ithinkthestudentsareintheleastrestrictiveenvironmenttoanextent.Thereisnoone
thatisstrugglingsobadIamworriedaboutbutatthesametimenooneintheclassis
beingstretchedorpushedtobebetter.Theydothesameassignmentsoutofthesame
bookthatisrepetitiveandatthispointintheyearthestudentsjustskipaheadanddothe
assignmentbythemselvesratherthantogetherasaclass.Ithinktheleastrestrictive
environmentshouldbeaplaceastudentshouldgrownotjustbeboredinorcomfortable
becausethentheywillneverbecomebetter.ThestudentthatIspentthemosttimewith
reallystruggledduringreading.Thecontentthatwearereadingisbelowhisgradelevel

andsowheneveryoneelseisreadingoutloudandgoingslowerbecausetheyare
soundingoutwordsheisnotpayingattentionatall.Insteadhewilldoodleorlookaround
theroomtokeephimselfentertained.Whichfrustratesthemainteachersoshewillcall
onhimatrandomtoread,althoughhedoesnotknowwheretheyarehalfthetimehecan
answercontentquestionscorrectlyandifheisshownwheretheyareinthestoryhewill
startreadingnoproblemwithoutanymistakesatall.SoIcanseethatheisnotinhisleast
restrictiveenvironmentbecauseheissoboredwithwhereheisduringreading.Hewill
trytoputhisheaddownandsleepbecauseheisnotentertainedinthecontentor
challengedatall.Somestudentswanttoswitchfromthespecialeducationclasstothe
mainstreamclassroomfromwhatmymentorteachersaysandshetoldmethattheybetter
workharderifthatwillhappen.Shedidnotsayifsheisdoinganythingwithhimspecial
ordoingextraworksohewillbeabletodothatjustthathewantsto.Soevensome
studentswantachangeintheirownlearningenvironmentbutnotmuchishappeningto
makingthatchangeoccurforthemeventhoughthatisagoaltheywantintheirown
education.
CollaborationandTeaming
Mymentorteacherdidsomecollaborationwiththetitleoneteachernextdoor.Theyhad
numerousdayswheretheyinvitedbothclassestogethertodoactivitieslikereadingDr.
Seussbooks,orwatchingavideoonthedepression,andmakingValentinescards.The
paraprofessionalsnevertaughtalesson.Infacttheydoalotofgradingassignmentsand
otherpaperwork.Iaskedoneofthemwheretheprogressmonitoringwasandtheyhadno
ideawhatIwaseventalkingabout.Itriedtoexplainwhatitwouldlooklikeorhaveand
theysaidtheyhaveneverheardofit.HoweverwhenIaskedaboutittothementor
teachersheprintedoffgraphsformenoproblem.Ithinkthereissomelackof
communicationbetweenherandtheparaprofessionals.Theyhaveassignedareastables
andboardsforeachteacherbutthereisneverstationteachingorgroupsbrokenupto
havesmallerinstructionlevel.
Onlyattimesthatstudentsneedtobetestedorgivenassignmentsthattheymissed
becausetheywereabsentaretheybrokenintogroups.Butwhenthathappensonlytwoor
threestudentsaretestingwhileeveryoneelseisplayingagameonthecomputer.So
studentsjustrushthroughimportantassignmentsbecausetheywanttobeplayinggames
likeeveryoneelseandfeelliketheyarebeingpunishedbecausetheyarenotdoingwhat
therestoftheclassisdoing.

ConclusionsandReflections
Ilearnedmainlyaboutstoppingwhenyouknowyouaredone.Myteachertoldmesheis
donewiththepaperworkandspecialeducationandhowsheismovingtothetitleone
classroomnextyear.Inoticedhowshedidntreallycaretohaveapersonalconnectionto
thestudentsandIthinkitisbecausesheisdoneandreadyforachange.Itotally
understandthatteachercangetburnedoutinthisareabutatthesametimeweowethe
studentsweworkwithaninstructorthatwilldoanythingtheycantogetthemtobecome
abetterstudentfromwhentheycameinthatwillsetgoalsforthem.Ineversawanyreal
goalsbeingmadeoranyextraordinarygoalsplacedforstudents.Itwastreatedmorelike
amainstreamclassroomwithextrahands,whichisfine,butthebenchmarkscoresshow
somethinghastobedonebecausethereisnotmuchprogressbeingmade.Oneofthepara
professionalseventoldmethatthescoreshavestartedtodrop.
Ireallyenjoyedtheschoolsunity.Theprincipaltakesthetimeeverymorningtodothe
announcementswishingindividualstudentshappybirthdaysortellingstudentshowto
treattheschoolbetter.Thereareconstantlyactivitiesgoingontoo.Therearealso
opportunitiesthestudentscanparticipatein.Therewereseveralstudentsthatwerejoined
theschoolplayandevenintramuralsportsteamstoparticipateinwithothermainstream
students,whichgavethemgreatopportunitiestobesocialwithotherstudentsinthe
schoolandnotjustintheirclassroom.Ienjoyedhowthespecialeducationresourceroom
isalsointhesecondclosesthallwaytotheentranceoftheschool.Itisrightnextdoorto
thegiftedandtalentedhallwaysoitisreallypartoftheschoolandnotsegregatedin
anyway.Thereisnomentionorlabelsofwhatthestudentsqualify,asbecausetheyarein
specialeducationitisjustanotherhallwaywithanotherclassroom.Ireallylikedthatthey
arejustpartoftheschoolandtreatedequal.
IfIcouldchangesomethingatthisfacilityIwouldhavetheparaprofessionalsmore
involvedwiththestudents.ThereweretwoinourclassroomandIfeltlikeoneteacher

wasmoreinvolvedwiththeother.Ialsothinktheonethatwasmoreinvolveddidmore
thanjustteach.Isawhernumeroustimesjusttakethepencilfromthestudentanddothe
problemsforthestudentinsteadofaskingthemquestionsorexplainingit.Shewoulddo
thestepsandthenjustaskiftheyunderstoodwhattheydid.Theotherparawouldalways
justleaveandnotcomebackatall.Whenshewasintheclassroomshesatbackinstead
ofwithanyofthestudents.Shewasverysoftspokenandwouldnotcorrectstudents
behaviorsverbally.Shewouldgototheboardwheretheytookawaydojopointsandjust
startgivingortakingawaypointsifstudentswereontaskornot.Iwouldwantmypara
professionalsintheclassroomtobemoreawareofthingsthatgoonintheclassroomlike
progressmonitoringorbeingconfidentenoughtosetsomeboundariesforstudents.Ifelt
liketheywerenotawareofthingsenoughwhenitcametoIEPsorprogressmonitoring
wheneverItriedtotalktothemtheywerenotawareofwhatIwastalkingaboutor
asking.