Student Teaching Placement 1
(Special Education)
Spring Semester 2018
January 22nd - March 11th
William Penn Elementary School
ES K-2: Miss Amanda Nagy
My first of two student teaching placements provided me with the opportunity to return to William Penn Elementary School and continue working with Miss Amanda Nagy in her Emotional Support (ES) K-2 classroom. This was a full time experience. I was at the school each day during contract time, arriving before 8:00 am each day and not leaving until after 3:45 pm. Over the course of 7 weeks, I gradually assumed full classroom responsibilities teaching ELA and Math. I began by taking over portions of the morning ELA block until I was teaching the entire block and then took over Math as well. Due to the nature of this self-contained classroom, these are the only subjects taught on a regular basis. Science and social studies lessons only occur on special occasions in relation to holidays or special activities such as a guest presentation coming into the school. The classroom schedule is designed this way due to the behavioral and academic needs of the students in the class. Breaks are taken after every 15 minutes of instructional time in order to monitor behaviors and reduce the amount of inappropriate and off-task behaviors. Each break lasts for 3 minutes with an additional 2 minutes factored into the schedule for transitional time. Because ELA takes a large chunk of time in the morning, it only allows time for math and reading interventions to occur in the afternoon in addition to the students' attending various specials such as Spanish, Music, Library, Art, and Gym with their respective grade-level general education classes. On this page, you can find evidence from this experience regarding how I monitored and collected behavioral data, planned and executed lessons, as well as information from other special events.
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Behavior Management
In the self-contained ES K-2 classroom, behavioral data was collected using 15-minute partial intervals. Every 15 minutes students would "check out" for break and receive a score of 2, 1, or 0 in each of the 5 categories of expectations (Be There, Be Respectful, Be Responsible, Be Safe, and Follow Directions). Based on the total number of points students received during that time interval, they received a break that was reflective of their performance (Level 1, 2, or 3 break). Level 3 breaks meant that the student could do any of the appropriate break activities including jumping on the trampolines. A level 2 break meant that the student did not earn the opportunity to jump during that break. Level 1 breaks mean that the student cannot enter the break area and may only sit and look at a book of choice. Point sheets were sent home each night as a method of communication with parents to let them know how the student did that day. Data sheets correspond to the point sheet, but are more specific and are only for teacher use and documentation of behavioral data. This data is then used to monitor progress toward students' behavioral goals and used as evidence when making decisions regarding students' placement (example: continuing in self-contained classroom versus beginning instructional inclusion in the general education classroom in addition to non-academic times.
Point Sheet
Data Sheet
ELA Instruction
Click the link below to read more about the ES K-2 classroom. I assisted in creating this resource for others to use a guide when establishing and running a self-contained ES classroom.
English-language arts instruction for this class was taught and adapted from the Wonders Curriculum published by McGraw Hill. The same curriculum used in the general education classrooms was used in this self-contained classroom because instruction is provided in such a way that when students are ready to move back to the general education classroom, they can do so seamlessly without any large disparities in academic instruction. Examples of the lesson plans I followed and resources that were used can be found below. I slowly took over various portions of ELA instruction before taking over the entire ELA portion of the day, which is reflected in the lessons provided below.
Math Instruction
Special Olympics
100th Day of School
Evaluations & Reflection
Our class attended the Northampton County Special Olympics Gymnastics Meet at Easton High School on March 6, 2019. This day was also the Spread the Word to End the Word day of activation and engagement so teachers wore our R-word shirts in support of the campaign. Below you will see pictures from the events of this day.
Welcoming students to their 100th Day of School!
Students playing Race to 100 for 100th Day fun and math practice.
Celebrating the 100th Day of School with pajama day and showing off our cool 100th Day sticker pictures!
Welcoming students to their 100th Day of School!
We celebrated the 100th Day of School with stations focused on 100. Students had the opportunity to add stickers to a 100th day picture, make trail mix with 100 pieces (which they had to count out in sets of 10!), play the math game Race to 100, and stack cups. It was a fun day with a lot of number practice!
Word Work Lessons
Concept & Listening Lessons
Math instruction for this class was taught and adapted from the Investigations Curriculum. Again, the same curriculum used in the general education classrooms was used in this self-contained classroom because instruction is provided in such a way that when students are ready to move back to the general education classroom, they can do so seamlessly without any large disparities in academic instruction. I took over math instruction last, after taking over all components of ELA instruction. Therefore, I spent less time instructing math during this placement. However, due to the emphasis placed on literacy and the time spent to focus on teaching behavior, math instruction was often eliminated due to the increased importance of other areas. For this same reason, science and social studies receive even less focus than math. Examples of the math lesson plans I followed and resources that were used can be found below. I began writing full lesson plans and then transitioned to block planning.
Language Arts Lessons
Block Plans
Math Resources
