This document summarizes an observation of an ESE (Exceptional Student Education) classroom. The classroom serves students in grades 2nd through 5th who read below grade level, with some having learning disabilities. The teacher modifies the mainstream curriculum to break down concepts into more basic terms. Instructional approaches include extra directions, leveled readers, and computer programs to support reading skills. The teacher communicates regularly with parents about student progress and needs. Having administrative support is important but more funding is needed for textbooks and supplies given the fluctuating class sizes prior to each school year. Assistive technology used includes audio books and computer programs with voice activation.

1. ESE Level Field Study PortfolioAmy Johnstone Kennedy EDF 2085 February 2011 Waterford Lakes Elementary 12950 Lake Underhill Road Orlando Fl. 32828 407-249-6410 Teacher observed: Sara Reaves Various Grades ESEsara.reaves@ocps.net 407-249-6410

2. ARTIFACT 1 Example of lesson plan assignments are derived from mainstream curriculum but explained in some more basic ways.

3. ARTIFACT 2 Classroom Strategies

4. ARTIFACT 3 Daily homework checklist

7. Word wall with words the class is working

8. FCAT 15 Poster- Every week they highlight on of the FCAT 15

9. 1. What exceptionality do the students have? What grade level and what age are they? My students vary in their exceptionality but, they all read below their grade levels. Some of them have learning disabilities. My students are between 2nd and 5th grade their ages vary as well. 2. What needs do the children seem to have that are unique to this group? Common to other children? What modifications in instructional approach are made? My students require some extra directions when it comes to skills and concepts. All of my students are well below their grade reading level. We use readers and computer programs to work their reading. I use curriculum that is derived from mainstream class but, is broken down into more detailed concepts that allow for basic terms and detailed dissection. 3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs? My parents vary in their involvement. I routinely call them to discuss their child’s progress and suggest at home techniques. At times I need to call them to discuss their child’s attitude or requesting information regarding any medication their child takes for any disorders. 4. How have you been affected by the education policy directed at children with special needs. What modifications has the teacher made in teaching? What do you as a teacher still feel is needed? I am very lucky to have a principal that understands the needs of ESE classrooms. I do not need to explain the importance of parent and school involvement he understands and assists when he can. One of the difficulties for my classroom is prior to the year we are unsure how many students we will have in ESE. Leaving us usually with not enough textbooks and supplies. 5. What type of assistive technology do you use to accommodate the special needs of your students? We use audio books & computer programs with voice activation. Each student has computer time weekly where they work at their own pace on their reading skills.

10. Verification Form