The document summarizes Tami Barrera's field observation at The Crenshaw School in Gotha, Florida. It describes artifacts collected during the observation, including the school's brochure, lesson plans, student work samples, and an IEP document. It also describes interactions with teachers and students in various classrooms, including an ESOL, math, and geography class. The school provides various resources and modifications to support its diverse population of students with different needs.

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The Crenshaw School .
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FIELD OBSERVATION
Tami Barrera
Introduction to Diversity for Educators
Dr. Coury Knowles EDU-2085-23819
April 20, 2013

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The Crenshaw School
Mascot: Stallion
Colors: Purple and Gold
Located in Gotha, Florida

3. + Artifact 1
Brochure and Crenshaw School List of Accreditations

4. + Artifact 2
Temperature Lesson
(corresponds to Lesson Plan)
Lesson:
 The Crenshaw School uses a
digital curriculum from Pearson
 Page from digital Geography
book on latitude and
temperature/ecosystem of
Mexico
ELL: use visuals to clarify lesson
concepts
LEP: use translator (copy and
paste lesson into translator)
ESOL:
APD: use headphones and use
option to “hear” digital curriculum
Reading Comprehension: use
guide provided by teacher to follow
while reading.

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Artifact 3
Amazing Artwork
(Given to me by two 6th graders)
Picture above depicts Jacob’s
(gifted) favorite vacation
Picture to the right depicts Artem’s
(Russian) first thoughts of Spring

6. Sample of an IEP (with name removed) Artifact 4
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Accomo-
dations
listed were
met for the
individual
student.
Every IEP
I was
permitted
to read
(without
names)
was met
with ease.

7. +
Lesson Plan for Geography
Lesson:
 Identifying Earth’s zones of
latitude and their temperature
characteristics
 Describe how Earth’s tilt affects
temperature in each hemisphere
and latitude
ELL: use visuals to clarify lesson
concepts
Expectations for Students:
 Complete Word Wise in their
Student Journal
 Read temperature
 Work in teams to answer
questions about temperature
and latitude in the activity

8. Florida Standard that Corresponds to the
+ Geography Lesson on Temperature
Standard SS.8.G.1
Understanding How to Use
Maps

9. +
1st grade
learns place 1st Grade
values learns addition,
(numbers) and counting by
First Grade receives a lecture on 100’s, and how
their
using manipulatives with their Saxon shapes…color. to count money.
math lesson. color.color
Ms. Marie’s
1st Grade Classroom

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David, Alex, Alberto
(Brazil) & Alexian
Nick, Alice (Golfer), & Darby Posing for Me
Ms. Tanya’s
8/9 Grade Geography Classroom

11. + ESOL Students at The
Crenshaw School have
many resources at their
fingertips. They are
encouraged to use on-line
resources to help them when
they are doing work outside
the classroom.
Examples of resources
available for the ESL
student::
Gabriel
ESL Online Textbooks
(Brazil) ESL eBooks
working on ESL Reader
ESL Software
his Phonics Instant Immersion English
Lucy (China), Han (China), Henry lesson Quick English
Rosetta Stone
(China) & Ms. Miller
Students work on various English assignments
while trying to “conquer” our Language
Ms. Brenda’s
International Language Classroom

12. + Exceptional Education Field Observation
Teacher Interview
Name of Teacher: Tanya Williams (Geometry/Geography) School: The Crenshaw School Grade: 5-12
Purpose: To assist future teachers with gaining greater understanding and insight into the expectations and
responsibilities toward children with Special needs.
What exceptionality do the students have? What grade level and what age are they?
My students are grades 5-12, ages 10-19. The list of exceptionalities include Asperger’s Syndrome, ADHD,
and auditory processing disorder.
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? These children need to sit close to the teacher, have extra
testing time, and visual aids. They are common to other children because they can achieve the same
successes. My modifications include small breaks, visual aids, extending test times, and making sure they
are close to the front of the room.
What recommendations does the parent have for you, regarding what you might provide for children who
have special needs? The parents often suggest break times for most of my special needs students. The next
most suggested tool would be the visual aids.
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? As a teacher,
I have learned to treat each child the same but allow for different learning styles and encourage the use of
whatever tool necessary for success.
What type of assistive technology do you use to accommodate the special needs of your students? I use a
TI-Nspire calculator to illustrate the shapes of graph for those students that need visual aids.

13. Verification Form
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