Interview and Observation Data

The Principal

Because of scheduling issues, it was not possible to meet with him after first day introductions. In the short meeting we had, he introduced all of the student teachers to the school situation.

• 630 students, and 60 countries represented; a large ESL component (296) as well as considerations of ethnicity/culture.
• There are 148 exceptional students including: autism, behavioral, learning disability, mild intellectual disability, developmental delay, and blind/low vision.
• There are 5 gifted classes and 1 general learning class, both of which are contained classes, meaning that these students are placed at the school by the Board.
• This is a “beacon school”, which has a low-income and high turnover student body.
• The school has 1 special education teacher, and 3 Spec. Ed. learning centers.
• There are 2 full time ESL teachers,  4 educational assistants, and 3 Spec. Ed. teachers.

The Special Education Teacher

She referred to herself as the “funnel” in that all information, instruction, and planning from the board went through her to the school, and vice versa, from the school to the board. The SELT:

• is responsible for setting up the 2 levels of support at the school: the in class support, administered by the teacher and educational assistants; and the Spec. Ed. learning centers.
• uses two approaches to identify exceptional students: references from the classroom teacher; the frequency of visits to the learning centers, which are also used as rest, time-outs, test-taking areas.
• will monitor and test any ESL student who has been in Canada for 5 or 6 years and still has big gaps in learning.
• works with teachers and staff to: identify students’ needs; modify the classroom program to meet identified; develop a monitoring program to ensure that modifications are successful; create IEPs; prepare referrals for support services; and, create educational assessments.
• works with parents to: understand the identified needs and program modifications; interpret testing data; understand the identification and placement process; make contact with the support personnel.
• works with the school administration to: determine special needs placements, and program modifications; ensure that all consent forms are current; prepare documentation for IPRC meetings; collect student data for the board/ministry.
• works with support personnel to: ensure that consent forms are prepared; ensure that supporting documentation is current; co-ordinate meetings with staff or parents; and, ensure that applications for funding for special needs students are finished and sent out.

The Classroom Teacher

There are a large number of special needs students in the class: of 30, 25 are ESL, while 6 are Spec. Ed. (learning disabilities). These 2 groups leave in the afternoon for support.

• students having trouble reading are allowed to pair up with a stronger reader.
• reading materials are marked at 4 levels with colored stickers for easy identification.
• an educational assistant comes into the classroom and assists in reading conferences.

Observations

• students requiring a break or time out, are allowed to sit in the hall for a few minutes

• The teacher allows students to finish work at different times; those finishing early are generally aware of their next task, thus allowing the teacher to provide 1 to 1 support with children having difficulty doing work, reading, etc.
• The day is set up so that the Spec. Ed. and ESL students are in the class for independent reading, Phys. Ed., visual arts, computers, 1 math, and a conflict resolution course.

Reflections

     It is very difficult to tell what else the teacher is doing for ESL and Spec. Ed. students. Her methods seem to be interwoven/conflated with her approach to classroom management. Students with attention problems are placed near her, or are sat facing the wall; the students do not seem to mind but facing the wall seems harsh. The seating arrangements reflect a similar philosophy; there are 2 groups of 6 students, while all others are set up in rows. This method seems to work, yet it seems to be tackling the effects of the problem – behavioral issues. One good thing is the morning plan (last bullet in observations), which allows for a lot of 1 to 1 contact with the teacher and educational assistant, does not “punish” the children receiving support in the afternoon by taking away gym, art, or computers, introduces the students to the conflict resolution course; and, lets the students with learning disabilities learn some math with everyone.

     Considering the high needs of the majority of students in this class, it is very daunting to try and make a suggestion as to what could work better. The class does go well generally, and yet something is missing. I would put up more visual signs in the class, both in terms of size and quality (e.g., symbols rather than words). I would also make the class more organized; it is very messy, and student’s desks are even messier. As a supplement to the social learning conflict resolution program they already have in place, I would supplement this with an orderly-cleanliness component; students would be required to clean the classroom, perhaps having to rotate on jobs and responsibilities. There are a few manipulatives in the classroom, but the resources of the school are just too scarce; I would suggest that all staff begin a garbage collection and bring it to the school as a supplement to manipulatives.