30 Dec 2017 Page 1 of 5

Intern Name: Kelly McGonagil

Internship: 2017FA-SPE-634-01

Submitted: Oct 18, 2017 Supervisor(s): Kristin Wiseley

Course/Term: SPE-634A - 01-XList : Tchg Adpt-Stds Mentor(s): John Hough
W/Lrng Disabili ( 2017FA )
Assessor: Kristin Wiseley (Supervisor) Site: Arrowhead High School - South Campus, 700 North Ave, Hartland WI 53029
Comments: See detailed comments below Subject(s): Admin, Art, Biology, Elementary-Early Childhood, Elementary-Middle Childhood, English,
History, Language Arts, Math, Science, Social Studies
Grade(s): Pre-K, K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th

Directions

Please note student’s strengths or areas in which s/he can improve in each category below. When possible, please provide specific examples or comments to
support your view.

FEM SPE 620 or SPE 634 Observed Lesson 1 - Supervisor's Feedback & Student Self-

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
1. Planning and Preparation
(AEA:
Conceptualization/Diagnosis
– WTS: 1, 7 – DISP:
Respect, Responsibility -
CEC: 1, 4, 5, 9, 10) • Uses
teaching resources and
curriculum materials that are
appropriate in representing
the ideas and concepts. •
Plans instruction
appropriate to students’
stages of development and
learning styles. • Links new
ideas to familiar ideas and
makes connections to
students’ experiences. •
Provides opportunities for
active engagement,
manipulation and testing of
ideas and materials. •
Knows how to enhance
learning through the use of
a variety of materials. •
Values flexibility in the
teaching process by
monitoring and adjusting
plans and adapting
instruction when necessary
and appropriate. • Chooses
appropriate teaching
strategies, learning
experiences, and materials
to achieve different
instructional purposes and
to meet student needs. •
Varies his or her role in the
instructional process in
relation to the content and
purposes of instruction. •
Plans motivational
instruction by relating
lessons to students’
personal interest. • Seeks to
find ways to meet the needs
of diverse learners.
1/6 (16%)
WI-WITS.1,
WI-WITS.7
30 Dec 2017 Page 2 of 5
Kelly’s plans were aligned with the IEP goal (goal created by CT) and included the state standard Essential Element as focus.
The plan included all necessary components and was explicitly written. Lesson was designed to be of high interest to student.
Comments: Instructional process was varied throughout with I Do, We Do, You Do. **As discussed, creating opportunities for success (like
the grid for counting out each piece) should be included for students that need it. This support can be faded as student
becomes more secure with skill.
2. Classroom Environment
(AEA:
Coordination/Integrative
Interaction – WTS: 2, 3, 5 -
DISP: Respect,
Responsibility – CEC: 2, 3,
5) • Shows respect for the
diverse talents of all
learners. • Uses knowledge
about human motivation
and behavior to develop
strategies for organizing
and supporting individual
and group work. • Is
committed to the expression
and use of democratic
values in the classroom. •
Organizes, allocates, and
manages the resources of
time, space, activities and
attention to engage
students in productive
tasks. • Knows how to help
students work productively
and cooperatively with each
other. • Uses strategies of
effective classroom
management to promote
positive relationships,
cooperation, and purposeful
learning in the classroom. •
Respects students as
individuals with differing
personal and family
background and various
skills, talents and interests.
1/6 (16%)
WI-WITS.2,
WI-WITS.3,
WI-WITS.5

Classroom is designed to be age appropriate. Kelly is considerate of Max and respectful in all interactions. Lesson and all
Comments:
materials are prepped and ready to go. Classroom is well organized and clean.
30 Dec 2017 Page 3 of 5
3. Instruction (AEA:
Communication,
Coordination, Diagnosis,
Integrative Interaction –
WTS 4, 6, 7 - DISP:
Respect, Responsibility,
Communication – CEC: 4, 6,
7, 8, 9) • Uses different
representations and
explanations of concepts
when necessary to
accommodate students who
approach learning from
different conceptual
frameworks. • Uses teaching
approaches that address
different learning styles and
performance modes. • Uses
instructional strategies that
promote student learning for
a range of student abilities.
• Encourages discussion. •
Elicits samples of student
thinking orally and in writing.
• Values the development
of students’ critical thinking,
independent problem-
solving, and performance
capabilities by using varied
teaching and learning
strategies to engage
students in active learning. •
Modifies explanations when
necessary to assist
students’ understanding. •
Organizes, prepares
students for, and monitors
independent and group
work. • Recognizes the
importance of verbal and
nonverbal communication. •
Is a thoughtful and
responsive listener. •
Communicates in ways that
demonstrate a sensitivity to
cultural and gender
differences. • Models
appropriate communication
strategies in conveying
ideas and information. •
Supports learner expression
in speaking and writing, and
other media. • Knows how
to ask questions and
stimulate discussion in
different ways.
1/6 (16%)
WI-WITS.7,
WI-WITS.4,
WI-WITS.6
30 Dec 2017 Page 4 of 5
Narrative of lesson: Max are you ready? What have we’ve been working on in math? Math is hard for me. Numbers...and....
counting When do we use counting during our school day? Can you think of a time? 3:30? Let’s think of a portion of our day on
Tuesdays. Cafe Days. What else do you count? Salads. Cookies. One more thing. (Visual prompting) Power Point with large
print of agenda (what to expect) Tells student what expectations are Review of counting Slow down a little bit. Mixed up slide of
numbers. (Explains) You can’t hit the board or it will change slides on us. Oops! (Hits board) Max points to called numbers.
Changes to footballs. How many footballs do you see? Counts to 9. Try again. This one’s Your favorite (Ws and Camp Randall)
Counts to 8 then says 9. 1:1 correspondence is challenging. We might need to come back to that one. Slide that explains
activity. With communication skill noted “I’m Done”. Verbally explains directions with visual modeling. Stations are set up for
student. Student gets cash drawer ready. And then station with structured support from KElly. Kelly demonstrates how to do first
station: counting out rags with number line and clips. Demonstrates 2x. Reminds student to watch. I know I know. What’s one
Comments: thing you need to remember? Slow down. Right, slow down. If you start counting fast, you’re not going to get the right number.
Kelly goes through with each station to explain. Student starts at second station. Kelly stands next to him to provide support
and reminders. Student counts out eight baskets, though postit says 4. Let’s try that one again. Were you using your number
line? I want you to use your number line because I think it helps you. When we do it together and we use the number line, you
get it right. Max counts out three-five items of condiments Kelly steps in to hold number line to help student. Max uses number
line on own to count the knives. Counts correctly. Kelly whispers reminder to use number line to count quarters. Praises “good
job using your number line” when Max completes. What I noticed is when you stopped using this you got carried away. You did
really good when you were using the number line. Try using this on dimes the whole way through. Randomly puts in pennies,
empties bowl. Kelly has him do it again. This time she puts in the pennies and he moves the number line. I will count these and
give you a score. Log into a computer. You can do your math games. Has a card prompt with website URL. Kelly lets him do it
independently, and then helps him do it after he types in wrong word Sign in with your username and password.
4. Assessment (AEA:
Diagnosis/Integrative
Interaction – WTS: 8, 9 —
DISP: Collaboration,
Communication – CEC: 1, 5,
8, 9, 10) • Knows how to
select and construct
assessment strategies and
instruments. • Uses
appropriate assessment
techniques to enhance his
or her knowledge of
learners, evaluate students’
progress and performances,
and modify teaching and
learning strategies. • Solicits
and uses information about
students’ experiences,
learning behavior, needs
and progress from
cooperating teachers and
the students themselves. •
Evaluates the effect of class
activities on both individuals
and the class as a whole,
collecting information
through observation of
classroom interactions,
questioning, and analysis of
student work. • Uses
classroom observation and
information about students
as sources for evaluating
the outcomes of teaching
and as a basis for reflecting
on and revising practice.
1/6 (16%)
WI-WITS.8,
WI-WITS.9

Kelly observes Max during lesson, offers support as needed and adapts to meet his needs. She keeps data and notes on is
Comments:
progress and challenges during the activity. His completed work is scored.
30 Dec 2017 Page 5 of 5
5. Professional
Responsibilities (AEA:
Communication/Integrative
Interaction – WTS: 10 –
DISP: Responsibility,
Collaboration,
Communication – CEC: 2, 5,
10) • Relates professionally
and effectively with the
cooperating teacher and
faculty. • Dresses
professionally and
consistently portrays a
professional demeanor. • Is
enthusiastic about teaching.
• Seeks out the cooperating
teacher to support his/her
development as a learner
and a teacher.
1/6 (16%)
WI-WITS.10

Kelly demonstrates true professionalism in all interactions with staff and faculty. She communicates well And Is receptive to
Comments:
feedback. She seeks out support to improve her growth and development as a teacher.
6. Summary Statement and
Areas to Concentrate on
Improving
1/6 (16%)

Kelly demonstrates proficiency in all areas. With proper modeling and more experience with a strong special education teacher,
Comments:
she will continue to develop and polish her skills as a teacher of students with intellectual disabilities. Well done, Kelly!
12.000 pts | 66.67 %