Professional Documents
Culture Documents
Emily Gabur
Background:
The population of this small town is 1400, and it is increasingly rapidly according to
recourses. It is known for a “healthy” school and business district, and has amenities
field. There are tennis courts and walking paths in the city park, as well as a nine-
hole golf course. Groton is located in Brown County, and stretches 872 square miles.
The enrollment as of the fall of 2017 was 577 students PK-12th grade. The percent of
student with special needs sits at 13.1% and 14.5% of the student population is
eligible for free/reduced lunch. The district drop out rate is .4%, and the distract
attendance is 95.0%. The student to staff ratio is 12.7% and there was 31 graduates
in the fall of 2017. The ACT scores for the district are as follows: 20.6 in English, 22.7
in Math, 22.1 in Reading, 21.8 in Science, and a 22.0 composite score, and there was
Classroom Setting
Cooperative located in Groton and they range from ages 3 to 4 years old. They are all
receiving special education services, and they come to school from 8:30-11:45. The
classroom is a brand new classroom, and there are two ways to enter it. There are
two large windows in the corner of the room where the reading corner is located
and circle time takes place. There is two mini blue couches for the students to look
at books on, and also used as an incentive for those who follow directions and are
attentive during circle time. Boxing off the reading corner is the dramatic play
center. This center is changed out weekly, and goes along with the week’s theme. It
has a kitchen, mirror, mini table and two chairs. Depending on the theme of the
week, there are large manipulatives and interchangeable items that are pulled in
and taken out to increase social interaction and imaginative play for the students.
Next to the dramatic play center is the teacher’s desk. She has a bookshelf with
resources on it, that block off her portion of the room. Flowing next to her desk is
the writing center. This is filled with two students desks and many materials like
pencils, markers, colored pencils, mini whiteboards, and crayons for the students to
independently practice the letter of the week they are learning about. There are also
dry erase markers to practice with as well. Directly in front of the writing center is a
long table, one going horizontal, and the other going vertical. They form a ‘T” and
this is where the students complete table activities, and where the lessons are
delivered. There are assigned seats with the students name tags on the tables AND
chairs as to where they are supposed to be seated. The chairs of course are mini as
well sense to fit the students properly. At the end of the “T” is the large whiteboard
and smartboard sitting next to each other that the teacher uses for providing
examples and expectations. On the other side of the tables is a wall filled completely
with storage cabinets. At the end of the rows of cabinets, there is a small sink and a
mirror for the students to practice hand washing and to clean up after messy table
activities. Smack dab in the middle of the room sits the sensory table, and this too is
filled with many different types of sensory activities to enhance learning. The
sensory materials have consisted of water beads, sand, corn, snow, and dirt to go
with the interchanging theme of the week. The classroom paraprofessional works at
the end of the T table when she is preparing materials for the students, and both the
teacher and paraprofessional move around the tables while during instruction time
Student Characteristics
Student A is a four-year-old boy who likes having control, and dictating what his
friends should do. He likes to finish things first, and gets agitated when others finish
before him. He enjoys playing in the block area, and for the most part plays well
with one other peer present. He is on medication for his behavior, and is working on
using his inside voice. He goes to speech twice a week, as well as OT one time
weekly. He understands the letters of his name, and can rote count to 13. Student A
is becoming better at not talking when the teacher is talking, as well as using his
colors red, orange, yellow, green, brown, and black; as well as all shapes. Student A
Student B is a four year old boy who is friendly, and enjoys being silly with his
classmates. He is pulled from class for speech therapy twice a week. He loves the
color green, and takes his time to complete his work. He loves listening to books
being read to him, and plays appropriately with his peers. He knows numbers 0,1,2,
and 3, and can trace the letters of his name with guided support. He needs
supplemental help when completing group table time activities, and uses
frustrated when something gets difficult for him, but with guidance persists through
the activity. This student can identify all shapes except oval. Student B is on an IEP
Student C is a five year old girl who communicates well what she wants. She
understands the letters of her name when prompted, shapes, and can identify
numbers 1-5,7, and 8. This student is friendly, and enjoys playing in the dramatic
play center the most. I know when this student is not feeling well, or herself because
she becomes very clingy and demands she needs attention on specific things she
wouldn’t normally. (Ex: coloring in a shape, knowing where she is supposed to sit)
She is attentive at circle time, and likes when we sing and dance. Student C is on an
Student D is a five year old boy who is very hyper, and active. This student
understands how to trace the letters in his name, assemble it, and can identify all
colors. Student D needs action and movement after sitting for a period of time, and
enjoys being silly with his friends. This student gets pulled from the classroom for
Speech twice a week. This student listens well to instruction and when re-directed,
he does what is asked of him. His favorite center is the block center, and loves
playing with magnetic tiles to build skyscrapers. He needs more verbal prompts for
behavior than the other students do, and likes to compare his work to his friends. He
uses his manners, and is on an IEP for Speech and Developmental Delay.
Student E is a four year old boy who is quiet, and well behaved. The student is shy,
and most times will not verbally say what he needs help with. This student can
identify the letters in his name, and trace them. He can also identify all colors, and
circle time. This student can identify the shape of a circle, square, rectangle, and
triangle. He plays well with his friends, and especially likes participating in gross
Student F is a five-year-old boy who is energetic and enjoys playing with his friends.
He can identify all shapes, and colors. He knows numbers 0-5,7,8, and 10. He can
rote count to 12 and can identify the letters of his name, as well as trace them. He
actively participates in table time activity, and circle time. He is engaged throughout
instruction, and follows verbal re-direction well. Student F gets pulled for speech
once a week. This student communicates what he needs and wants, and has good
fine motor skills. Student F is on an IEP for Developmentally Delay, Speech, and
Language.
Student G is a three-year-old boy. He can identify the colors red, orange, yellow,
green, blue, pink, and purple. He can identify a circle, square, and triangle. He lives
on a dairy farm and enjoys playing in the dramatic play center the most. He is shy to
new faces, and verbally states what he wants well. I have seen an increase in anger
behavior assessment to better meet the needs of the student. Student G is on an IEP
Student H is a three-year-old girl. She can correctly identify the colors yellow, blue,
purple, and red. She can identify shapes circle and square. She goes to speech
therapy twice a week, and loves to play in the dramatic play center. She has some
sensory issues. She does not like her hands wet, and refuses to participate in
sensory activities that would get her hands sticky or dirty. Student H is on an IEP for
evaluated to see if he qualifies for Occupational Therapy due to his low muscle tone,
and gross motor skills. He can correctly identify colors read, orange, green, blue,
purple, and black. He can also rote count to five, and is pulled for speech twice a
week. He also goes to Physical Therapy once a week. He is a very active, chatty boy
who loves to sing, dance, and play with his friends in any center he is placed at.
Student J is a four-year-old boy. He can correctly identify colors red, orange, yellow,
green, blue, purple, and black. He can identify a circle, triangle, square, and oval.
Student D gets pulled for Speech Therapy twice a week. Student D is very quiet, but
full of personality when he is playing with his friends at centers time. Student J is on
Instructional Implications
meet each individual need my students have. I will use a variety of verbal prompts
and gestures to aid and guide my students through table activities. Sense there is
multiple learning disabilities prevalent I will also utilize direct instruction. How I
plan to do this is to make myself a center being the “teacher center” where the
students will come to me individually throughout centers time and we will practice
and work on their individual goals and objectives listed on their IEP’s. During this
time I will also provide direct instruction pertaining to our table activities that the
student may not have comprehended throughout this time. I will use a sequential,
simultaneous, structured approach when delivering the content. This will be clear
through “first, second, third, and last” directions that are visually displayed on the
large smartboard behind me. I will provide visual aids such as graphics and pictures
they use in their normal, everyday lives to manage and instruct what I expect the
one way I will do this is to either provide or not provide a visual representation of
their name in order for this project. Without the aid, it will challenge my higher-level
learners, and with the aid it will guide and support my lower level learners.
Before Instruction begins
1. (Verbally read and restated by me) With your pencil, write the lowercase letter next
A ____ B____ C____ D____ E____ F____ G____ H____ I____ J____ K____ L___
M____ N____ O____ P____ Q____ R____ S____ T____ U____ V____ W____ X__
Y____ Z____
2. (Verbally read and restated by me) Look at the letters below, find and circle the
A B C D E F G H I J K L M N O
PQ R S T U V W X Y Z
3. On the line provided below, correctly order and write the letters horizontally to
form your name: *Measuring letter sequencing horizontally (generalizing the skill)
________________________________________________________________________________________________
4. On the lines below, correctly order and write the letters vertically to form your
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
This last question checks for understanding the letters of their name (letter
recognition), the order of their letters (letter sequencing) and blocks rote
1. Students will be able to correctly write the lowercase letter next to the capital letter
2. Students will be able to locate the letters in the name when shown all the letters in
the alphabet
3. Students will be able to circle the letters that are found in their name while looking
4. Students will be able to correctly order the letters to form their first name, and write
5. Students will be able to correctly order the letters to form their first name, and write
it vertically
Results:
Pre-Assessment
50
45
40
Overall Test Results
35
30
25
20
15
10
5
0
A B C D E F G H I J
Student
my lesson and spend a lot of time on letter recognition. None of my students got
above a 45% on the pre-test, and the part that most of my students did the worse on
was when presented with the letters of the alphabet, they were to locate and circle
the letters found in their name. The students got most of their points either writing
their own names horizontally. So I realized that I would have to do some more
instruction delivery on letter identification. How I planned to do that was to grab the
letter cards and break the students into small groups. Those who got a higher score
on the pretest were in one group, those who between a 30-40% were in a group
with my paraprofessional, and I took the students who scored less than a 30% on
the pretest to provide supplemental, individualized instruction. Each group played
the “I have, who has” game to help them come more familiar with letter
identification. I will also provide examples and non examples on the board when we
come back together, and I will provide lots of time for multiple opportunities to
Plan of Instruction
AL-3: Children demonstrate initiative and effort in play and everyday tasks
Resilience: Goal A-6: Children are willing to try new and challenging
Objectives:
o Write the lowercase letter next to the capital letter given in visual format
o Find the letters that are in their name when given the letters of the alphabet
in visual format
o Correctly order the letters of their name, and write it on the line
o Correctly order the letters of their name vertically
o Utilize their fine motor skills and cut out the small circles of the snowman,
knowing how many they need to cut out for each circle to represent one
o Practice their social skills alongside their peers to ask for a specific item they
need, or verbally ask or state they need help from the teacher
o To create their art project of making a snowman. Students will write one
letter on one snowball, and then glue them down in the correct order. They
will then utilize their fine motor skills to decorate their snowman with
Accommodations:
following the directions given to succeed throughout the project. I will provide
physical prompts and gestures of pointing and cuing, these gestures will provide
context clues to help students comprehend what comes next, or to keep students on
task. This accommodation will also provide meaningful feedback for the students to
utilize throughout the project. I will scaffold the students learning, and help the
lower level-learning students’ organize their letters correctly when creating their
snowman. For my low muscle tone students, I will provide hand over hand
assistance on cutting long the lines of their snowballs for their snowman. I will use
visual supports and examples for the students who need extra, and individual
Students will make a snowman project. They will use letter identification to write
Students will then write each letter of their name on an individual snowball, cut the
snowballs all out, and then glue them down in the correct order of their name
Students will use fine motor to cut out their circles, draw their letters, and then
Students will stand up in front of the class to practice their social skills. They will tell
us how to spell their name, and two fun facts about their snowman.
Category 3 2 1
Letter Student know and Student can find Student can not
identification understand all the the letters in their identify the letters
letters of their name with the help of their name
name of the teacher or when shown
paraprofessional
Fine motor skills Student can cut Student can cut Student can cut
along the dotted along the dotted along the line with
circle without line, but veers off assistance, has no
veering off, more than once, control of
students can student has some squeezing the glue
control the glue control over bottle, and needs
bottle, students squeezing the glue help holding their
can place small bottle, student pencil to correctly
sequences on their needs less than form the letters of
project without two their name
challenge, students prompts/hands
can hold their over hand to help
pencil correctly to hold their pencil
write the letters of when writing the
their name letters in their
name
This rubric will allow me to formally assess each category of the project, for
each student individually. This will allow me to see which students need individual
instruction, and on which part of the project. Some students may understand the
letters of their name, but need help holding their pencils to correctly form the
letters; some students may understand how to hold their pencils, but need help
controlling how hard they squeeze for just a small amount of glue to come out. This
rubric and formative assessment also allows me to provide immediate feedback and
instruction. Also, this rubric will allow students to understand the letters in their
name, how to use their fine motor skills to cut and glue, and gives them the change
to practice their social skills throughout their whole time completing this project. I
will judge the students comprehension of this project using this rubric, and will also
After instruction:
Post-Assessment
100
90
80
Overall Test Results
70
60
50
40
30
20
10
0
A B C D E F G H I J
Student
70
60
50
40
30
20
10
0
A B C D E F G H I J
Student
realize the students made a vast increase in progress. All students increased their
progress, and more than half of them doubled their assessment scores. Based on the
pre-assessment, I had my work cut out for me, and I think I underestimated what I
thought the students knew. After calculating the pre assessment results, I had to
students understand the concept we were going to master throughout the lesson I
planned on delivering. Then, after calculating the results of the post test, I was so
proud of my students. Over half of them gained knowledge in letter recognition, and
once again over half of them doubled their score compared to their pre-assessment.
letter sequencing, and letter association. The students also increased their
comprehension in generalizing the skill, proving to me that they could write their
names horizontally, and vertically as well.
All in all, the assessment I gave for the pre assessment as well as the post
assessment was valid in my qualifications. It quizzed the students to see what they
individualize, and differentiate my lesson instruction and delivery to best suit each
child’s needs. I was not planning on have to break into small groups, provide
examples and non examples, and almost 20 minutes of extra time to practice
recognizing the letters of their name, but that is what the pre-test called for. It
showed me that none of my students scored over a 50% on the test, so I knew I had
alter my lesson that much, but as the results showed me, I had no other choice but to
The assessment measured multiple different things, and also measured the
level of the learners. I had to take into thought that each student’s IEP was different,
therefore completely comprehending that not one’s abilities would compare to their
implement, and teach multiple skills in one lesson. There is always ways to
incorporate fine motor, gross motor, cognitive processes and more to make sure
your lessons are packed full of practice for all different skill areas of weaknesses.
Lastly, the results of the post-assessment were also valid, beings the format
was the same as the pre-test, and the students showed significant progress in all
levels of the assessment through the completion of the project!