1. Meagan Stratton EDF2085
Hunters Creek
Elementary
Teacher Observed: Barbara Meisel
PK Handicapped

2. 2009 - 2010
ESL
Nationally Recognized
Program
http://www.scsk12.org/SCS/subject-areas/ESL/esl.html
ESL
Teachers
Helping
Regular
Classroom
English Language Teachers
“Meeting the Needs of English ! Countywide ESL training workshops are
Language Learners, Collaborating with Learner Parent open to regular classroom teachers 6 times
Regular Classroom Teachers and Meeting Center during the school year.
Supporting the Local ESL Parents” Home Help Tips for ! ESL teachers present at faculty meetings
The Shelby County Schools ESL Program currently
Shelby County Schools has an
ESL Parent Resource Center Parents of ESL Students and also offer workshops open to any
teacher.
services more than 1,300 English Language Learners available with plentiful
resources for parents to use at ! The Shelby County Schools ESL Passport
(ELLs, T1s, T2s representing more than 50 Newsletter is distributed bi-monthly to all
home. This center is located ! Use the Internet at home or the local
languages). Our local ESL program has been at Bon Lin Elementary. local schools.
library to access ESL practice. Many
recognized at both the national and international
activities are available at www.scsk12.org ! The Shelby County ESL Website is
levels for its excellence in student programming. ESL Teacher internationally recognized.
! Practice vocabulary daily with students
What We Offer Professional Library using household objects.
The Shelby County Schools ESL
! ESL Services to Students ! Read to your child daily in your native Staff strongly believes in …
language or English.
Shelby County Schools has an
! ESL Adult Classes ESL Teacher Professional ! Practice good study habits daily. Set aside a
Helping English
time for students to study on a regular
Library open to all ESL Language
basis.
teachers and regular Learners
! ESL Summer Camps
classroom teachers at Bon Lin ! Have family meetings where your child is
Elementary. ESL material may the leader of the discussions. Allow the
! Interpreter Services be checked out at this child to speak in either English or the native Collaborating
location. language.
With Regular
! Meet with the child’s ESL teacher for Classroom
! ESL District Website ESL Teacher suggestions for home practice. Teachers
Contacts ! Visit the ESL Parent Resource Center at Bon
! Teacher Training Lin Elementary School. Offering Support
Please contact Todd Goforth to ESL Parents
for ESL teacher contacts at
! ESL Parent Workshops anytime. Send email to
tgoforth@scsk12.org. 2
This is an ESL Program brochure that I believe is very well done.

3. WRITING MEASURABLE GOALS AND OBJECTIVES
LEARNER PERFORMANCE QUALITY CRITERIA CONDITIONS
Alphabetize Identify Independently Frequency Location
Answer Include With prompting __ x each day During lunch
Arrange Initiate – Verbal __ x in __ minutes each day In a large group
Ask Imitate – Visual __ consecutive days In a small group
Bring Label – Physical Fewer than __ minutes each In a 1:1 setting
Chart List – Gestural week During free/play time
Choose Maintain – Limited Whenever it appears Across environments
Compare Make In the correct order Duration During time readings
Compile Match With correct capitalization For __ minutes In a sharing routine
Complete Name With correct punctuation of For __ repetitions in __ In the community
Compose Organize periods, questions marks, (amount of time) Givens
Contrast Outline commas… Accuracy Given __ paragraphs
Contribute Paraphrase With a main idea and (#) of __% of the time Given pictures
supporting details __ our of __trials Given unfamiliar material
Correct count Point
Legibly No more than __ errors Given words or letters
Create Pronounce
Without assistance With __ errors Given a topic
Decode Provide
With minimal assistance No more than random error Given a story starter
Define Read
Instantly and correctly (define) Given CVC words
Demonstrate Record
Describe Retell
On the first attempt Latency/Speed Given a calculator
At a level judged satisfactory __ words per minute Given a model
Determine Say
by teacher __ letters per minute Given a writing prompt
Differentiate Select
With no more than one In less than __ minute Misc
Discriminate Self correct
redirection __ seconds or less With typical peers
Does not ___ Share
With a score of ___ from the __Complete work in __ With adults
Edit Solve __ grade writing rubric minutes With __ software (do not use
Explain Speak
Within __ minutes of a verbal brand names)
Follow Spell
prompt With __ grade vocabulary
Generate Summarize
Intensity With two hands
Give Type With __ pounds of pressure/force
Greet Volunteer With L/R hand
With a (#) key hit sequence
through use of __ (AT)
Through use of __
NON-MEASURABLE: comprehend, strategy/behavior
Enjoy, feel, increase (from what to what?), know In (type of) writing
listen, learn, manipulate (how?), participate
In (grade level) test/material
(how?), realize, understand
Adapted from HCESC Smart Sheet, Chalfant and McGraw, 4/2004

4. SHORT TERM OBJECTIVE/BENCHMARK WORKSHEET
ACTION ANALYSIS (Define the skills needed to attain the Annual Goal)
FROM ACTION ANALYSIS SELECT ONE DRAFT A SHORT TERM OBEJCTIVE/BENCHMARK
SKILL AND DEFINE: FROM DEFINED SKILL. INCLUDE ALL FOUR PIECES
OF INFORMATION; THE ORDER OF THE
WHO INFORMATION IS NOT CRITICAL.
WILL DO WHAT
HOW WELL
UNDER WHAT CONDITIONS
DETERMINE PROGRESS MONITORING FOR SHORT TERM OBJECTIVE/BENCHMARK.
WHO
USING WHAT
FROM WHERE
HOW OFTEN

5. ANNUAL GOAL WORKSHEET
WHO (Student)
WILL DO … WHAT (Performance/Action)
HOW WELL (Quality/Criteria)
UNDER WHAT CONDITIONS (Context)
DRAFT AN ANNUAL GOAL STATEMENT USING THE INFORMATION IN THE BOXES ABOVE. BE
CERTAIN TO INCLUDE ALL PIECES OF INFORMATION; THE ORDER OF THE INFORMATION IS
NOT CRITICAL.
Neal, E., CCESC, 2005

6. ELL Name: ______________ Grading Period: __________Date: ______________
Federal law requires that teachers of second language students provide accommodations and modifications to enable students to succeed in the classroom.
Documentation of accommodations/modifications is recommended.
You may use this as a checklist to document your modifications each nine weeks.
__Give tests orally
__Give instructions/directions in writing and orally
__Assign a peer tutor, same language or English speaking
__Allow use of a bilingual dictionary
__Provide summaries of text or study guides of particular chapters
__Shorten reading assignments
__Highlight key vocabulary (Recommended for all assignments)
__Reduce amount of work required
__Assess comprehension through demonstration or other alternative means (gestures, drawings,
retellings)
__Allow open book tests
__For each question, indicate page number in textbook where answer is found
__Rephrase questions, directions, and explanations
__Use group projects rather than individual work
__Reduce multiple choices to two
__Provide study guides and/ or outlines and word banks
__Provide video on subject
__Allow extended time for test/project completion (Recommended for all assignments)
__Use books on tape/CD
__Use reduced text, so that print is not dense
__Adapt homework to reflect language proficiency
__Adapt homework to reflect home support
__Provide hands‐on activities and explanations (Recommended for all assignments)
__Allow extended time to answer questions, and permit drawing, as an explanation
__Accept participation at any level, even one word
__Use of translation dictionaries to locate words in the native language
__Use Graphic organizers (Recommended for all assignments)
__Use story retellings to assess comprehension
__Use anecdotal records as a form of assessment
__Keep portfolio of work as a form of assessment
__Use visuals/pictures throughout lesson/unit/assignment (Recommended for all assignments)
Other accommodations used – Please list: _________________

7. Teacher: Meisel Date: 4-1-13
Activity MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Arrival & 8:45 –9:05 8:45 –9:05 8:45 –9:05 8:45 –9:05 8:45 –9:05
PAW T.V. · Collect Planners, · Collect Planners, · Collect Planners, · Collect Planners, · Collect Planners,
Lunch Money and Lunch Money and Lunch Money and Lunch Money and Lunch Money and
Folders Folders Folders Folders Folders
· Restroom Break · Restroom Break · Restroom Break · Restroom Break · Restroom Break
Specials 9:05 – 9:45 9:05 – 9:45 9:05 – 9:40 9:05 – 9:45 9:05 – 9:45
SPLIT SPLIT SPLIT SPLIT SPLIT
9:45-10:15 9:45-10:15 9:45-10:15 9:45-10:15 9:45-10:15
Snack & · Snack · Snack · Snack · Snack · Snack
Calendar · Daily Reminders · Daily Reminders · Daily Reminders · Daily Reminders · Daily Reminders
· Weather · Weather · Weather · Weather · Weather
· Days in School · Days in School · Days in School · Days in School · Days in School
Whole group 10:15-10:45 10:15-10:45 10:15-10:45 10:15-10:45 10:15-10:45
Reading · Theme 8 - On the · Theme 8 - On the · Theme 8 - On the · Theme 8 - On the · Theme 8 - On the
Farm – Week 2 Farm – Week 2 Farm – Week 2 Farm – Week 2 Farm – Week 2
· Read The Enormous · Read Mouse’s · Read Mouse’s · Read Who Lives on · Read The big, big
Turnip Birthday Birthday the Farm? box
· Comprehension · Comprehension · Comprehension · Comprehension · Comprehension
Focus: Noting Focus: Noting Focus: Noting Focus: Noting Focus: Noting
Important Details Important Details Important Details Important Details Important Details
· Alphafriend Mr. X-Ray · Alphafriend Mr. X-Ray · Alphafriend Mr. X- · Alphafriend Mr. X- · Alphafriend Mr. X-
· Initial Consonant Xx · Initial Consonant Xx Ray Ray Ray
· Word family -ox · Word family -ox · Initial Consonant Xx · Initial Consonant Xx · Initial Consonant Xx
· HFW – the · HFW – the · Word family -ox · Word family -ot, ox, · Word family -ot
· HM pg. 234, 235 · HM pg. 236, 237 · HFW – the ig · HFW – the
· HM pg. 238, 239 · HFW – the · HM pg. 237, 238
· HM pg. 240, - 242
Small Group 10:45 – 11:30 10:45 – 11:30 10:45 – 11:30 10:45 – 11:30 10:45 – 11:30
and Stations · Book Station · Book Station · Journals – HFW · Book Station · Book Station
· Starfall · Starfall sentence writing · Starfall · Starfall
· Writing Station · Writing Station · Handwriting – first · Writing Station · Writing Station
· Teacher Station – · Teacher Station – and last name · Teacher Station – · Teacher Station –
Leveled Reader Leveled Reader Leveled Reader Leveled Reader

8. Language Arts 11:30 – 12:08 11:30 – 12:08 11:30 – 12:08 11:30 – 12:08 11:30 – 12:08
with Social · Observe what the · List descriptive words · St. Patrick’s Day · Review Spring · Weekly Reader
Studies wind looks like. for wind observations.
Integration
Lunch 12:05 – 12:30 12:05 – 12:30 12:05 – 12:30 12:05 – 12:30 12:05 – 12:30
ABC Order ABC Order ABC Order ABC Order ABC Order
Individual 12:33-12:45 12:33-12:45 12:33-12:45 12:33-12:45 12:33-12:45
Reflection
Math 12:45 – 1:45 12:45 – 1:45 12:45 – 1:45 12:45 – 1:45 12:45 – 1:45
· Topic 10 –Lesson 8 · Topic 10 – 9 Ordinals · Topic 10 – 10 Use · Topic 10 –PLC · Fun Friday Stations
Ordering Numbers to to twentieth Logical Reasoning Assessment
20 on a number line · Math Animation · Math Animation · Math Animation
· Math Animation · Math Games · Math Games · Math Games
· Math Games · Computer Games · Computer Games · Computer Games
Stations/ · Computer Games
Independent
· Songs
· Songs
Practice
Science / WIN 1:45-2:05 1:45-2:15 Early Dismissal 1:45-2:05 1:45-2:05
· What Do Animals · How Do Animals · How Do Animals · Review
Need? Grow? Change?
Recess 2:05-2:20 No recess 2:05-2:20 2:05-2:20
Planners, 2:20-2:40 2:20-2:40 2:20-2:40 2:20 -2:40
Pack–Up,
Safari
Montage &
Dismissal
Common Core Standards:
MATH
READING MAAC.K.CC.1.3 MACC.K.cc.2.4.a
RF.K.1 RL.K.3 W.K.1 RF.K.2.(a) MACC.K.CC.2.4.b MACC.K.CC.2.4.c
SL.K.5 L.K.1.(b) MACC.K.CC.2.5
RF.K.3(c) RF.K.2 RF.K.3(a) W.K.8
ESOL
SL.K.3 RL.K.5 Simplified Direction Cooperative Learning Peer Tutoring
RI.K.2 RL.K.1 L.K.6 RF.K.1(a) Categorize, Classify Discover Learning
SL.K.6 L.K.2(b) RF.K.1.(b)
Centers Multiple Methods of Evaluation
RF.K.2(e) SL.K.1 SL.K.4 SL.K.5 L.K.5
SL.K.2

9. This station in the classroom is calling the “Listening Center”. The students were doing an activity where they
had to listen to the teacher and do what she was asking.

10. This picture is of a “Word Wall” in Mrs. Meisel’s classroom

11. This station of the classroom was for computers.

12. Exceptional Education Field Observation
Teacher Interview
Name of Teacher: Barbara Meisel School: Hunter’s Creek Elem. Grade: VE Pre-K
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?
The class is separated into two sessions. The morning sessions are the three year olds and the afternoon
sessions are the four year olds. There are a range of exceptionalities. All students are labeled
developmentally delayed. However, they have separate titles that are linked. They include: Down Syndrome,
Autism Spectrum and Language Impaired.
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?
Both groups of VE (varying exceptionalities) need a great deal of visuals. The visual aids that accompany
most of the teacher’s lessons help to enhance and promote effectiveness in everyday instruction. This is
especially true for reading. The teacher’s assistance will hold up story cues as the read aloud progresses. For
example, when the setting is mentioned, the TA (teacher’s assistant) will hold up a tree. When the main
character is speaking, the TA will hold up a star. These strategies help the VE children identify important
information.
This is a strategy that is common among general primary classrooms. Visual aids are great accommodations
that can be used for any and all students, regardless of ability. The modifications that are made are specific
to the student with Down Syndrome. This student is visually impaired. Therefore, some of the tasks that are
written or drawn, are modified into an oral activity to give the student are greater chance for success.

13. What recommendations does the parent have for you, regarding what you might provide for children who have
special needs?
Many of the students are come into this classroom enter in with prior knowledge of what their child needs. A
great deal of them have already been receiving outside services. The VE teacher works in conjunction with the
parents in trying to create the best learning environment possible for the children. The language impaired child
came to the classroom with a basic knowledge of sign language. The teacher incorporated these techniques into
the classroom setting. It has been a great enhancement to all of the students.
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?
Hunter’s Creek Elementary School has a very supportive group of leaders. The IEPs have changed quite a bit this
year. It has been difficult transitioning over with the students who had a previous one from the three year old
session. The accommodations that have been incorporated are a lot more visuals to support the reading
curriculum. The curriculum has been modified to align with the new Common Core Standards.
A big emphasis on differentiated instruction needs to be implemented. With the Common Core Standards being
included this year, it is difficult to challenge and enrich your independent students while finding the time to
intervene with your struggling learners. While differentiating instruction is in the schools, it needs to be an even
more prominent structure.
What type of assistive technology do you use to accommodate the special needs of your students?
We are privileged enough to have an abundant amount of technology resources at our disposable. We have the
use of Promethean boards and Digital Process Visualizers that help with my visual and language impaired
students. With this technology, I can project work in a larger format. I also have the use of audio technology that
projects my voice and other audio functions throughout the entire class from the speakers system.