Christina Freimark

HC Burgard Elementary School

2nd Grade

April 10th 2018

OBSERVATION LOG #2
April 10 2018, 8:00 AM-1:00 PM
Modifications on Learning Environment & Setting
Furniture arrangement
● Encourages or discourages
socializing
● Close proximity to teacher
● Seating arrangement
Specialized furniture
● Tables
● Desks
● Chairs
Assistive Technology
● Computers
● Touch Pads
● Communication boards
● Magnification
Student proximity
● Peer teaching
● One on one with teacher
● Small groups
 
- Encourages socializing, AH is facing the other students
all day, which can help with his social-emotional
development
- Very close to the teacher’s desk in the back right hand
side of the room (she told me this was intentional)
- He is seated next to only 2 other students, there is an
empty desk across from him
- teacher recently moved him away from other side of
room due to distractions from the doorway
- given choice to sit on floor or at desk for independent
work
- no specialized furniture
- iPad differentiates automatically for skill level
- no other assistive tech.
- meets w/ teacher 1-on-1 more often
- meets w/ OT and Special Ed teacher multiple times a
week
- conferences with small group of similar-level students
during math/ reading centers
 
Modifications to Materials 
- the OT actually prefers he uses a small pencil so he
Size can improve his fine motor skills
● Large print - has personalized number line that is larger print and
● Pencils/crayons is more spread out so he use it with his limited fine
● Manipulatives motor skills
● Handles on materials
● Etc…

- N/A

Visual Appearance
● Contrast
● Color
● Braille
● Picture cues

Location - number line (other students do not have one)

● Extra supplies - Is larger print and more spread out due to
● Manipulative location fine motor skills difficulties
● Personal supplies or group - In the beginning of the year he had counting chips,
supplies but no longer needs them

- teacher stands with AH during work time because

Organizational otherwise he rushes through and makes mistakes
● Timer for time management - picture schedule is changed and discussed each
● Highlighters morning with whole group
● Planner - same writing/organizational materials as other
● Picture schedule for daily routine students
Modifications to Instruction, Behavior Plans and Assessment 
- input: AH receives a reading intervention program in
the resource room
Instructional Goals - output: as he improves, they reassess the reading
● Change to input of content intervention and move him up levels
● Change to output/product of - he has lower reading goals; they focus on phonology
content and pronunciation rather than comprehension and
● Adapted instructional goal to meet vocabulary
level of learner
(spoke with his special education teacher for these
questions!)
- OT, Special Education teacher provide either 1-on-1
or 1-on-2 instruction in resource room
Staffing - does ​not​ have a para with him in the general
● Decreased student ratio education classroom
● Support staff

- Behavior chart with prize option available for all

Behavior Goals students
● Sticker charts - (AH does not exhibit any behavioral concerns except
● Incentives for mild distractibility and does not have a behavior
● Visual behavior goal reminders plan)

REFLECTION THOUGHTS  
Being able to see what I have learned about special education in action has been a
great learning experience for me. I saw just how important specific developmental/academic
skills are for success in school and in life for the exceptional learner, and why it is vital to
work towards those goals with dedicated professional services. I had an “aha” moment
when Mrs. Rittel shared with me that she does not correct AH on his handwriting during
literacy time because she wants him to be able to focus on phonology. This taught me to
keep in mind an important concept: sometimes exceptional students need to be given a little
space from being corrected in order to fully engage in the material.
 I saw how AH has a desire to learn and grow, but must work past learning/motor
​ y
difficulties to do so. As a teacher I would be challenged trying to meets the needs of ​all m
students. There are advanced, below basic, and exceptional students all in one class, so it
requires a large amount of multi-tasking and creativity to meet each of their needs
effectively.
I learned today and yesterday just how helpful technology can be to accomplish this,
as applications and computer programs can automatically differentiate based on
correct/incorrect answers. I think I would enjoy seeing the children make progress and grow,
and have a smile on their face when they accomplish something new. I would feel honored
and joyful knowing I was a part of their development and growth.