My Trip to Les Peters Academy

It is November19th. 2013 and the school of observance is Les Peter Academy. It is a 24-bed program for boy’s, who are in need of comprehensive mental health services. Les Peters an alternative school for at risk student’s offering nontraditional education to those that cannot meet the standards in a regular, special education or vocational school. Les Peters is a Type 3 program that offers English, Math, Science, Language Arts/ Reading, P.E. and vocational training; such as, culinary and auto. Les Peters also prepares students acquiring their GED. Though Les Peters Academy is nontraditional, the school offers everything of a traditional school and trade school, preparing students to be transitioned from the Tampa Residential Facility. The length of stay is 6 to 12 months, from the time the students are admitted to the Tampa Residential Facility until released from Les Peters Academy. There are others schools connected to Les Peters helping students who have been incarcerated which goes by levels. The levels range from 2 to 10, depending on the severity of the crime. The higher the level, the higher the incarnation program. 

I found Les Peters to be a second (even third) chance for students in obtaining an education and becoming modeled students. Just like Bower-Whitley these are students who maybe experiencing damaging ways of life, finding it difficult to cope with and end up expressing their feelings in a negative manner. These students may feel they are not worthy because they cannot comprehend certain curriculum, lacking behind their peers. With such negative outburst, feedback and surroundings students tend to drop out of school, causing criminal mischief. The majority of  students may possibly be diagnosed with learning disabilities that prevent them from earning a well deserve education, like SLD (Specific Learning Disabilities) or EBD (Emotional/Behavioral Disorder).  

I am glad that there are schools that give such students the opportunity to change their way of thinking and provide them with the tools they need in doing better. As a future educator, my goal is to help at-risk students overcome obstacles that may be viewed as a hindrance. What these students need is lots of love and support. One way is by allowing at-risk students to view something different other what they are opposed to. Another way is making sure students know having a disability does not control their lives, but they can control their disability.

 

A Trip to Ferrell Middle Magnet - Girls Preparatory Academy

 It is November 1st, 2013and I have just arrived at Ferrell Middle Magnet - Girls Preparatory Academy. Today I meet with, Mrs Kilpatrick. She is a second year student at USF, who is interning and that much closer to becoming a teacher. Mrs. Kilpatrick co-teaches with Mrs. Ottinot, 6th grade. Unlike the other schools visited, I am the only participant who will be shadowing Mrs. Kilpatrick and observing the teachings of Mrs. Ottinot.

 The school bell rings as I sit patiently watching Mrs. Ottinot and Mrs. Kilpatrick prepare for the students quiz. It is a combination of sixth, seventh and eighth graders. Mrs. Ottinot teaches six girls, who are all diagnose with Intellectual Disabilities (ID). These are students who are limited in intellectual functioning and adaptive behavior (AAIDD, 2010). Unfortunately, Mrs. Ottinot's class is not one of inclusion. She and her colleagues felt that it would be best to observe the students separated from non-disabled students, in order to have a better understanding of each student and making it easier on conducting students IEPs.

The bell rings again for first period. Mrs. Kilpatrick prepares the students by going over a quick lesson of what had been taught during the week before issuing the quiz.  One of the characteristics for ID, described in the text "Inclusions", is general weaknesses in basic learning abilities such as attention, memory, problem solving, and skill generalization (McLeskey, Rosenberg, & Westling, 2013). This seems difficult to view as the students answered, with no hesitation, every question Mrs. Kilpatrick asks. After Mrs. Kilpatrick reviews the lesson, she then hands out the quiz. While the students are taking the quiz, Mrs. Ottinot briefly explains Access Points which are developed only for students with significant cognitive disabilities, revised to the Sunshine State Standards. She continues explaining her students take the Florida Alternative Assessment in replace of the FCAT and shows an example of the test. There are 3 parts where students can earn access points: participatory, supported and independence. The teacher will ask the question on the test, with providing materials. The student will indicate or point to the best answer. If the student(s) answer correctly they receive full points. If the student(s) answer incorrectly points drop, still giving student(s) a chance to go back and determine the correct answer.  This is being practiced as students take their quiz on Subjects, Predicates, Conjunctions and Compounds.

 "Ring-a-ling, a-ling, a-ling"! It is now second period and Mrs. Ottinot and Mrs. Kilpatrick is faced with the same students. Not much is being taught at this time; however, Mrs. Kilpatrick does have students pull out their journals to update dates and what lessons have been taught through the week.

As the bell rings for third period, Mrs. Ottinot, Mrs. Kilpatrick and I move across the hall for Geography. Mrs. Ottinot and Mrs. Kilpatrick oversees twenty-two, 7^th grade students. Just like the students of the first / second period their weakness in basic learning abilities goes unnoticed. What is noticeable was their weakness in social skills and sometimes challenging behavior, another characteristic described in the text “Inclusions” (McLeskey, Rosenberg, & Westling, 2013).  Though the students conduct left little to be desired, Mrs. Ottinot and Mrs. Kilpatrick were able to complete a reading and go over a class assignment that proves interesting. Students were asked to read the Constitution of the United States, which states:

We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

Next, the students are given a copy of the Constitution missing twelve words. The students are asked to find synonyms for words in bold letters as seen above in the Constitution. After replacing the Constitution words with synonym words the students are able to share by reciting the rewritten Constitution. I found this lesson to be insightful; whereas, students may not have been familiar with the words and the point the Constitution makes. When finding words they recognize and understand made the Constitution of the United States meaningful to the students in Mr. Ottinot class.

            It has been discussed numerous times how the CCSS (Common Core State Standards) is more rigorous than existing state standards. Students will not understand what the curriculum means unless modified. Mrs. Ottinot shows a way where students can understand the curriculum without feeling discouraged, despite learning disabilities. When teachers recognize what is best for the students, we help them to realize their potential and achieve educational needs and goals.  

A Trip to Bowers/Whitley Career Center

 

     It seems Bowers/Whitley Career Center is more than just a school. It is a second chance for students to better themselves despite family issues, community problems and learning disabilities.

     It is October 22nd, 2013 and I have just arrived at Bowers/ Whitley Career Center. Their aim is to provide quality performance based career planning programs and training facilities for at-risk students. The school is well exemplified by the Principal, Mr. Anthony Colucci. He goes on explaining, in detail how the school works and differs from regular high schools. In his introduction he states that career centers provide a different way for students to earn a high school diploma. Any pupil who is at least 16 years of age or older, who is at least one grade level behind in school and who does not have a history of severe behavioral problems may apply. The interesting part is if the student is accepted at the age of 16 and is not able to complete grade level he/she is bumped up to the 11th grade, depending on their FCAT scores. What makes Bowers/Whitley different from other high schools is that they eliminated the 2.0 G.P.A, the standard diploma, and the 24 credits earned, as explained in Mr. Colucci's presentation. What the students earn is a performance based high school diploma, which does not get them into college or the armed forces, but does allow students to attend community college, as would a G.E.D. Career programs provided are Building Construction Technology, Culinary Operations, Digital Design and Early Childhood Education, just to name a few. After are brief introduction with Mr. Colucci and selected staff, the practicum class are split up into groups, by colored wrist bands provide upon arrival and observe the different classes as scheduled.

     We begin our tour by observing Mr. Alexander's class who teaches auto mechanics, where the students wear red shirts. From my perspective, in each career program the students wear different colored shirts to give them a sense of individualism and to differentiate the classes. Each class is observed for approximately 15 minutes, giving the group and I barely enough time to write notes, but enough time to visit various other career programs. Though our observation is short Mr. Alexander is a teacher who gives his students tough love by being stern and to the point.

      The class observed next is Mrs. Simpsons reading class. It is to my understanding that though the students have been accepted at Bowers/Whitley, before they can be placed in the appropriate grade curriculum, the students must pass the FCAT and GED testing. Mrs. Simpsons class helps the students prepare for such task.

     Mr. Hess teaches marketing. He utilizes the group and I to help teach his students about product and sells. Written on the bulletin board are three types of soft drinks - Pepsi, Coke, and other. Two members of the group are asked to conduct a taste test. Both members appear to be drinking Coke instead of what they believed they were drinking.  The result of this test is to ensure the product and provide the marketer valuable information from the customers response.

     The 4th class being observed is Mrs. Brown, who teaches gaming. On this day the students conduct a power-point, where they must talk about themselves giving brief information and in addition, add photos. The last three classes visited were Mrs. Maye teaching administrations, Mrs. Brooks teaching nursing and Mrs. Hatfield teaching fashion design. 

     The majority of these students go through family issues, not knowing how to resolve or get through the problem(s) presented. These students grow up in low poverty areas, not knowing they can change the outcome of their living situation. These students may also have some sort of learning and/or behavioral disability that makes them feel unworthy in the eyes of other non-disabled. I found Bowers/Whitley Career center to be interesting in a way that assists students through troubled times, giving them other alternatives and making good choices.

 

 

A Trip to Pepin Academy

     I have arrived at Pepin Academies. According to Pepin they are a tuition free, public charter school, for students with identified learning or learning related disabilities, and having an Individualized Education Plan (IEP). Pepin's mission is to create a high intensity, low threat therapeutic learning community that celebrates the gifts of every student. Pepin's vision is to prepare students to meet the academic, social and emotional challenges encountered in everyday life providing them the necessary skills to successfully transition to the next grade level and to eventually pursue post secondary options and transition to an awarding career.
     Pepin Academies have two sites, one in Tampa (K-12) and the other in Riverview (3rd-7th grade).
Our class visits Pepin Academies in Tampa (Hillsborough and 40th), comprising 500 students. Before we split up into groups with our professors, we are welcomed with a brief introduction at Pepin by the principle, Dr. Butts. He explains that Pepin is not only a K-12 school, but is also a transitional school where students can stay being taught and trained in life and working skills. Butts also explains that they are a charter and public school where they work independently from the school district. After we are welcomed to Pepin Academies our tour begins.
     My group first observes a mixed class of 4th and 5th graders. Mrs. Brooks is the ESE teacher  who is paired with Mrs. Williams (a paraprofessional) in a self-contained class. It seems all the elementary classes are self-contained and include  a paraprofessional. The ambiance of the room is small, but cozy with bulletin boards surrounding the room and made-up of spelling, reading, math and a character table. Mrs. Brooks speaks through a microphone where some people would think is just for the hearing impaired, but can be also be used to filter out noise and helping students focus. After viewing Mrs. Brooks class the group and I move on to the next observing.
     Mrs. Amy is an 8th grade teacher who is teaching her students punctuation and grammar in a unique manner. Mrs. Amy administrates an assignment where the USF group and I participate with the 8th grade students. The pupils are asked to interview us, by asking simple questions and writing down the answers given using correct punctuation. After asking the group questions and writing down the answers provided the pupils then read the answers out loud, but using punctuation sounds.  Punctuation sounds? Before the assignment is carried out Mrs. Amy gives a sound to each punctuation. Here are some examples: Coma means Swoop, Space-bar means Tap, Period means Boink and Quotations means Mir Mir. One student writes, Mr. G replies, "I am from Tampa". The same student says out loud, Mr. G replies (swoop) I am from Tampa (mir mir/boink). What the group witnessed was the best display of a teacher interacting with her students. What the group noticed was that the boys were separated in one classroom from the girls in another classroom...possibly keeping away distraction and a variety of embarrassments from both sex. 
     Our last observing is Pepin's high school level. The group and I briefly witness a U.S. History/Govt. class and Art class. Not much is taken from these classes except for the unnoticeable character of students with specific learning disabilities (SLD). What the students did show was their broad childlike innocents, with an eager to learn and respect for one another.
    On a personal viewpoint, I did feel a sense of' "feeling needed" compared to the other school visits.  For instance, Pepin is in an area of a low to middle class community where the majority of students may not experience the same living situations as students raised in a middle to upper class community.  Pepin is a transitional school where students after graduation can continue to take additional social, life and working skills. Pepin specifically caters to students with learning disabilities giving them hope of not feeling excluded from the community surrounded.

A Trip to Thomas E. Weightman Middle School

     It is September 9th, 2013 and despite the rain I have just arrived at Weightman Middle School. This week Weightman celebrates Anti-Bullying and today is 60's day, where most of the students and staff dress up in tie-dye and head bands. Weightman consist of 1200 students over seen by the Principle, Brandon Bracciale and two Assistant Principles, Tracy Bruno and Nicole Sciarratta and staff. We didn't get a chance to meet the principle and assistant principles, but the school was well represented by Mrs. Danna Scranton. Before she gives us a brief overview of the school, she would first like us (a group in Practicum class at USF) to take a tour  and see the teachers and students in action. Mrs. Scranton proceeds to hand out a small packet and breaks us up into small groups of 4 to 5. So our journey begins.
     We first see a 7th and 8th grade class with disabilities consisting of  8 students. Their teacher, Mrs. Bodi along with two other assistants and a peer watch a video with the students on bullying and friendship. After viewing the video Mrs. Bodi asks the students questions about the video. The atmosphere is one of an elementary school. The setting of the classroom is small with the main bulletin board made up of a calendar wall as you would see in a Kindergarten/1st grade classroom.
     Our second viewing is Mrs. Oliver's 8th grade class consisting of 14 students. Mrs. Oliver's assistant, Mrs. Colding explains that she is a support facilitator (a ESE teacher and/or  paraprofessional). Support facilitators offer a variety of supports, either to the students and/or the general education teacher. When viewing Mrs. Oliver work with students on vocabulary words and definitions, Mrs. Colding helps  by overseeing the students that need extra attention. In this classroom inclusion is also demonstrated.
     Mr. Clap is the 6th grade teacher and our last class being viewed. Unfortunately, Mr. Clap is absent for today. Mr. Miller is the substitute teacher, but Mrs. Burns (a support facilitator) takes over for Mr. Clap in teaching reading. With a mix of race and ethnicity, the class consist of 26 students. We shortly observe the students engage in reading until the bell rings and the class disburse for lunch.
     Our group returns to the library of Weightman Middle School to rejoin with the other groups and the Wesley Chapel High School group to deliberate on our school experience. As the school discusses the differences and similarities of the middle and high school observations, Mrs. Scranton talks about how one teacher modifies her test for certain students in her class. She proceeds to pass out three of the same math test and asks us to point out the difference. The difference is from the easiest test the other two test are a bit more strenuous. This way each student has a better chance of passing the test despite their learning deficits.  I remember Dr. Hahn discussing how the CCSS (Common Core State Standards) are more rigorous than the existing state standards. One main concern is the drop in test scores because of the rigorous standards. It is a personal concern to me that most students won't understand the questions and/or statements presented. With the example of the three test being slightly modified,it gives our students a better chance in understanding the curriculum given and passing the test.
    

 

A Trip to Claywell Elementary

  It is September 10, 2013 and I have just arrived at Claywell Elementary to see special education teachers interacting with special need students for my practicum class at USF. We were able to meet with Tara Schwartz who works as the ESE (Exceptional Student Education) specialist and has been for 9 years. Along with the introduction was the Assistant Principle (A.P.), Renee Best and the Principle, Mr. Jones. Through the introduction, Mrs. Schwartz proclaims that Claywell is a full inclusion school. What does it mean being an inclusion school? That means Claywell  is a school that takes a disabled student, placing them with students in a regular class within the school. About 465 students (give or take) attend Claywell Elementary and only 10% of the students are ESE.  

     It seems a special education class looks like a regular class. A special education classroom is set up with books, calendars, decorated walls representing sight words, children's progress in work posted, and to my surprise - color coordinated. A special education classroom is surrounded by learning centers that help students with specific needs such as reading and writing. In these classrooms a special educator provides constant and consistent provisions for the students needs in a curriculum. Take Mrs. Ruiz for example who teaches 5th grade. Mrs. Ruiz has 4 groups in her class. One group works on a reading assignment as another group reads in a learning center. The other two groups get extra attention between Mrs. Ruiz and Mrs. Matos ( an ESE teacher or paraprofessional). They work with them for 15-20 minutes on the same topic, but with more elaboration. Then the group switches. This is great, because it made it difficult to tell which student is labeled with special needs.
     I found it comforting to know that each child will get the extra attention needed, making the students with special needs not feel excluded from the other students. This is what an inclusion school looks like.