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.