Education 2201 Site Visit Notes
Student Name: Meghan Wilson
School: Clare Woods Academy
Using the space provided below, briefly summarize todays classroom experience.
Identify the Council for
Exceptional Children (CEC)
Standard(s) targeted in
todays experience.
Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
Describe the impact of the
performance activities on
student learning.
Describe any additional
activities of significance that
occurred today.
Date/Site Visit Number: 6/21/17 1
Grade Level/Subject: P3 all subjects
2.2, 2.3, 3.2, 3.3, 5.1, 5.3, 6.3, 7.2
2.2 & 2.3~ Work Resource room is where students can choose a
job box. Each box contains different items and a set of directions.
The objective is for students to complete the task by following the
directions and being efficient and take care with their work. All the
while the lead teacher and aides are relating the skills back to real
world job skills.
3.2 & 3.3~ Each student is given a task analysis with pictures and
text to accommodate all levels. Reading is done in small groups or
one to one with aide. In larger reading group, each student has copy
of the Sleuth guidelines they can refer back to during the activity.
5.1 & 5.3~ During activities the lead teacher and aides are patient,
use positive redirects to help students stay on task. The expectations
are clear and repeated with the same wording to avoid ambiguity.
6.3~ Teachers and aides use all opportunities to model appropriate
behavior, language and social norms for students.
7.2~ Aides are respectful and work together to support each other for
the betterment of all students. To resolve conflicts the staff
communicates with each other to determine decisions about student
work refusal and the choices that are available.
Work readiness is so important for these students. It is a skill that
they need to be successful adults. The work resource room is a great
place for them to learn, how to follow directions, learn from
mistakes, complete tasks in a timely manner and take pride in their
work.
The class went to a near by field for gym class today. They played a
modified version of kickball. Each base was a different color cone
with a large number of 1, 2, or 3. Each student was given the
opportunity to play, if they chose not to participate they would loose
points. This point system is used to help students set goals and earn
reward time.

General comments and
observations including at
least one emerging question.
Student Name: Meghan Wilson
School: Clare Woods Academy
Using the space provided below, briefly summarize todays classroom experience.
Identify the Council for
Exceptional Children (CEC)
Standard(s) targeted in
todays experience.
Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
Describe the impact of the
performance activities on
student learning.
Describe any additional
activities of significance that
occurred today.
It was interesting to watch how each adult works with their
particular student. This is a great way for the teachers to really
understand their students needs even if they cannot be with them
during the entire day. I am wondering how the aides are chosen for
each student.
Education 2201 Site Visit Notes
Date/Site Visit Number: 6/27/17 2
Grade Level/Subject: P3 all subjects
2.1, 3.1, 3.3, 4.1, 4.2, 4.3, 5.1, 5.3, 5.5, 7.2, 7.3
2.1~Differentiated cooking groups based on ability level. Cooking
skills were related back several times to social and life skills.
3.1 &3.3~ Socializing during OT time. Clear expectations during
workshop time. Skills evolve for students to obtain work skills.
5.1, 5.3 & 5.5~ Students each have a separate area that is all their
own. The room has privacy spacers to safeguard privacy rights when
students are independent or working with their specific aide.
7.2 & 7.3~ Teamwork and collaboration is evident throughout the
day. Communication between staff is evident with incident
documentation.
The cooking activity was very interesting. It incorporated math with
fractions, hygiene skills, and communication skills. As the students
were making the snack together, they all had task analysis that had
pictures and words for readers and emerging readers. I think many of
these students enjoyed the task and the snack.
During indoor recess the students were able to use the large OT
room. This gave them an opportunity to play and interact with each
other outside of the classroom. Aides were also playing and
interacting with students. It was a great way for these kids to interact
positively with each other and with adults.
 As I observed a teacher/student interaction, with a student that did
not want to comply, I was really impressed by the calm and patient
General comments and
observations including at
nature of the lead teacher. She remained calm, gave clear directions
least one emerging question. and expectations, the student was given clear choices and
consequences. The situation was documented later in the day and
sent home with the student. I am curious when the students have an
opportunity to speak with a school psychologist if they need help
with emotions.

Education 2201 Site Visit Notes

Student Name: Meghan Wilson Date/Site Visit Number: 7/5/17 3

School: Clare Woods Academy Grade Level/Subject: P3 All subjects

Using the space provided below, briefly summarize todays classroom experience.

Identify the Council for

Exceptional Children (CEC)
1.1, 1.2, 2.1, 2.3, 3.2, 3.3, 4.1, 4.3, 5.1,
Standard(s) targeted in
todays experience.

Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
for all skill levels and gives students an opportunity to choose from a
1.1 & 1.2~ Real world assessments are used on a daily basis. This
helps to eliminate bias.
2.1 & 2.3~ The afternoon reading practice is separated into three
groups. At the table with the teacher is the guided reading group
working on finding evidence to support answers to story questions.
The other students are working with their Aide, either on sight
words, phonics or different level reading material.
4.1 & 4.3~ The teacher utilized News-2-You in the classroom to
help with best practices. The classroom environment is appropriate
variety of supports to help in their learning.
5.1~ During break times, students and aides have time to bond and
make positive connections. It seems that this time is incredibly
valuable so students can develop trust, which allows aides to
continue to assist students academically.
Describe the impact of the
performance activities on
student learning.
Students are able to succeed academically because they are learning
Describe any additional
activities of significance that
occurred today.
General comments and
observations including at
least one emerging question.
and she said they do not right now. It is something the music teacher
Education 2201 Site Visit Notes
Student Name: Meghan Wilson
School: Clare Woods Academy
Using the space provided below, briefly summarize todays classroom experience.
Identify the Council for
Exceptional Children (CEC)
Standard(s) targeted in
todays experience.
Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
The differentiation for the reading groups is very interesting. Each
student needs individualized attention while practicing different
skills. Three of the students worked one on one with their Para.
and working at their own pace.
The larger reading group (three students) worked on more
challenging concepts. The concepts of finding the answer to a
question and having the evidence to back it up. This is a life long
skill that will really benefit these students. They are in a primary
class and will more than likely move to a secondary setting next
year. These students will need this academic skill to move forward
on this path.
When I arrived, one student was not with his Para. When I inquired
where he might be, I was told he was at music therapy. This young
man is autistic and really benefits from art therapy to help express
himself. I asked the lead teacher if the school offers music therapy
is trying to find a space for. I wonder if during the regular school
year the music teacher incorporates music therapy into her classes.
Date/Site Visit Number: 7/6/17 4
Grade Level/Subject: P3 All subjects
1.1, 2.1, 2.2, 2.3, 3.4, 4.1, 4.3, 5.1-5, 6.2, 6.3, 7.2
1.1 & 1.2 Measuring
2.1, 2.3 & 3.4 Group instructions for measuring. Guided reading to
learn different units of measurement and how they relate to each
other. Then each student chose a measuring tool to see how it
worked and what the differences were.
4.1 Visual/Motor activities are selected by the student. This is
practice time for fine motor skills. Students picked from such
 choices as magnets, coloring, drawing, cutting out shapes, or
working with sand or play dough.
5.1-5.5 Para work and teacher collaboration with other resource
teachers to connect concepts taught in class. Break time is a time to
interact with adults, which creates a positive environment for
students.
6.2 & 6.3 Behavior incident with student
The measuring unit gave students a structured setting that most
classrooms require of them. The structured time was limited and the
Describe the impact of the
performance activities on
students did a good job staying on task. The guided reading during
student learning. this time was very useful for all students. The text was written out
with key words omitted. Those words were distributed to the
students so that each could complete a sentence for the group.
The behavior incident was interesting. This type of situation is
something I have not seen before. At school those adults on Team
Describe any additional
activities of significance that
are all CPI certified for safe holds. I found out later that some
occurred today. students have specific holds that are written into their behavioral
plan.

Paraprofessionals stay very positive. They are very skilled at

keeping their student on task with clear statements. Student
General comments and
observations including at
expectations, schedules and routines are also very clear. Paras do not
least one emerging question. remove the student to the time out room or the alternative
workroom. This keeps the relationship between the student and the
aid positive. I am not sure what the alternative workroom is. I will
need to ask that question.

Education 2201 Site Visit Notes

Student Name: Meghan Wilson Date/Site Visit Number: 7/10/17 5

School: Clare Woods Academy Grade Level/Subject: P3 All subjects

Using the space provided below, briefly summarize todays classroom experience.

Identify the Council for

Exceptional Children (CEC)
1.1, 3.2, 3.4, 5.4, 6.2, 7.2
Standard(s) targeted in
todays experience.

Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
Describe the impact of the
performance activities on
student learning.
Describe any additional
activities of significance that
occurred today.
General comments and
observations including at
least one emerging question.
1.2 Weekly progress reports are filled out by Paraprofessional and
entered by lead teacher. Grades are evaluated consistently.
3.4 Student uses assistive technology to allow him to
communicate with others.
6.2 Communication to home during the day, because of an
incident. Daily correspondence goes home to keep families
informed.
7.2 Lead teacher worked with social worker to create a Social
Script to help student with transitions and expectations.
Communication was a big topic today. The weekly progress reports,
filled out by each paraprofessional, gives the lead teacher insights to
how the student is doing. The points are tallied for the week and
students can monitor their progress toward goals. It was also
discussed that changes needed to be made for a student who was not
succeeding, as they should be. This conversation allowed for the
changes to be made immediately to help the student reach their goal.
I observed student from another class use his assistive technology to
communicate with staff. The device had pictures for quick
statements, such as, I need the bathroom, and sentence starters, such
as, Can I.
I talked at length with the Lead teacher about her recent workshop
about Social Scripts. These are different than Social Stories. The
Scripts are used as part of a behavioral plan to help with areas where
the student may be struggling. Scripts are specifically written for one
topic. In this instance, it will be written to help the student transition
back into the classroom
This was a hard day for me to observe. A student had a lot of
struggles and was moved to the time out room three times while I
was there. The student processed each time with the social worker
and the lead teacher. The root of the stress was eventually
determined, but it was a taxing day for all. Is it best practice to
introduce students to a new classroom during the summer term?

Student Name: Meghan Wilson
School: Clare Woods Academy
Using the space provided below, briefly summarize todays classroom experience.
Identify the Council for
Exceptional Children (CEC)
Standard(s) targeted in
todays experience.
Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
Describe the impact of the
performance activities on
student learning.
Describe any additional
activities of significance that
They are being exposed to foods they have not seen or eaten before,
occurred today.
them to learn more about the world around them and try new things.
Education 2201 Site Visit Notes
Date/Site Visit Number: 7/11/17 6
Grade Level/Subject: P3 All subjects
1.1, 2.1, 2.2, 2.3, 3.2, 5.1, 5.4, 5.5, 6.6,
1.1 Clear expectations are written out and with picture
reinforcements.
2.1-2.3 The math unit today encompassed all three standards.
3.2 & 3.4 Paras really understand their individual student and the
students background. When working at the group table for
measuring practice, the teacher used the projector and smart
board to enlarge the image so that those with visual impairments
can participate and see the example. This allows for maximum
teaching.
5.1, 5.4, 5.5 All students are treated with respect everyday.
6.6 In the time I have spent here, I have seen this standard every
day. I was welcomed from the first day by all staff and
administration. The teachers in my observation class have made
every effort to answer any question I had, shared information
and class documents and participate in my learning.
The lead teacher is so well trained so when faced with ODD she
is calm in her tone, consistent with expectations, consistent with
positive language and appropriate interactions. During OT time
the interventionists stressed advocacy for each student. Giving
students a safe and appropriate opportunity to speak up and
advocate for themselves.
All students had math practice that was specific for them. The
practice challenged each student to wear some were so
exhausted, they closed their eyes to rest afterwards.
Each day a breakfast and lunch is brought in by a charitable
organization. The students are given two nutritious meals a day.
such as cantaloupe and cauliflower. This is a great opportunity for
 I learned about some additional tech assistance for emerging writers.
Learning Ally is an audio feature that students can use to listen for
General comments and
observations including at
errors in their writing. Co-writer gives students vocabulary choices
least one emerging question. based on the letters they input.
How do these tools connect with the ocular work the student
receives?

Education 2201 Site Visit Notes

Student Name: Meghan Wilson Date/Site Visit Number: 7/12/17 7

School: Clare Woods Academy Grade Level/Subject: P3 All subjects

Using the space provided below, briefly summarize todays classroom experience.

Identify the Council for

Exceptional Children (CEC)
1.2, 2.1, 2.3, 3.2, 3.3, 4.2, 5.1, 6.2
Standard(s) targeted in
todays experience.

1.2, 2.1 & 5.1 Each student reviewed the measuring vocabulary from
the previous days and read aloud with the prompt. After the review,
Identify the activities that
occurred today, which
students were asked to find and measure objects in the room that
addressed the CEC would require them to use the three tools.
standards identified above. 2.1, 2.3, 4.2 & 5.1 There were two reading groups today. One was
Then describe what you the usual and the other brought all the students to the table.
learned. 3.2 The dialogue journals that go home every day can be filled out
by any individual who works with the student. Today the lead
teacher and the Para wrote notes home. It is also been relayed to me
that the journal is a consistent way for families to discuss concerns
from home.
3.3 Today, a student was having a hard time and they were allowed
to use noise-reducing headphones during instruction time.
6.2 I was able to learn about and witness a Behavior/Incident Report.
The Team member, the Lead teacher, the Para and the Social worker
fill out this report for any event when a child has to be removed from
a situation. The form is sent home within 24 hours to ensure
communication with the family.
During the reading group for the entire class, one student wanted to
shut down due to stress. The lead teacher continued to bring the
Describe the impact of the
performance activities on
student learning.
Describe any additional
activities of significance that
occurred today.
General comments and
observations including at
least one emerging question.
Student Name: Meghan Wilson
School: Clare Woods Academy
Using the space provided below, briefly summarize todays classroom experience.
Identify the Council for
Exceptional Children (CEC)
Standard(s) targeted in
todays experience.
Identify the activities that
occurred today, which
addressed the CEC
standards identified above.
Then describe what you
learned.
students attention back to the table and it was affective and positive.
The smaller reading group was challenging for one student and their
ODD challenges were making the reading group difficult. The lead
teacher used several strategies to reengage all students, to remain
positive when working with the defiant student and she upheld
respectful interactions.
The measuring practice was very interesting today. Each student was
given a yardstick, ruler and measuring tape. They used these tools to
measure different items in the classroom. They recorded the object
they measured, the tool used and the length of the item. This activity
was a final assessment before the culminating Measure for
Treasure tomorrow.
Today was a slower workday.
Is there Direct instruction done in math during the regular school
year?
Education 2201 Site Visit Notes
Date/Site Visit Number: 7/13/17 8
Grade Level/Subject: P3 All subjects
1.1, 1.2, 2.1, 2.2, 3.5, 5.3, 5.5,
The Measure for Treasure activity today encompassed all standards
listed above. It was a great culminating event for the students to use
what they have learned over the past six weeks of instruction. The
activity gave students the opportunity to work with their
Paraprofessional and use all the acquired skills to reach a goal.
 Students were given the opportunity to use the skills they learned
and put them into real world context. Each student followed
Describe the impact of the
performance activities on
directions, used measuring tools, problem solved if questions arose
student learning. and then they found a treasure that was all their own.

The treasure was personalized for each student. They had to follow
the directions and find the correct location first. Then they had gold
Describe any additional
activities of significance that
coins, keys, jewelry and personal items that held meaning. It was a
occurred today. great way to show the students that hard work pays off.

Since this was my last day of observation the only emerging

question that I have is, How can I incorporate the things I have
General comments and
observations including at
learned and observed over the last three weeks into my future
least one emerging question. classroom?
 Council for Exceptional Children Standards Advanced Preparation Standards

1. Assessment: Special education specialists use valid and reliable assessment practices to minimize
bias.

1.1 Special education specialists minimize bias in assessment.

1.2 Special education specialists design and implement assessments to evaluate the effectiveness
of practices and programs.

2. Curricular Content Knowledge: Special education specialists use their knowledge of general
and specialized curricula to improve program, supports, and services at classroom, school,
community, and system levels.

2.1 Special education specialists align educational standards to provide access to challenging
curriculum to meet the needs individuals with exceptionalities.
2.2 Special educators continuously broaden and deepen professional knowledge, and expand
expertise with instructional technologies, curriculum standards, effective teaching strategies,
and assistive technologies to support access to and learning of challenging content.
2.3 Special education specialists use understanding of diversity and individual learning
differences to inform the selection, development, and implementation of comprehensive
curricula for individuals with exceptionalities.

3. Programs, Services, and Outcomes: Special education specialists facilitate the continuous
improvement of general and special education programs, supports, and services, at the classroom,
school and system levels for individuals with exceptionalities.

3.1 Special education specialists design and implement evaluation activities to improve
programs, supports, and services for individuals with exceptionalities.
3.2 Special education specialists use understanding of cultural, social, and economic diversity
and individual learner differences to inform the development and improvement of programs,
supports, and services for individuals with exceptionalities.
3.3 Special education specialists apply knowledge of theories, evidence-based practices, and
relevant laws to advocate for programs, supports, and services for individuals with
exceptionalities.
3.4 Special education specialists use instructional and assistive technologies to improve
programs, supports, and services for individuals with exceptionalities.
3.5 Special education specialists evaluate progress toward achieving the vision, mission, and
goals of programs, services, and supports for individuals with exceptionalities.

4. Research & Inquiry: Special education specialists conduct, evaluate, and use inquiry to guide
professional practice.

4.1 Special education specialists evaluate research and inquiry to identify effective practices.
4.2 Special education specialists use knowledge of the professional literature to improve practices
with individuals with exceptionalities and their families
 4.3 Special education specialists foster an environment that is supportive of continuous
instructional improvement and engage in the design and implementation of research and
inquiry.

5. Leadership and Policy: Special education specialists provide leadership to formulate goals, set
and meet high professional expectations, advocate for effective policies and evidence-based
practices and create positive and productive work environments.

5.1 Special education specialists model respect for and ethical practice for all individuals and
encourage challenging expectations for individuals with exceptionalities.
5.2 Special education specialists support and use linguistically and culturally responsive
practices.
5.3 Special education specialists create and maintain collegial and productive work environments
that respect and safeguard the rights of individuals with exceptionalities and their families.
5.4 Special education specialists advocate for policies and practices that improve programs,
services, and outcomes for individuals with exceptionalities.
5.5 Special education specialists advocate for the allocation of appropriate resources for the
preparation and professional development of all personnel who serve individuals with
exceptionalities.

6. Professional and Ethical Practices: Special education specialists use foundational knowledge of
the field and professional Ethical Principles and Practice Standards to inform special education
practice, engage in lifelong learning, advance the profession, and perform leadership
responsibilities to promote the success of professional colleagues and individuals with
exceptionalities.
6.1 A comprehensive understanding of the history of special education, legal policies, ethical
standards, and emerging issues informs special education specialist leadership.
6.2 Special education specialists model high professional expectations and ethical practice, and
create supportive environments that safeguard the legal rights and improve outcomes for
individuals with exceptionalities and their families.
6.3 Special education specialists model and promote respect for all individuals and facilitate
ethical professional practice.
6.4 Special education specialists actively participate in professional development and learning
communities to increase professional knowledge and expertise.
6.5 Special education specialists plan, present, and evaluate professional development focusing
on effective and ethical practice at all organizational levels.
6.6 Special education specialists actively facilitate and participate in the preparation and
induction of prospective special educators.
6.7 Special education specialists actively promote the advancement of the profession.

7. Collaboration: Special education specialists collaborate with stakeholders to improve programs,

services, and outcomes for individuals with exceptionalities and their families.
7.1 Special education specialists use culturally responsive practices to enhance collaboration.
7.2 Special education specialists use collaborative skills to improve programs, services, and
outcomes for individuals with exceptionalities.
7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and
build consensus for improving program, services, and outcomes for individuals with
exceptionalities.

Go to https://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation/CEC-Initial-
and-Advanced-Preparation-Standards for more detailed descriptions of the standards.