1.

Provide a summary of what you experienced so the reader knows what you did
and what you experienced.
a. During our visit at Clay Middle School this week, I was able to be in the
6th grade resource room once again, which was another great experience,
but with an entirely different student! I also had the opportunity to go to
the 7th/8th grade resource room which I have been in before, but this time
they were doing a whole group lesson which was very interesting
compared to the 6th grade resource because they usually do one on one
things. I can truly say that I really do enjoy being in the resource rooms
that I have visited because it just gives a different perspective in the world
of education which I think is key to highlight especially in today's world. I
am super excited to go
2. Make at least one connection to personal experience, other texts you’ve read
and/or what you know about schools.
a. My experience this week at clay and also last week, has made me think
about what a resource room would look like in an elementary school and
not a middle school because I am an elementary education major I think it
would be an interesting time to observe and take part in to see what it
would be like and if it could be something that interests me down the road!
3. Expand on five High Leverage Practices or more you chose to use in your write up
by telling which one, how you used it and what your thinking was in choosing this
for your student/students
a. HLP #15 - Scaffolding Support
i. Scaffolding support was present in the 7th and 8th grade resource
room while some students were doing a whole group lesson. The
teacher probably knew of students that needed an extra push of
support when it came to doing a problem on their own. She would
go over and help them, but when she was done showing them a
problem, she would sort of back up and have them try to do it while
she was still standing close so the students knew that she was still
there if needed.
b. HLP #12 - Systematically Designed Instruction
i. This was clear in the 7th and 8th grade resource room because the
student teacher that was present was working with a student who
was learning English and she mentioned that she was keeping in
mind his IEP and the goals he has, but how she has been trying to
create goals with him so that he is also learning how to create goals
once he leaves the classroom.
c. HLP #14 - Cognitive and Metacognitive Strategies
i. This was a big part of the 7th and 8th grade resource room because
the teacher was giving them tips for them to keep in their back
 pocket that related to the topic of instruction, but could also help
them with other topics that they could be learning in other classes
too.
d. HLP #18- Student Engagement
i. Student engagement was present in both rooms, but I got a
different feeling in the 7th and 8th grade resource room. The
students were engaged at all different levels and when they had the
opportunity to go up to the board and complete a problem, if they
got it wrong, they wanted to learn who they could fix it and would
feel comfortable in front of everyone and truly did show that they
wanted to get better at what they were learning.
e. HLP #7 - Environment
i. The environment created in both classrooms was present right from
the get go. Both resource rooms are meant to be a place where
students are welcome to come and take a break, but to also have
assistance from the teachers in the room with homework, projects,
tests, etc. Both teachers have done a great job with creating a
inclusive environment.
4. Field Experience- Pick three questions
a. Speak about the clutter and organization of the classroom
i. I am going to be touching on my time in the 7th and 8th grade
resource room because I was able to get a better feel of the
classroom with students actively learning. This room is much
different compared to the 6th grade room. It still had mood lighting
and had a calm feeling, but it had more flexible seating options for
students if a desk isn’t what will meet their needs at the time. While
looking around, there are more things out and visibel to teachers
and students, for example there was a bookshelf full of books for
students to use, but compared to the 6th grade room, they didn’t
have that kind of stuff out. It was interesting to see the differences
in each room and how that has affected the room and the students.
b. How did the classroom environment (routines, procedures, student
behavior, physical space, etc.) impact student learning?
i. The environment in the 6th grade resource room this time around
had more distractions while I was working with my student one on
one. It was much louder which caused distractions with my student
who had severe OCD and my student even acknowledged that it was
louder which caused him to get overwhelmed. The teacher did
notice the level of noise in the room which she eventually addressed
and mentioned that if it gets to be too loud, it can cause some
students to almost have an episode that can affect the rest of their
 learning day which is something they try to stay clear of in the room
because the environment created is a calm and safe space.
c. Did you use or see adaptations of IEP?
i. This time around, there were adaptations of an IEP for a math
worksheet that I worked on with that same student that I
mentioned on the previous question. It was their core plus time,
and the student even mentioned that the amount of problems other
students have on a page are about 8 problems, but he only had 4
problems per page. So, it was clear that there was an adaptation
made due to the students IEP so they are able to meet their goals.