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According to Mrs. K, as well as the other cooperating teachers, the names of strategies and complex terminology is not being used in the classroom, due to the fact that all of the students are at different functioning levels in terms of literacy and language comprehension. However, higher level vocabulary is still being used and demonstrated around the students.

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This class uses alternative assessments for ELA. The students all have an iPad to use for testing, since they are more comfortable using the iPad than a computer. All of these tests are given online.

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This is the back of the book shelf, where books have been started to be sorted according to F&P levels.

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There are various charts, word walls, and activities posted around the classroom that build on a student's literacy comprehension, and can aid the students when it comes time for them to read and write. There are also iPad games for the students to engage in.

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After talking to Mrs. K, she explained to me that her classroom books aren't really leveled. However, the books are displayed and organized by season. On the back of the book shelf, the books are starting to be sorted by F&P level.

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Interactive WonderWorks Textbook

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This classroom uses the "Wonder-works" program, which provides reading and writing workshops to the students. The books that the students use are interactive, and can be written in by the students. This program is through McGraw Hill Education.

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The students in this classroom are separated into ability level. Each student is still in a specific "grade level", yet their ability level may differ. For example, 2 female students and 1 male student are all in 5th grade, however they function at a 3rd grade level. The students work on assignments and activities based on their grade level. The 5th grade students will be doing something different than the 3rd graders. Teachers are 1:2 with students to track.

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Mrs. K usually spends 30-45 minutes daily for in class literacy instruction, however every student receives academic intervention services. A specific male student is pulled out 4 times a week for 30 minute AIS intervals. This classroom uses the "Wonders" program, which lasts for 5 days and is a close reading companion. The "Wonders" program includes both reading and writing workshops which are scripted.

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The Next Generation Learning Standards (NGLS) are not represented in the classroom at all. After looking around the room during multiple visits, I finally asked Mrs. K why learning targets and standards were not posted around the classroom. This is because Mrs. K's room is a 3-5th grade special education classroom. Since all of the students in her class are at different learning levels, it didn't make much sense to post the learning standards- considering they wouldn't apply to every student.

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In Mrs. K's 3-5th grade self-contained special education classroom, there were 8 students- 4 boys and 4 girls. Mrs. K was the main teacher, but Mrs. B., Mr. V., and Mrs. C. all acted as classroom aids and sources of support.

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For this classroom, a reading interventionist pulls the children out every day for "AIS", or Academic Intervention Services. These intervention services offer support in math, however its main focus is on reading. A specific male student gets pulled out every day for a half-hour and has one on one support. The rest of the students work in small groups with reading specialists.