8:15 a.m.

The day begins with opening exercise for the school community.  This is the time for the 3 special educators to plan space needs for the day.  This allows for smoother transitions in each of the designated special education areas.

The first 90 minutes of the day are spent in the general education classrooms.  There are 2 fifth grade classrooms that have to be supported.  This time is split between the two rooms in a very fluid manner.  One classroom may be in need for support earlier for students struggling with their subtraction algorithm, while the other classroom needs support later for students who are struggling with behavior problems during reading.  This first portion of the day is maximized through flexibility.

9:45 a.m.

The first pull out of the day is during ELA.  In order to maximize the half hour that the students are in the resource room all of the materials are collected and set out during the opening exercises.  Students work together to make sure that everyone is in the room.  The use of the buddy system ensures that students arrive on time, with everything that they need to be successful. The ELA block is a shorter window for learning than the inclusion class gets because the travel time needed as well as the need to ‘check in’ with students.  This means that students need to be ready to work upon entering the room.  This is done my having the easel set up and the page number written down so that students can see and hear the instructions. 

10:15 a.m.

The second pull out block is for two students that are already in the room from the ELA support. Students are allowed to eat a snack after 10 a.m.. Students are encouraged to have their snack while working. 

This time is used to help the students with additional ELA skills.  They complete weekly vocabulary lists and reading comprehension assignments.  The structure of each session is the same so that students are aware of the expectations.  The vocabulary words are posted on the wall next to the work table at the end of the first pull out block as a visual reminder of what is next. 

10:45 a.m.

The third pull out block is for the same two students.  This time is used to help the students with additional Math skills.  They complete weekly word problems and skill building.  The structure of each session is the same each Friday so that students are aware of the expectations. 

Students get a short break from the highly focused instruction.  They use computers to work on standardized testing skills that is very game oriented.  This allows 5-10 minutes to get the work area set up for the math instruction.  A timer is built into game time so that students are able to clearly track how long they have before they will return to the work table. 

11:15 a.m.

Testing Block – this block is used to test students and enter testing results.  Communication with the inclusion teacher is key to a smooth day.  If a student is being tested the inclusion teacher is told so that inclusion math review can be taken over at a moment’s notice.

11:45 a.m.

Inclusion Math – Co-teach model.  This block is co-taught.  The Special Education teacher leads the review for students.  The time is maximized by having the 5th grade classroom teacher assist keeping the students on-task during the review.

Preparation is imperative to using this block effectively.  Students are able to get on task quickly because they hear the direction, “It is math review time, please take out your math folders,” and see the directions on the interactive white board, which has an image of the yellow math folder and yellow workbooks that the students all use. Using visual supports to give students directions helps many students, even those without learning disabilities. 

During independent practice there are two teachers available for support.  This allows students at a range of skill levels to benefit from the structured review time. 

Lunch

1:05 p.m.

Small Group instruction after lunch is for 4 students, each with different objectives.  To make this time successful each student takes their folder to the table.  As preparation for the pull out block each folder has the skills worksheet in the left hand pocket.  For students who will be working on a number of things there is an agenda as well.  This gives students work that will take twice as long as the pullout block, so that they will not be left hanging, waiting for additional instruction when 1:1 support is not available

1:35 p.m.

1:1 instruction at the end of the day is difficult for the student.  He has been in the resource room for the majority of the day.  This is a chance to focus on the life skill assignments that will help him move forward.  In order to make this time engaging the environment is kept light and fun.  He begins the session working on conversation skills.  There is a list of questions that are used each week.  Questions include: “Did you have a nice week?” “Do you have plans for the weekend?” “What was the best thing that happened today?”  These questions with other help the student with conversation and verbal skills.

The remainder of the session focuses on one of the students IEP learning objectives.  The student knows what they will work on based on the folder that is on the work table.  This helps him predict the plan for the session.

2:05 p.m.

Dismissal

12:31-1:18

Pervious Block

Students are given 4 minutes between classes.  That time is critical for changing the room over.  There are 3 students in the period 7 class.  Two arrive early, the third consistently arrives right at 1:22 and requests time to use the bathroom.

1:22

Block 7 Begins

The interactive white board displays the agenda for the class period. 

The agenda always includes what pages in the binder will be used and what the homework is for the evening.  They also have a list of all of the homework assignments in their packet to reduce the “I didn’t know we had homework” factor. 

When students arrive they take out their homework and then may use the bathroom or get a drink of water.  While students are getting out the burst of energy that comes with the class change homework is checked. 

1:26

Students go to their desk and we review homework and the previous days reading.  This gets each of the students back on track.  A small stress ball is tossed around the room instead of raising hands.  This keeps students engaged and actively participating because they all want to get the ball. Review takes the first 7-10 minutes of class.  Although we are now 15 minutes into the period all of the students know where we are in the lesson and are engaged. 

1:37

Check for understanding.  Students grab their voting remotes and log into the interactive assessment system.  Questions from previous information is covered, as well as new information.  This helps students understand what is coming in the new lesson materials and checks to make sure that they are clear on material already covered. 

1:45

Presentation of new information.  This is done in the form of reading, lecture, research and hands on activities.  Because the A-day class schedule is consistent they know that although the first half of class is a lot of fun, the second half is when we dive into the new material. Class always runs to the last minute.  By keeping the door shut we are able to use more of the time because distractions are minimized.    

2:08

Class dismissed

2:10-2:15

Academic Support (End of day homeroom)