Interview with Melissa Ryan

Special Education teacher

April 1, 2024

STEP 2: Complete Your Observation Report

Report Overview: Please answer with 2-5 sentences the following 15 pieces for your
observation. Take notes as you observe anything you find from our class discussion or text
readings:
● What grade levels are within the building?
○ Kindergarten to eighth grade are the grades that are included within Lab School
60.
● Is the school considered rural, suburban or urban?
○ Lab School 60 is considered an Urban school.
● How many students did you observe?
○ I observed 4 students working with Melissa Ryan.
● How does the teacher individualize instruction for the particular strengths and challenges
of each student in reading? Math? For any other subjects observed?
○ Scaffolding
○ Math- 100 chart, manipulatives
○ Picking texts at students’ level: lexile levels, decodables
■ iRead assessments: pulling some students to help with independent work
and reading at their level
■ 3rd graders need to pass the iRead to move onto the next grade level
● “A good cause exemption” for 3rd graders who have things in the
IEP
○ Word banks, editing check-lists, writing out sentences ahead of time
● What instructional materials are used for reading and math?
○ Flashcards for reading to practice multiple letter sounds
○ White board that has words pre-written on them
● Describe any accommodations and modifications used by students you observed.
○ 3rd graders are mostly pull out and 7th grade is mostly push in
● Describe any assistive technology that was used.
○ She uses a pen reader with one of her 7th graders for social studies and science
○ Some students who have hearing loss use microphones that help with
understanding what teachers are saying
○ For low vision student: white text on black paper with bold outlines helps
● Describe any low-tech instructional aids such as pencil grips, charts, specialized paper,
and manipulatives.
○ White board
○ White board markers
○ Erasers
○ Fraction blocks
○ Foam dice
 ○ Playing cards
● Describe the behavior management system used by the teacher. Describe any
reinforcers the teacher might use.
○ She connects with students in the beginning of their session to build relationships
○ “Try that one again” “great job sounding it out”
○ She overall is very positive
○ When a student answers a question, she repeats their answer to confirm what
they said
○ “Is that what we are supposed to be doing with the markers” “are we supposed to
doodle with the markers? (wait for response then restate the answer) no,
because why? (wait for response then restate the answer) it wastes the marker”
○ “Do we need to practice at another time or can you show me that you are
focused”
○ “I know you are so excited and you are doing a good job but we need to let
everyone have a chance to try on their own”
○ Behavior sheets
● What are the class rules/procedures?
○ Question of the day
○ Sometimes students would answer on their own, sometimes they would respond
as a group
● Describe class routines such as for morning work, going to lunch and recess, and end of
the day.
○ Lots of student check in at the beginning of the day
■ How's it going
■ Bus students
■ Question of the day
○ She doesn't need to do much for lunch and recess: ask teachers to follow certain
accommodations
○ Lots of check outs for end of the day
■ Check in with some students who aren't necessarily assigned to her
■ Seeing what behaviors they achieved or needs to work on
■ Noticing the positives and showing them the good things
■ Watching for runners (elopers)
● How does the teacher organize student work? Individual folders, bins, pocket portfolios,
cubicles, computers?
○ There are folders for each student’s daily work
○ There are drawers for her own personal works
○ Uses folders for check-ins
○ There is one massive folder for just quarter 3 and then it'll all go into the
individual folders
● Which particular rules, routines, and/or strategies might you consider using in your own
classroom?
○ I really enjoyed the question of the day. Each student gets to answer a question
that is asked by the teacher. However, it may be more difficult to do with a larger
 class so I would probably use this strategy when working with small groups. Miss.
Ryan also said that her students love doing the question of the day so much that
if she forgets, they will always remind her. She even lets her students ask the
question of the day if she can’t think of something in time.
● What was your favorite part of the time with your observation?
○ My favorite part of the observation was the small conversations that Miss. Ryan
would have in between each mini lesson. While she was transitioning to the next
activity, her students would start asking questions and she happily engaged.
When she was starting the next part of the lesson, she was able to regroup her
students easily. I think the ease came from her students having a strong
relationship with her and the trust they built with each other.
● What data did you see collected or used to support the students/lesson?
○ In order to avoid a lot of random papers, Miss. Ryan uses white boards to have
students show their work and comprehension of the lessons. She uses paper
when she's assessing students’ goals and overall comprehension. She stores
these in a folder which she organizes later in the semesters so she can show
parents and guardians during the conferences.

STEP 3: Document General Knowledge

Please pick five (5) questions below and expand on them with two- five sentences. You should
look for pieces that succinctly enhance your understanding of your possible/potential life as an
educational professional. (HINT: Think about how this write-up connects to your future as a
professional and your next steps in your learning.)
● Speak about the clutter and organization of the classroom
○ The resource room was quite small. There was a rectangle table in the center
with a shelf to one side and pushed into the corner. Against one of the walls,
there was a large table and on top there were materials that were set up for the
lesson. She also has a rolling cart with student’s assessments and other
paperwork that is important. Overall, the room was very organized and everything
had a purpose.
● Does the teacher/you have fun with kids, and is she or he peaceful in how they
interact with kids?
○ Miss. Ryan is very good with the students. She makes sure that she gives
moments for the students to feel comfortable and build trust with her. It's
important that those relationships are established because she will have better
outcomes when working with her students.
● List three specific strategies that the teacher/you used to manage the classroom.
○ Redirecting students who are off task or purposefully distracting others
○ Positive affirmation during times where students are doing well but also when a
student may be doing something wrong (she starts positively and then gives the
negative comment).
○ Having materials ready ahead of time to limit distractions in between lessons.
● Are there well-established routines?
 ○ Students know to come in the room and sit down and wait for Miss. Ryan to give
any further instructions. Students are excited to share their responses to the
question of the day and look forward to that during all their meetings with Miss.
Ryan. The routines seem like they are in a good place and are conducive to a
successful learning environment.
● How was the instruction delivered? Small group, co-teaching, groups, stations,
cooperative learning
○ Miss. Ryan was working with 4 3rd grade students when we came to visit her
classroom. The students were answering questions as a group but also
individually. They also had opportunities to show their work in an independent
way by writing it out on a whiteboard.

STEP 4: Document Observed HLPs

Please share at least five HLPs you observed or would include if you were teaching the
students you observed.
1. HLP #11 “Identify and Prioritize Long and Short-Term Learning Goals”.
a. Miss. Ryan knows that there are certain things that each student she works with
needs help with so she works with students who have similar learning needs so
they can all receive the best instruction. The 3rd grade students were working on
phonics reading and writing. Miss. Ryan prioritized the students' learning goals
according to their IEPs and their progress during each lesson with her.
2. HLP #14 “Teach Cognitive and Metacognitive Strategies to Support Learning and
Independence”.
a. Miss. Ryan uses whiteboards so students can practice writing the words and
incorporating the techniques for writing specific words that may be more
confusing. The whiteboards give the students opportunities to retry multiple times
and erase their work to try it again. She uses manipulatives and flash cards to
remind students of specific rules that words follow.
3. HLP #17 “Use Flexible Grouping”.
a. The flexible grouping here is working with students who share similar learning
needs. This strategy works well because she can give each student
individualized instruction that will help them build skills in reading and writing that
they may be struggling with.
4. HLP #18 “Use Strategies to Promote Active Student Engagement”
a. Miss. Ryan uses manipulatives and whiteboards so students can remain
engaged visually and physically. They can practice writing the words after
practicing the rules using the manipulatives. Miss. Ryan does a really good job
making sure students are able to engage in their learning using these strategies.
5. HLP #22 “Provide Positive and Constructive Feedback to Guide Students’ Learning and
Behavior”
a. Miss. Ryan gives positive and constructive feedback to students during the
lessons by giving specific feedback while they are giving their answers. She
takes the time to go student to student giving specific feedback on how they are
doing with each practice word they are completing.
STEP 5: Complete Summary of Observation
Answer the following in 2-5 complete sentences each:
● What have you learned most from this assignment?
○ I learned the importance of prioritizing student’s learning when they may feel
more insecure about their abilities. It's important to take the time to build
relationships with students so they feel like they are supported by their teacher.
This will encourage students to be receptive to constructive feedback and
positive feedback.
● How will this information help you as a teacher?
○ This information will help me because I will be able to support my students by
building trusting relationships. It will help me to differentiate instruction according
to their interests. This is important because students will be more engaged in the
learning process if they can relate to the materials.
● What new perspective about special education might you have gained?
○ Special education teachers don’t always work with any student from any grades.
Sometimes they are designated to a certain grade or classroom. Usually there is
more than one teacher in the special education department so there is more
widespread coverage to help students from other grades.
● Did you learn anything unexpected about teaching or special educators?
○ I didn’t learn anything unexpected but I did enjoy seeing Miss. Ryan’s
organization techniques and how to collect data and when she collaborates with
parents. She also talked briefly about the relationship between herself and the
MLL teacher because there are overlaps between their students.
● Is there anything else you want to add to your Shadow Study that you observed?
○ I just enjoyed the observation process a lot! Usually I am observing a full
education classroom but it was interesting to see a special education teacher
working with only a few students at a time in a separate environment.