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Princessa Montano Saldana

Dr. Dugi

EDU 222

May 2, 2023

Demographic Profile

Part 1 - Introduction

I am doing my observation hours at T.G. Barr, Academy of Global Studies in the

Roosevelt School District. This elementary school is at 2041 E Vineyard Rd, Phoenix,

AZ 85042. It teaches kindergarten to eighth grade that introduces the primary core

curriculums.

Part 2 - The School & The School System

Race/Ethnicity T.G. Barr Roosevelt District

Minority Rate 95.8% 97%

Hispanic/Latino 79.1% 82%

Black/African American 12% 12%

White 4.2% 3%

American/Alaskan Native 2.1% 1%

Other (Asian, Biracial, Etc) 2.6% 2%

Gender T.G. Barr Roosevelt District

Female 44% 48%

Male 56% 52%

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Free/Reduced Lunch T.G. Barr Roosevelt District

Free Lunch 100% 100%

Students Recieving T.G. Barr Roosevelt District

SPED Services

28% N/A

Teaching Staff T.G. Barr Roosevelt District

Amount of Certified 28 490

Teachers

Student-to-Teacher Ratio 14:1 16:1

Percentage of 3 or More 91.7% N/A

Years of Experience

Amount of Students Per N/A 7,548

Year

Expenditure Per Student T.G. Barr Roosevelt District

Average $16,255 $13,477

Part 3 - The Classroom

General Info:

The special education classroom I am observing is supposed to be for Kindergarten to

1st grade; however, there are a few older students due to the need for a special

education teacher in their facility. Ten students are in the classroom, three of which are

in 3rd grade.
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Description:

The students line up their backpacks across the floor under the whiteboard at the

classroom entrance. The first whiteboard to the left of the door contains pictures of the

students and their names in a horizontal line. Underneath their photographs and names,

they have their individualized schedule. Their schedule consists of squares of a visual of

what they will be doing that can be placed on the whiteboard with velcro in a vertical

line. As students go through their schedules, they remove their squares and put them

into a pocket at the bottom of their schedules. Next to the whiteboard, they have a TV

where they play videos for the students. The next whiteboard describes their specials,

how many days are left, and their learning targets. There are many posters across that

the wall that consists of the ABCs and numbers. The next wall across the door has

cabinets filled with papers and items for the students, such as headphones for when

they feel overstimulated. They also have their iPad station on their refrigerator, keeping

their cold snacks for snack time. They have posters that describe different colors. They

have a rug filled with stuffed animals and a weighted blanket where students can relax

during iPad time or feel overwhelmed. The teacher’s desk is right next to the mat but is

surrounded by removable walls, so the students cannot access it. On the next wall are

their bookshelves filled with children’s books. On top of the shelf, they have buckets

filled with toys they can access after completing their work. There are two posters on

the wall: one that contains calming strategies and the other that explains different

moods. The next wall is where their restroom is located at. Next to the restroom door is

a corkboard where the teacher staples the students’ work. Over the board, there are

shapes and names. The final wall is where the teacher and paraprofessionals put their
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items, and students put their lunch boxes as there are cabinets and a counter. On the

counter, the paraprofessionals have a microwave to warm the students’ lunch before

heading to the cafeteria and a sink where they wash their hands. In this area, students

line up, holding onto a rope the paraprofessionals use to take them to different

locations. There are three rectangular tables and one half-moon table. There are 14

chairs located at different tables.

Diverse Learners:

The special education teacher and paraprofessionals must meet each student's various

needs. To start with, in the classroom, there are three paraprofessionals. This helps the

teacher and students receive as much help as possible.

Some tend to have more tantrums and emotional breakdowns than others. The kids

throw their shoes, throw chairs, and even attack their peers. When they do, to ensure

the safety of other students, the teacher or paraprofessionals take them to a different

room so they can calm down. When ready, they return to the classroom and resume

with their schedule.

For their socialization needs, they receive an extra recess break. Some students' IEPs

require them to have a certain amount of socialization throughout the week. For

example, if one student struggles with pronunciation and has a device, he must talk to

his peers and teachers to improve his speech. He can use his device, but he still can

speak.
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The teacher structured her classroom so each student understood their day's routine.

When she gives the verbal cue, "Time to check your schedules," the students know to

go to their schedule to see what they must do next. Each day is about the same: they

get to choose what they would like to do, have breakfast, use the restroom, first recess,

morning circle, center, lunch, recess, afternoon circle, centers, iPad, they get to choose

what to do, time to leave.

The students sit in chairs facing their television during their morning and afternoon

circles. The teacher plays educational videos using sign language, like people singing

songs about animals or colors. A lot of the students need help with explaining what they

want. The teachers, paraprofessionals, and their videos use sign language, so if they

struggle with communicating verbally, they can speak non-verbally.

Centers are when students go to a designated table and do a different task at each

table. For example, when it is time for centers, Student A must go to the red, blue, and

yellow tables. Student B must go to the orange, blue, and green tables. The teacher

carefully picks out what table the students should visit to meet their academic and

functional needs. I helped out by working at the red table. When students came to me, I

would bring out laminated papers or folders where students would need to attach the

correct piece of paper. Their favorite activity was the ones with pictures. The laminated

paper would have five different images, and they would have to attach five pieces that
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matched the pictures using velcro. The red table taught them how to read, connect, and

use their hands.

They have a classroom restroom; one student is not potty trained, and

paraprofessionals must change their diapers. They also received special services like a

speech therapist and occupational therapist. They would do pull-outs, and certain kids

would meet with the therapists during certain times and days.

Classroom Demographics:

There are ten students in the classroom. Nine of which are male, and the other is

female. Four are Black/African American, four are Hispanic/Latino, and the other two

are white. All students receive free breakfast and lunch. They are also provided snacks.

All students are receiving a special education system. They receive special services like

paraprofessionals, speech-language pathologists, occupational therapists, social

workers, counselors, and nurses.

Part 4 - Parent Student Handbook

Link to Handbook:

https://az01901084.schoolwires.net/cms/lib/AZ01901084/Centricity/Domain/3630/2022-

2023_Handbook_-_Final.pdf

Attendance Policy:

● If abscesses exceed 18 days, any abscesses will be considered unexcused.

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● If a child is absent for 19 days, the child and parent will need to meet with a

probation officer at the Juvenile Court Center.

○ Assessment fee of $50; mandotary education session for student and

parent; community service hours for student.

● Students who are late may lose privelages or recess to catch up.

Dress Code (Uniform):

● Tops must:

○ Collar & sleeves.

○ Must be long enough to tuck in.

○ Solid-colored and non-see-through material.

○ Holes cannot be larger than a pencil eraser.

● Bottoms must:

○ Fit appropriately.

○ No shorter than 3 inches above the knee.

○ Holes cannot be larger than a pencil eraser.

○ Cover underwear at all times.

○ Functional zipper, button, snaps, and/or hooks.

○ No sweatpants or leggings.

● Additional:

○ Sweatshirts and hoodies are allowed as long as the student has a uniform

top on.

○ Shoes must be closed toe and heel and remain tied at all times.
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○ Earries are allowed.

○ Hats, non-religious head coverings, and hoods should not be worn

indoors.

Dress Code (Dress Down & Free Dress Days):

● Tops must:

○ Have sleeves.

○ Tank tops are allowed during certain events.

○ Cover students’ mid-section.

○ Must have non-see-through material.

○ Holes cannot be larger than a pencil eraser.

● Bottoms must:

○ Fit appropriately.

○ Be no shorter than 3 inches above the student’s knee.

○ No holes exposing underwear.

○ Cover the student’s underwear at all times.

○ Have a functional zipper, buttons, snaps, & hooks.

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Behavior Expectations / Consequences:

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Parents (Expectations):

● Parents must call the front office to inform the school of their child’s absence.

● Encourage them to monitor their child’s iPad device at home for misconduct.
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● Parents will be notified of lice infestation and are expected to take action

immediately.

● Notify the school is child has any medications or health problems.

● Do not send child to school if ill.

● If staff considers a child to be too ill, parents/guardians are required to pick up

child immediately.

Health & Safety:

● Any medication must be held in the health office.

● Hearing & Vision tests are given to all students.

● An immunization record for school attendance must be completed.

● Schools conduct frequent safety drills.

Part 5 - Reflection

Comparing what I see in the handbook and my observation hours, I see how

supportive this school is for its students. One thing that stuck with me as I spoke with

Ms. Herrera was when she explained that it's best to leave things in the past and that

there is always tomorrow. As teachers, it's hard not to take what kids do or say

personally. It may feel we are doing something wrong, or they do not respect us as an

authority. However, with that statement, what students may do today will not reflect

what they do tomorrow. Being a special education teacher takes a lot of patience and

determination. Through my twenty hours of observation, I saw what a special education

classroom looks like. I saw the kids' struggles when they could not communicate their
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wants. I saw the relationships the kids had with each other. Each student has their

personality, and it was wonderful to learn about each of them without even being able

to speak with them.