Working in a special needs school, the instructional time with most classes was very brief. The attention spans are minimal and often you find yourself trying to talk over all the noises the students cannot help but make. I often taught enough so the para-professionals, nurses, etc. knew what was going on so they could help me, help the students. In some of my higher functioning classes, I was able to introduce lessons with handouts, examples, power-points, and discussions. For the different centers I made a lot of instructional sheets the paras could follow to help the students, because I couldn't physically be in six places at once around the room. I would also create large posters that included different steps, examples to get the students inspired, and process photos that were at their eye-level for different projects. One lesson in particular that required a lot of demonstration and background knowledge was the Imprint Painting lesson based off the work of artists, Paul Bozzo. I introduced the lesson with a finished example, a power-point presentation highlighting his work and process, including YouTube video links. This lesson was a multi-day lesson and had many steps the students needed to follow in-order to have a final result. Their results were amazing and with the help of a few faculty members we were able to permanently hang the students work up in the one hallway of the school! Everyone in the school was shocked at the results and kept asking for the instructions and if they could have one. The one thing for my second placement I will be focusing on is the instructional delivery of the lessons. I will be teaching in a more traditional classroom setting and will be able to provide handouts, power-points, demonstrations, and follow-up critiques/discussions and self-assessed rubrics for each project. At Conroy, grades and curriculum is not a priority. The main focus is keeping the students engaged and working on motor-skills. At one of our meetings, tracking the students progress is something they are really going to be focusing on as a district. The way we tracked students progress was through an app called Class Dojo. Monitoring how much assistance the students need, if they can follow directions, if they stay in the art room, if they can write their name, etc. were the main focus of my assessment. I was also able to attend the back-to-school day, where I met with multiple parents to discuss their students progress, and how I thought the students were doing and what the parents wanted to see. Taking so many photos throughout the eight-weeks I was able to show the parents visually what their students were doing in art class, and so many of them were thrilled with all the exciting things I had their students doing in art class.