Professional Documents
Culture Documents
Assignment 1
Classroom Snapshot, School Environment, and Students with Disabilities
Butler University ED 589
Professional Portfolio Development and Intense Field Experience
By
Anna Cassiday
Classroom Snapshot
Index
Classroom Snapshot
Thumb Sketch
On my caseload, there are twenty-three students with an IEP (Individual Education
Plans). The students are all in the tenth grade which makes it easier to follow their certain
classes. Since the students are full inclusion, they are mixed in with general education students.
There is a vast amount of classes offered to the students, and the students are distributed
throughout the school. This means that every teacher needs to know what classroom
accommodations are available to the student since I am not able to be in every classroom with
every student.
Every teacher is given an accommodation sheet for every student with an IEP, called an
IEP at a Glance. This is also done with students that have Section 504 accommodations. Here
the teacher knows what accommodations are available to each student should the student wish to
use them. The students IEPs are listed first, and then Section 504s follow:
Name: Student AB
DOB: 02/26/1999
Classroom Snapshot
Strengths of the Student: AB Loves to read, and is good in algebra. She is very attentive in
class, and wants to learn.
Need: AB needs to utilize accommodations and resources available in order to maximize
success in language arts, by accessing the LRC (learning resource center) a minimum of 3 times
a week to assist with language arts assignments and assessments.
Concerns: AB does not ask for help, or clarity when she needs it.
Medical Concerns: AB has autoimmune hepatitis, and is allergic to penicillin.
Therapy Types: 0
Classroom Adaptations: ABs adaptations:
Statewide Assessments Adaptations Scores: Student was a move in from Tennessee, and does
not have any Indiana assessment scores. She recently took the algebra ECA, but scores have not
come back yet.
Behavior Concerns: 0
Personal Note: Student AB is sweet and shy. She rarely ask for any accommodations even
though they are available. She recently had dental surgery, and has still be able to complete
homework sent home to her.
Name: Student JC
DOB: 05/05/2000
Classroom Snapshot
Secondary Disability: Speech Impairment, Emotional Disability Reasons of eligibility
determination: The case conference committee determined that JC met the criteria as a student
with autism spectrum disorder, specific learning disability and emotional disability. It was
determined that JC stills met the criteria for a language disability.
Teacher of Record: Anna Cassiday
Teachers: Hillary Frye (English/Study Hall), Laurie Godfrey (Drama), Charles Hutchins twice
(English 9 again for English 10), Jay Myers (Psychology), Eric Nolan (Biology), Matthew
Roberts (Geometry), and Eric Fohl (Advisory).
Date of Annual Case Conference: 11/03/2015
Strengths of the Student: JC continues to have many intellectual and academic strengths, is
kind and considerate. He is an avid reader of graphic novels, and enjoys music.
Need: JC needs to follow directions, engage in class and eliminate distracting behaviors that
cause him not to be engaged. Student also needs to use his agenda book to keep track of what
assignments he needs to turn in and when, in order to be successful in his completing classroom
assignments.
Concerns: JCs mother has been supportive of him and has a desire for him to be successful in
earning a high school diploma, even though she believes it may take longer for JC. Her concerns
are for him to be more in charge of his learning.
Medical Concerns: JC has asthma, and has use of an inhaler.
Therapy Types: Speech: Services may be provided on a direct or consultative basis, as needed.
If a specific need/situation arises, services may be provided more frequently to help JC with
social problem-solving.
Classroom Adaptations: JCs adaptations:
5
Classroom Snapshot
04/20/2015
Algebra 630 P
ISTEP
05/06/2014
Behavior Concerns: JC continues to become distracted by things around him. Many times he
will appear to be dis-engaged from his surroundings making it hard for him to complete
assignments that are due during that class period.
Personal Note: JC is a great kid. He works well, but sometimes needs redirected. It is hard for
him to do homework, or work on projects that take time at home. This is mainly because he is
home a lot by himself.
Name: Student CC
DOB: 01/06/2000
Classroom Snapshot
Teachers: Ethan Schreiber (Social Studies), Kirk Wrightsman (English 10), Julie Owens (P.E.),
Eric Nolan (Biology), Eric Fohl (Advisory), Nathan Suddeth (Band), Tom Baker (Study Hall),
Cheryl Fox (Geometry)
Date of Annual Case Conference: 02/12/2015
Strengths of the Student: CC enjoys basketball, has a wide collection of friends. He has a
good sense of humor and is well liked by staff and peers. CC has a good attendance record and
wants to do well in school.
Need: CC needs to advocate for himself by asking for assistance when needed. Seek any extra
tutoring available to help aid in his learning of concepts that are difficult for him. Also, needs to
understand that he has the responsibility to get assignments turned in.
Concerns: CC getting his assignments turned in, and that he is struggling in algebra and
science. CC knows he is capable of doing what needs to happen, but sometimes reluctant to ask
for help when concepts are not fully understood.
Medical Concerns: CC has seizures that he takes daily medication for at school, and at home.
Therapy Types: 0
Classroom Adaptations: CCs adaptations are:
Classroom Snapshot
Due to his history of seizures, physical education expectations may need to be modified
to ensure that he is not pushed too hard physically, or becomes too winded and possibly
triggering a seizure. Those accommodations will not affect his grade.
04/20/2015
Algebra 605 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: CCs mom is always great to talk with. CC knows that I communicate with her
anytime I see that there may be concerns about anything. He has a great smile, is very tall (to
me), and tells the truth about anything.
Name: Student MG
DOB: 05/10/2000
Classroom Snapshot
Need: MG needs to learn and apply strategies to complete assignments and review and prepare
for tests.
Concerns: MG keeps on top of her assignment completion, and use resources to prepare for
test.
Medical Concerns: MG has Hypothyroidism, and wears glasses
Therapy Types: 0
Classroom Adaptations: MGs adaptations are:
Reader Services: Students may request assistance with reading, reading of unknown
words or sentences except for testing of comprehension.
Tests and quizzes may be read.
Use of calculator as long as it doesnt compromise testing standards.
Copies of notes provided upon request to supplement incomplete notes.
Extended time (time and a half) to complete quizzes and tests.
Use of audio versions of texts and novels; some will be available in the resource
classroom; others can be brought to school by the student.
Access to a word processor for essays and longer written assignments.
Access to the LRC as needed.
04/20/2015
Algebra 660 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: MG is very kind, and very serene. She never gets overly unbalanced about
anything. She loves theatre, and art.
Name: Student TG
DOB: 10/09/1999
9
Classroom Snapshot
Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility
determination: Due to TGs language related disabilities, TG requires academic and
organizational interventions and supports to be successful within the general education
environment and with the given standards for the curriculum. Because of these needs, he
continues to meet the eligibility determination as a student with a specific learning disability.
Teacher of Record: Anna Cassiday
Teachers: Kirk Wrightsman (English 10), Julie Owens (P.E.), Laurie Godfrey (Drama), Joey
Grissom (Biology), Matthew Roberts (Geometry), Jacob Koressel (Math lab), Colten Sample
(Health), and Matt Williams (Advisory).
Date of Annual Case Conference: 11/17/2015
Strengths of the Student: TG continues to have positive attitude, and is always received well
by his friends. He has shown the will and want to go the extra step to improve his academics.
Need: TG needs supports to improve reading fluency, reading comprehension, and writing
development. Also, to access the LRC when needed, and asking questions when unsure of
assignments. Also, keeping an agenda book so that he knows when to turns in assignments in for
full credit.
Concerns: TG parent concerns, and ours is that are when TG does not get work done, or
completed that he does not know until it is too late. Also, concerns with his geometry in
processing steps.
Medical Concerns: Has asthma and use of an inhaler, and is allergic to mold, and pollen.
Therapy Types: 0-Student no longer qualifies or receives survives for language or speech.
Classroom Adaptations: TGs adaptations are:
Timing and Scheduling: Student is provided with extended testing time for test sessions.
10
Classroom Snapshot
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing comprehension).
4/20/2015
Algebra 639 P
Behavior Concerns: 0
Personal Note: TG is a spitting image of his father. They both have a great attitude, and know
the struggles that TG have. The thing I like most about is that TG is willing to do anything that
will help him. This does not always mean that he will remember it, but at least he tries, and puts
forth the attempt.
Name: Student CH
DOB: 01/10/2000
Classroom Snapshot
Strengths of the Student: CH continues to work hard, and is really focused on doing his best.
He is inquisitive, and asks questions when things are not clear to him.
Need: CH needs to continue to seek help when not understanding, and review tutorials for test
taking online.
Concerns: CHs expressed concern about his Spanish 2 grade. I have moved Colten to Plato for
Spanish 2, and is doing well at this time. There is also concern with him not falling behind on
his work. Periodically assignments are missed.
Medical Concerns: 0
Therapy Types: 0 (Student no longer qualifies, or receives survives for language or speech)
Classroom Adaptations: CH adaptations:
Reader Services: Student may request assistance with reading of unknown words or
sentences except for testing of comprehension.
Use of calculator as long as it doesnt compromise testing standards.
Copies of notes provided upon request from the LRC to supplement incomplete notes
Extended time (time and a half) to complete quizzes and tests.
Use of audio versions of texts and novels; some will be available in the LRC; others can
be brought by the student.
Access to a word processor for essays and longer written assignments.
04/20/2015
Algebra 615 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: CH is an athlete. He has a sensitive side to him that makes it hard for him to
ask for help when he does not understand something. Many times I will make observations
12
Classroom Snapshot
based on the look on his face to see whether or not he is following what is being instructed.
Then there are times he will catch me outside of class asking for my assistance.
Name: Student IK
DOB: 05/05/2000
Classroom Snapshot
or the understanding of text.
Statewide Assessments Adaptations Scores:
ECA-ALG I
04/20/2015
Algebra 627 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: IK knows that he needs to sit in front of the room, or he will be completely
distracted. One of his biggest problems is submitting work when finished. Many times when
it gets in his folder it does not find its way out.
Name: Student SK
DOB: 08/03/2000
Classroom Snapshot
do what she can to improve her grades including after school tutoring.
Need: She needs to seek out help when needed provided by her teachers or tutoring services
provided by her teachers when applicable. Also, stay on top of assignments that may be marked
as missing. The use of her agenda book, and writing down assignments can help her keep
assignments in order.
Concerns: SK is struggling more with algebra. SK generally completes her daily math
assignments, but currently she needs a lot of support to do it. She has had difficulty retaining the
skills and concepts that he has learned through math class and assignment completion, and
applying them on quizzes and tests.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: SKs adaptations are:
Timing and Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing
comprehension).
Use of audio versions of texts and novels; some will be available in the LRC; others can
be brought by the student.
Access to a word processor for essays and longer written assignments LRC pass.
09 04/20/2015
Algebra 655 P
ISTEP
05/06/2014
Behavior Concerns: 0
15
Classroom Snapshot
Personal note: SK can be very unreadable sometimes. Many teachers think that she is not
listening, but she is. She may not look at them during instruction, but she is absorbing the
information.
Name: Student JL
DOB: 08/13/1999
Classroom Snapshot
Classroom Adaptations: JL adaptations are:
Copies of notes provided upon request to supplement students own notes. LRC access,
as requested by the student.
Timing and Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing comprehension).
09 04/20/2015
Algebra 629 P
Behavior Concerns: 0
Personal Notes: JL has been always pleasant to talk to. JL wants to do well, but sometimes
feels lack of self-esteem.
Name: Student CM
DOB: 09/28/1999
Classroom Snapshot
Need: CM will take test with the above accommodations. Her OHI does can affect her ability to
take tests over a period of time, and this differs from her peers. She can be discomforted,
because of the side effects of her diagnosed medical condition.
Concerns: Possibility of reoccurring episodes in the future, and could result in a longer
absences. Homebound services have been put in place as a precaution.
Medical Concerns: CM suffers from Crohns.
Therapy Types: 0
Classroom Adaptations: CM adaptations are:
08 05/23/2014
ECA-B ECA-BIO I
09 04/20/2015
Biology 580 P
ISTEP
08 05/06/2014
Behavior Concerns: 0
Personal Note: CM makes no excuses for anything. She stays on top of things as much as
possible knowing that this disease is something that is going to be part of her life. Brave girl.
Name: Student RM
DOB: 09/25/1999
Classroom Snapshot
student with an emotional disability due to the current test results and her past history
Teacher of Record: Anna Cassiday
Teachers: Donna Alwine (Geography), Matt Roberts (Geometry), Kristi Billings (Choir), Joey
Grissom (Biology), Charles Hutchins (English 10), Julie Owens (P.E.), Katy Lane (Advisory)
Date of Annual Case Conference: 11/24/2015
Strengths of the Student: RM is a pleasant young lady that has a great smile, and has shown
interest in doing well in class.
Need: RM needs to complete her work when absent, which affects her grades due to her extreme
absences. Checking Skyward student access, and reporting to teachers can help with this
organization of needed assignments.
Concerns: RM having problems with attendance, and other students in the school. Concerns
are also of RM in class when being asked too much, because of RM still having strong emotional
concerns of anxiety.
Medical Concerns: Migraine headaches, wears glasses, and anxiety.
Therapy Types: Outside school therapy. Currently, attending half days of school. Has support
pass to school counselors per student request.
Classroom Adaptations: RMs adaptations are:
Use of calculator on assignments and tests as long as using calculator does not
compromise the testing of specific standards and in accordance with all ECA testing
guideline and as determined by the math teacher.
Extended time (time and half) quizzes and tests, or both) when actively working to
complete quiz or test.
LRC access Support pass to be used to go to the counselors office when needed (per
student request).
09 04/20/2015
Algebra 632 P
19
Classroom Snapshot
ISTEP
08 05/06/2014
Behavior Concerns: RM shows signs of anxiety when she is not able to understand a problem,
and then in turn not completing assignments, because of lack of ability to refocus.
Personal Note: RM has opened up to me about problems that she is experiencing. She has been
receptive to working with me, but her lack of attendance has made a huge impact on her grades.
Anxiety is only the tip of many of RMs problems. Alcohol and drug abuse are also major
concerns.
Name: Student LM
DOB: 09/24/1999
Classroom Snapshot
Need: LMs response time is slower than his peers in writing. Continuous use of
accommodations will be a necessity for LM. Also, making use of agenda book to keep track of
when assignments are due.
Concerns: LM often forgets assignments and doesnt know when tests and quizzes are, though
they are announced in class multiple times.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: LMs adaptations are:
Reader services for tests, assignments, and quizzes as needed, as requested by LM. Extra
time (time and a half) for tests, extra time for assignments and projects as needed, writing
tutorial support (web outlines, graphic organizers, etc.).
Books on cd or tape as needed to assist with keeping up with reading assignments with
paraprofessional support as needed/ as available, and study and organizational support
(Through the resource room).
Calculator use as needed, and copy of class notes made available.
Copies of notes provided upon LMs request to supplement his own notes. LM will take
notes independently but may request notes to supplement his own.
05/23/2014
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: LM rarely works with others during group work, and often seems very sleepy
during 1st period. He never initiates a conversation with peers, but will engage if someone talks
to him.
21
Classroom Snapshot
Name: Student MM
DOB: 1/18/2016
Timing and Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
22
Classroom Snapshot
Presentation Format: Test read aloud to the student (except items testing comprehension).
09 04/20/2015
Algebra 644 P
ISTEP
08 05/06/2014
Behavior Concerns: 0
Personal Note: This is the first student I have had where I thought to myself about his transition
inquiry. I thought it was unobtainable, and that there was no way. I even giggled to myself
while I wrote it up. I was proven wrong, and the parents are preparing him to be a chef. I will
never second guess this again.
Name: Student TN
DOB: 02/04/2015
Classroom Snapshot
Strengths of the Student: Thomas is well liked by his friends, and has good attendance in class.
He has shown much improvement in English.
Need: TN needs strategies to help him organize his materials, complete assignments, and
prepare for quizzes and tests.
Concerns: TN does not like to ask for help, therefore if it is a concept in which he does not
understand he will not learn it by asking for clarification.
Medical Concerns: Blind in right eye.
Therapy Types: 0 (TN no longer qualifies for speech or vision therapy)
Classroom Adaptations: TNs adaptations are:
Allow TN to choose a seat that best meets his vision needs, usually on the right side of
the room or near the instructor. In some cases the student may need to be instructed to do
so, as he may be hesitant to draw attention to himself.
Reader Services: Students may request assistance with reading of unknown words or
sentences except for testing of comprehension.
Use of calculator as long as it doesnt compromise testing standards Copies of notes
provided upon request from the LRC to supplement incomplete notes.
Extended time (time and a half) to complete quizzes and tests Use of audio versions of
texts and novels; some will be available in the LRC; others can be brought by the student.
Access to a word processor for essays and longer written assignments.
09 04/20/2015
Algebra 647 P
ISTEP
08 05/06/2014
Behavior Concerns: TN continues to have lack of attention in some classes, but better in others.
Personal Note: I have known this student since he was young, and not much has changed. He
is good, and knows what he wants to do in the future, and that does not require him to move on
to college. He is going to work with the family business, and there is much conflict at times with
him, and his family. They are all very outspoken, and hold nothing back during meetings.
24
Classroom Snapshot
Name: Student BP
DOB: 07/08/2000
Reader Services: Students may request assistance with reading on test and quizzes,
except for testing of comprehension.
Use of calculator as long as it doesnt compromise testing standards Copies of notes
provided upon request to supplement incomplete notes.
Extended time (time and a half) to complete quizzes and tests.
Use of audio versions of texts and novels; some will be available in the resource
classroom; others can be brought to school by the student.
Access to a word processor for essays and longer written assignments.
Access to the LRC as needed.
25
Classroom Snapshot
09 04/20/2015
Algebra 570 P
Name: Student RR
DOB: 05/15/2000
Classroom Snapshot
Timing / Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing comprehension).
09 04/20/2015
Algebra 641 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Note: RR has had a rough time this year, due to family issues. There are several
different pushes and pulls going on between mom and the dads girlfriend that adversely has
been affecting RR. More than personally, but emotionally as well.
Name: Student KS
DOB: 04/18/1999
27
Classroom Snapshot
Strengths of the Student: He is great about asking for assistance and using his
accommodations. He is respectful, gets along well with others, and he wants to do well.
Need: He needs a lot of guidance when completing work. He asks a lot of questions, and really
needs to talk through every answer and every assignment before he will write it down. We are
working on getting him to be a bit more independent in his work.
Concerns: He asks a lot of off-topic questions, or tells off-topic stories. It takes re-direction to
keep him on task.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: KSs adaptations are:
Timing and Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing
comprehension).
04/20/2015
Algebra 642 P
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Notes: KS is very talkative. Need to make sure it does not affect his progress. He is
very kind and respectful, but once he gets talking it is hard to stop him.
Name: Student ZS
DOB: 09/03/1999
28
Classroom Snapshot
Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility
determination: Previous case conference committees determined that ZS met the requirements of
a student with a specific learning disability. He is challenged by the curriculum, but is managing
it well.
Teacher of Record: Anna Cassiday
Teachers: Ethan Schreiber (Geography), Charles Hutchins (English 10), Intro to Design (Lance
Miller), Dean Keefauver (Intro to Constr.), Cheryl Fox (Geometry), Eric Nolan (Biology), Julie
Owens (P.E.), and Chris Townsend (Advisory).
Date of Annual Case Conference: 03/12/2015
Strengths of the Student: ZS is an athlete, and does a good job of participating in class and
working on assignments.
Need: ZS needs to pace himself when working through test, by reading then re-reading to make
sure that he is clear on questions.
Concerns: Concerns are about him not using his extended time, and hurrying through math test.
Medical Concerns: KS has asthma, but does not use inhaler, has headaches, and is allergic to
grass and dogs.
Therapy Types: 0
Classroom Adaptations: KSs adaptations are:
Timing / Scheduling: Student is provided with extended testing time for test sessions.
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Setting and Environment: Student tested in small group setting.
Presentation Format: Test read aloud to the student (except items testing comprehension).
09 04/20/2015
Algebra 631 P
29
Classroom Snapshot
ISTEP
05/06/2014
Behavior Concerns: 0
Personal Notes: KS is well mannered, great athlete, nice smile, but hesitates to ask for any
assistance. Has always struggled in math, but is still a good student.
Name: Student IS
DOB: 03/20/2000
30
Classroom Snapshot
Concerns: IS does not always take home, and complete homework. Many times she comes to
class unprepared, and does not keep track of assignments.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: ISs adaptations are:
Reader services: Students may request assistance with reading unknown words and/or the
rephrasing of individual sentences to supplement their own reading except when testing
for reading comprehension and in accordance with all ECA testing guidelines.
Use of calculator on assignments and tests as long as using calculator does not
compromise the testing of specific standards and in accordance with all ISTEP testing
guidelines).
Copies of notes provided upon request to supplement students own notes. Student will
take notes independently but may request notes to supplement incomplete notes. In order
to aid in the learning process, students will copy the notes themselves in the LRC.
Access to word processor for essays and longer written assignments upon request
Extended time (time and a half for assignments, quizzes and tests) when actively working
to complete the assignment, quiz, or test.
Novels for English on CD upon student request as available in the LRC.
09 04/20/2015
Algebra 636 P
Behavior Concerns: 0
Personal Notes: IS lacks the confidence to succeed on her own. She is very strong willed, and
can accomplish more is she would believe in herself more.
Name: Student GS
DOB: 01/21/2000
Classroom Snapshot
Teachers: Ethan Schreiber (Geography), Charles Hutchins (English 10), Chris Todd (Building
Trades), Matt Roberts (Geometry), Joey Grissom (Biology), Margo Seastrom (Advisory).
Date of Annual Case Conference: 03/06/2015
Strengths of the Student: GS is a very outspoken young lady and gets along well with peers.
Her first semester scores show that she has worked to her ability in most classes, passing almost
every subject.
Need: GS needs to learn to restrain her emotions, and apply them towards the better need in an
unfavorable situation.
Concerns: GS does not take time to redirect her emotions when felt threatened, or insulted.
Instead she lashes out toward those that appear to be aggressing towards her.
Medical Concerns: GS has frequent nosebleeds, and migraine headaches.
Therapy Types: Support pass to TOR, or counselors office.
Classroom Adaptations: GSs adaptations are:
Reader Services: Students may request assistance with reading of unknown words or
sentences except for testing of comprehension.
Use of calculator as long as it doesnt compromise testing standards Copies of notes
provided upon request from the LRC to supplement incomplete notes.
Extended time ( time and a half) to complete quizzes and tests Use of audio versions of
texts and novels; some will be available in the LRC; others can be brought by the student
Access to a word processor for essays and longer written assignments.
Support pass to the LRC for emotional/behavioral supports upon request.
Regular classroom and the learning resource center. These staff members will help to
reteach lessons, provide tutorial support, and help prepare the student for tests. The
support will also include making sure that accommodations are in place.
04/20/2015
Algebra 589 P
Behavior Concerns: GS has a temperament and aggressive side. She can be very kind, but also
very assertive.
32
Classroom Snapshot
Personal Notes: GS had a destructive upbringing in events in which I care not to discuss. She
lives with grandparents who are extremely giving, but much damage has already been done in
GSs mind. She sees outside counseling services, and at times has been institutionalized.
Name: Student VW
DOB: 10/08/1999
Classroom Snapshot
past those obstacles.
Medical Concerns: VW suffers from migraine headaches.
Therapy Types: 0
Classroom Adaptations: VWs adaptation are:
Please provide the following additional accommodations: - Extra time (time and a half)
for assignments, tests, and quizzes as needed.
Use of calculator on assignments and tests as long as using calculator does not
compromise the testing of specific standards and in accordance with all ECA testing
guideline and as determined by the math teacher.
Use of a Computer as needed (spell check feature is allowed.
Spell-check and spelling services - writing tutorial services as needed.
Reader services for tests, assignments, and quizzes as needed, as requested by VW,
resource room teacher, and parent.
Copies of notes provided upon request to supplement VWs own notes. She will take
notes independently but may request notes to supplement incomplete notes.
Access to word processor for essay and longer written assignments upon request.
05/23/2014
Algebra 571 P
ISTEP 2011
05/06/2014
Behavior Concerns: 0
Personal Notes: VW makes no excuses about her learning disability. She really takes pride in
her own learning.
Name: Student KZ
DOB: 04/19/2000
Classroom Snapshot
have greatly impacted her wellbeing and academic progress. She has made significant
improvement since receiving services. She continues to struggle with organization and
homework completion, as well as learning and retaining information for tests. *She has
surpassed her emotional disability, and may be moved from EH to a specific learning disability.
Teacher of Record: Anna Cassiday
Teachers: Cheryl Fox (Geometry), Kirk Wrightsman (English 10), Ethan Schreiber
(Geography), Tom Baker (Study Hall), Colten Sample (Health), Julie Owens (P.E.), Joey
Grissom (Biology), and Margo Seastrom (Advisory).
Date of Annual Case Conference: 02/12/2015
Strengths of the Student: KZ is a kind girl who is considerate of others. She gets along well
with peers and staff. KZ is able to write with good sentence structure, vocabulary, and
mechanics. She demonstrates spelling skills which are close to grade level expectations.
Need: KZ needs to be organized and complete her work in timely manner.
Concerns: KZ struggles to stay organized, complete assignments, and pass quizzes and tests.
This is due to lack of focus, lack of assignment completion both at school and at home.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: KZs adaptations are:
Reader services: KZ may request assistance with reading unknown words and/or the
rephrasing of individual sentences to supplement their own reading except when testing
for reading comprehension and in accordance with all ECA testing guidelines.
Use of calculator on assignments and tests as long as using calculator does not
compromise the testing of specific standards and in accordance with all ECA testing
guideline and as determined by the math teacher.
Copies of notes provided upon request to supplement students own notes. KZ will take
notes independently but may request notes to supplement incomplete notes. In order to
aid in the learning process, students will copy the notes themselves in the LRC. The
35
Classroom Snapshot
purpose of these notes are to study for tests/quizzes, therefore they should be requested at
least one school day prior to a test/quiz.
Access to word processor for essays and longer written assignments upon request
Extended time (time and half) assignments, quizzes and tests, or both) when actively
working to complete the assignment, quiz, test.
Spell-check/spelling services.KZ may use audio versions of texts and novels. KZ will
provide these audio versions for herself; many resources are available including the
public library. KZ may have access to the LRCs audio library free of charge. The LRC
audio library is not a comprehensive collection of titles that are needed while in high
school.
04/20/2015
Algebra 605 P
Behavior Concerns: KZs behavior has not be an issue this year. Little or none have be exerted
in any way or physical or verbal.
Personal Note: Much of KZs issues this year seemed to have developed from divorced parents
making it hard on her. Custody battles in which she did not help much in any way of her
emotional needs. Emotional not as being aggressive, but bring sadness on her.
Name: Student MC
DOB: 08/06/1999
36
Classroom Snapshot
Date of Annual Case Conference: No annual, but initial 12/5/2016. TOR keeps updated
reports from physician documented to teachers. This case conference meets once student is
released to close out.
*Most concussion case do not need an annual review. Most are dismissed before an annual is
due.
Need: MC needs to use time available, and try not to overdue anything that might be cause
overexertion.
Concerns: Student needs to be cautious while in school building not to contact with head that
may worsen injury.
Medical Concerns: 0
Therapy Type: Weekly visits to family physician.
Classroom Adaptations: MCs adaptations are:
Rest frequently. Take daytime naps or rest breaks when feeling tired or fatigued or as
needed.
Allow extra time to complete coursework, assignments and tests.
No significant classroom or standardized testing at this time.
No athletic activity (including PE class). Allowed to attend practice/games as a
bystander.
Student /athlete may return to activities (including school) once symptom free, but allow
to remove self if activities if symptoms return.
Classroom notes from the teacher made available.
Access to the LRC as needed daily.
09 04/20/2015
Algebra 698 P
ISTEP 2011
08 05/06/2014
Classroom Snapshot
Behavior Concerns: 0
Personal Note: Student is recovering quickly, and has been proactive on getting any and all
work that needs to be done.
Name: Student AG
DOB: 10/12/2000
Rest frequently. Take daytime naps or rest breaks when feeling tired or fatigued or as
needed
Allow extra time to complete coursework, assignments and tests
No significant classroom or standardized testing at this time
No athletic activity (including PE class). Allowed to attend practice/games as a
bystander
38
Classroom Snapshot
Name: Student GK
DOB: 11/08/1999
Classroom Snapshot
Snacks allowed in the classroom
Access to additional breaks, bathroom, etc.
Water allowed in the classroom
Have and adult or student escort him to the office/nurse when requested.
Access to resource room if needed to make up missed work.
He will be allowed to leave testing sessions (including ISTEP and ECAs) and
return when able, due to medical issues.
He will be allowed to carry all medical supplies with him, as needed and
appropriate.
Statewide Assessments Adaptations Scores:
ECA-ALG I
08 05/23/2014
ISTEP
08 05/06/2014
Behavior Concerns: 0
Personal Note: GK sometimes takes advantage of his extra breaks, but overall is a good student
that does not let the diabetes run his life.
Name: Student MS
DOB: 04/06/2000
Classroom Snapshot
*Most concussion case do not need an annual review. Most are dismissed before an annual is
due.
Need: Student is an athlete, and needs to be cautious while attending practices.
Concerns: Student has taken longer than most for recovery time.
Medical Concerns: 0
Therapy Type: Weekly visits to family physician.
Classroom Adaptations: MSs accommodations are:
Rest frequently. Take daytime naps or rest breaks when feeling tired or fatigued
or as needed
No significant classroom or standardized testing at this time
Allow extra time to complete coursework, assignments and tests
Finals will be extended until cleared by the physician, or January 15th, or
whichever comes first. If she is not cleared by January 15th, the committee will
meet again and determine what the next steps would be. Any other
accommodation made by the classroom teacher can be correlated by discretion of
the classroom teacher.
An extension of the second nine week grading period will be given to allow
Mikaela time to complete missed classroom assignments retroactive from
November 9th. All missing work should be completed and added in to her second
nine week grade by January 5th, first student day back from break. This extended
time over break will allow her time to work at a pace that will be accommodating
to Mikaela, due to her current time restraints with no penalty to her grades.
Student /athlete may return to activities (including school) once symptom free, but
allow to remove self if activities if symptoms return
Access to the LRC as needed daily
Lesson homework by 50%. Maximum length of nightly homework 60 minutes.
*These will remain in effect until clearance from physician has been given. Student still is not
cleared, accommodations still apply, until released by a physician. Meeting will be held January
23rd, to see what results from the neurologist are, and how to move forward from there.
Statewide Assessments Adaptations Scores:
ECA-ALG I
09 04/20/2015
Algebra 688 P
ISTEP
05/06/2014
Classroom Snapshot
Math 576 537 P
Behavior Concerns: 0
Personal Note: Student was limited to half days of school by physician, and MS did a great job
of alternating between morning and afternoon classes.
Name: Student VC
DOB: 12/16/1999
*Additional accommodations can be added later after review with the 504 committee.
Statewide Assessments Adaptations Scores:
42
Classroom Snapshot
ECA-ALG I
04/20/2015
Algebra 667 P
ISTEP
08 05/06/2014
Name: Student ZC
DOB: 09/18/1999
Classroom Snapshot
04/20/2015
Algebra 616 P
ISTEP
08 05/06/2014
Behavior Concerns: 0
Personal Note: ZC is a young lady, and strong willed. She will be successful in school, and as
an adult without the vision getting in her way.
44
Classroom Snapshot
Classroom Snapshot
I am excited to show my daily schedule. As you can see, Wednesdays are the only day
of the week that changes. This is because of what we call advisory. Since I am a teacher, I have
to manage one of these classes as does the rest of the teachers. I will briefly explain advisory.
Advisory is where all students in the high school are designated to different teachers. Most
students are grouped with others in the same grade level. In this case, I have seniors. What I do
is go to my school account online, and in there is a document that has been uploaded for me from
administration and a committee. This tells me what to do for that period. I simply deliver the
information to my class of twenty seniors. Other teachers are also administering the same type
of information, or sometimes can be completely different depending on the subject matter. This
session is to keep students informed with important information. It could be of upcoming events,
or helping them fill out things that may help them decide what fields they may apply to their
interest.
Period One 8:20-9:10
Period Two 9:15-10:02
Period Three 10:07-10:54
My Lunch: 10:54-11:24
Period Four 11:24-12:24 LRC Learning Resource Center
Students are working on Plato (Some may try to venture off on to
YouTube/Facebook). Big need to remind them they need to stay focused on their
assignments. There are a couple that use this time for study hall, so they may use
the internet for that.
Period Five
Period Six
12:29-1:16
1:21-2:08
Classroom Snapshot
Period Seven 2:13-3:00
Prep
For Wednesday
Classroom Snapshot
and trying to build independence. Sometimes I have students that will not start a step without me
looking at them. They look to me for approval, but again I encourage them to attempt something
before I intervene. Then we will go back and review the steps where the confusion took place.
Other students with disabilities are in other classes around the school. Most of them can
navigate the school setting without problems, and are in the general population. There are some
that have Plato classes in the LRC (Learning Resource Center) that are mainly, but not always
for students that are identified, and are doing credit recovery from a previous class that they were
not successful in. The LRC is inside the school, and looks like a computer lab.
Here is what a day may look like in the LRC. Students online, some also have this period
where they may use it as a study hall, or have any reader services given for test and quizzes.
Sometimes students use this time for just to work in a quiet space. We encourage earphones,
because some Plato courses have audio available. There is a certified teacher in this room every
period, that way if a student needs extra assistance than there is some in there that could service
them. The Plato classes are nice to have, because they offer an alternative to the classroom.
Some work better with this accommodation.
I have few students that I have on my caseload that access the LRC for Plato classes as
well. I am a Plato teacher for one period a day. Many thing that I do is assist students that need
it. Monitoring their pace, so that they are able to complete their class on time. Some can
47
Classroom Snapshot
complete these classes within a month, this is more than what it would take to do a semester long
class. It really depends how much effort puts into it. Plato can also be accessed anywhere there
is internet access. The only thing that is proctored is their final. Makes a nice change for some.
While in biology, students are required to takes many notes. The biology teacher has a
way to help eliminate extreme writing for the class. The whole class uses this method, not just
identified students. The teacher has a note sheet where students are just filling in a word blank
from a power point that is displayed on the board. The teacher will read through the notes, so
students automatically get the reader services. With only having to fill in small parts the students
have time to listen to the instruction instead fight through having to write in all down, and miss
what is being taught. I will have a copy of the notes and assist those that are unable to keep up to
avoid frustrations.
I also take pictures of the weekly assignment board, and will forward that on to parents.
This also keeps them aware of what on the agenda for the week. It does take away from the
student taking on some responsibility, but if it helps I will do it.
Many of the students on my caseload are spread throughout the school in many different
types of classes and periods of the day. Sometimes it can be hard to attend to all students, and
impossible to do it all in one day. I make it a point to make contact with all my students even if
it is just with a small greeting, and how are you doing type of thing. To monitor progress without
massive footwork is I check behind the scenes. Part of my daily regiment is to go through
48
Classroom Snapshot
Skyward. Here is where all the students on my caseload are listed. I can pull every ones grades
on a daily bases. If someone is falling through the cracks I can spot it.
School Environment
Brown County High School has a special place in my heart. One, because I grew up in
Brown County, and graduated from there. The school has changed quite a bit since then, but the
overall feel is there. Excited to be a part of my counties educational system. When I enter the
building, I first see this amazing office staff. These women do more in the first hour of school
than most do all day. They are helpful, and greet everyone that comes through the door, monitors
incoming emails for staff of important information, works together with scheduling of meeting
rooms for conferences, fielding phone calls (which never seem to end), doing attendance,
attending to teachers, visitors, and substitutes on a daily basis. They are also in charge of who
enters the building. You have check in with them to be buzzed in to the school. I do not think
anyone really understands how much they do. Both are great, and are greatly appreciated.
the wonderful custodial staff. This is Candace a, she is part of keeping it this way. I feel that it is
important to keep a friendly face to everyone, and address people by name, so that they know
you recognize them. Some may feel they do not get any appreciation, but our school is clean.
She knows I do a lot of math, so she is always collecting pencils for me. She make it so that
students are not afraid to sit at tables, or use the restrooms. She keeps it clean, and our office
staff helps keep it safe. Great combination.
49
Classroom Snapshot
As you enter through ours into the main school building, the morning is the busiest time
of day where students are in the halls, in the commons, and even in classroom for before school
tutoring sessions. Students often are talking about assignments, what they did last night, and
possibly even what they may be doing during the weekend. Many of the athletes are talking
about practices, and upcoming games. Students in the morning could also be walking, and
getting a small bite to eat in our cafeteria. When you walk by the restrooms, you typically see
certain amount of young ladies prepping themselves up for the day.
After a while when the bell rings, and I might be walking in the halls to get to another
class. As I pass other classes, I hear many of the more vocally outspoken teachers before I even
get to the rooms. The halls are narrow, so voices carry. They can be discussing about current
assignments they are working on, and sometimes some off task conversation to get students
motivated by having a few minutes of time to make connections with the students. When I
finally walk by the doors, I see some teachers who sit on top of desk during their lectures, some
teachers walk around the room, and some stand at the back of the room. Other rooms, such as
French (I spoke mainly Spanish), I am afraid I have no idea what they are saying, but sounds
incredible, and students are engaged.
Our school seems to be small compared to others, but there is pride in showcasing things
around the school. Pictured below are many years of banners displaced to credit the thespians of
our time. Some are really impressive, so I can just imagine how the productions were. Another
picture below shows our world interest in caring about the horrific happenings between other
countries. The board shows work from the students in French class. They put thought into what
50
Classroom Snapshot
happened in Paris during the recent attacks. Each poster represents a students emotions.
Created with thought and pride. It is not just about speaking the language that draws you in, it is
the culture of the class that takes the students to a different level of understanding.
On a lighter note, there are still other places around the school that are places for
astronomical information to be heard, or important things to know about. That is the teachers
lounge. It is located just across from the library. It is located in a good place, because there is
not a classroom that could be distracted by people coming in out of the doors. What I like most
is that it can be very informative on about any topic. A lot of times there is talk about a student
that may have done something to spark an insightful conversation, the news, weather, and even
government issues.
I love going in there, because I never know what is going to happen, or be said. I find it
is a place where many can also brainstorm in the middle of the day, or can even just be a place
where one can just take a break. Either way, it is a must have most of the time. We have a
refrigerator, four microwaves, pop machine, oven, sinks, dishes, and a snack bar. Quite a place.
Below are some of my exciting co-workers pondering about the weather. Great sense of
community.
51
Classroom Snapshot
Many times after school you will also get get converstaion. This is where you see
teachers congregating together in the hall way. This brings together staff in discussion about
their lives, or their afternoon events in a community like feel. Some coach, or are ticket takers,
others are just there to throw out some thoughts that seem to be of the topic for the day. Much
like the teachers lounge, but with other teachers that do not commonly eat lunch or have a prep
together. Students sometimes randomly stop by and ask about an assignment, or come together
as study group for a project that has taken outside of class time. But, for the most part students
generally are only around teachers for sporting events, practices, clubs, and tutoring.
Teachers do not often get the time to just break free, and choose who they want to sit with
and make conversation. Many are put into groups by departments. So, all math teachers
generally have department meetings together. English teachers are grouped together, and science
teachers are grouped together. Department heads are those who choose to do a little more than
the others. Such as leading the groups and making agendas. This is voluntary most of the time
about who chooses to be department head, but can also be appointed. Knowing that the teams
are working together is shown by consistency in those departments. One good piece of evidence
is the grading scale, and how much assignments, test, quizzes and projects are weighted. All the
teachers in all the individual departments have their own way of setting it up.
Teachers of departments are solid when it comes to teaching standards, and setting the
grades to reflect that the standards have been met. Students will be pleased to know that they are
being taught to best guidelines with in the state of Indiana. Students are also being equipped
52
Classroom Snapshot
with using modern technology, and learning new ways of getting access to technology through
phones, IPADs, Google Classroom, and Chrome Books. Students learning conditions are up to
speed with other schools around them. Students will be
prepared to enter adulthood with the knowledge on how to be successful in post-secondary
schools.
Students are not the only ones learning in our schools. We as teachers are always
learning as well. Some of the ways this happens is by attending professional development
meetings, staff meetings, department meetings, and small group meetings that reflect on
advisory. We as a staff are constantly sharing ideas, and brain storming. Our superintendent will
send out important updates from the state. There is always something being noted by the
principal. Many times colleagues will come together and share any insightful information.
Here is my office below. It is unfortunately in a conference room. Not the best place for
it, but it is a space. Other conference room areas are in the library, in the principals office, or in
a vacant classroom that is available for larger conferences. Workrooms, are always busy with
teachers in, and out. This does not make for an area that allows people to feel comfortable. If
there is a whole school meeting for staff we go to the auditorium. When teachers plan during
their prep periods, it is generally done with in one of the teachers room.
As a whole, this school is doing what is best to meet the needs of its students population.
Counselors, teachers, staff, and parents hold open lines of communication. We are a small
community, but strong about youth and their education, and well-being. There have been many
53
Classroom Snapshot
things offered beyond that of the school day that shows interest to the students needs. The
corporation continues to embrace the importance of their teachers and sticks by them to see that
they are held to the upmost respect. I am solid here, and have no desire to venture outside of my
community, or corporation. For me it is not about the money or politics. For me it is about
doing my best to give every student the equal opportunity to be a successful, feel safe, and know
that they have a future.
54