Classroom Snaphot

Classroom Snapshot
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
Thumb Sketch of Students......Page 3

Classroom Snapshot..Page 45
School Environment..Page 46
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
Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

determination: Anastasias evaluation shows that she is SLD in the areas of basic reading,
reading comprehension, and reading fluency. These impede her ability to learn at the same levels
as her peers.
Teacher of Record: Anna Cassiday
Teachers: Kristi Billings (Choir), Ethan Schreiber (Social Studies), Kirk Wrightsman (English
10), Julie Owens (P.E.), Lance Miller (Photography), Eric Nolan (Biology), Matthew Roberts
(Geometry), and Margo Seastrom (Advisory).
Date of Annual Case Conference: 08/06/2015
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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:
Setting and Environment: Student tested in small group setting.

Timing and Scheduling: Student is provided with extended testing time for test sessions.
Access to the Learning Resource Center.
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
Area of Disability: Primary Disability: Autism Spectrum Disorder
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.
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).
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
Extra time, reader services, small group, scribe, calculator.

Historically JC has received numerous accommodations that are rarely used.
We will however, keep some accommodations as options that can be used at JCs
request, for the coming school year, to include: 1. access to word processor 2. Computer
dictation program 3. Copies of notes provided if he makes a good faith effort to write
notes during class.
Additionally, JC may enroll in classes taught in an alternative manner or an alternative
site, if the case conference committee agrees, such as an on-line course.
Statewide Assessments Adaptations Scores:

ECA-ALG I
04/20/2015
Algebra 630 P
ISTEP
05/06/2014
English Lang. 559 508 P

Math 634 537 P
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
Area of Disability: Primary Disability: Other Health Impairment

Reasons of eligibility determination: Based on medical, intellectual, academic struggles
presented, the case conference committee determined that the student met the criteria as a student
with a neurological/health impairment that is probably the source of the other issues noted.
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)
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:
Reader services for tests, assignments, 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.
Copies of notes provided upon request to supplement students own notes. CC will take
notes independently, but may request notes to supplement incomplete notes. In order to
aid in the learning process, he will copy the notes. The 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.
Extra time (time and a half) for assignments, quizzes and tests as needed
LRC pass to get extra help.
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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.

ECA-ALG I
04/20/2015
Algebra 605 P
ISTEP
05/06/2014
English Lang 533 508 P
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

determination: MG scores within the average range of cognitive ability. However, her working
memory and processing speed were weaknesses for her.
Teachers: Kirk Wrightsman (English 10), Julie Owens (P.E.), Lance Miller (Photography),
Laurie Godfrey (Drama), Jay Myers (Psychology), Joey Grissom (Biology), Cheryl Fox
(Geometry), and Matt Williams (Advisory).
Strengths of the Student: Academically, MG does pretty well and maintains good grades. MG
is polite, gets along easily with peers and staff, and seems to want to do well in school. She takes
directions well from staff and is able to complete most of her work independently.
8
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.

ECA-ALG I
04/20/2015
Algebra 660 P
ISTEP
05/06/2014
English Lang 463 508 DNP

Math 492 537 DNP
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
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.
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).
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:
10
Classroom Snapshot
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions.
Presentation Format: Test read aloud to the student (except items testing comprehension).

ECA-ALG I
4/20/2015
Algebra 639 P
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

determination: Upon CHs initial evaluation, he demonstrated a significant difference between
his expressive and receptive language skills. In addition, given his overall average intellectual
ability, his reading and written language skills were not developing at a level/rate commensurate
with his peers. CH has been successful with the extended time and support which should be
continued next year.
Teachers: Ethan Schreiber (Social Studies), Kirk Wrightsman (English 10), Julie Owens (P.E.),
Eric Nolan (Biology), Matthew Roberts (Geometry), Nathan Suddeth (Study Hall), and Donna
Alwine (Spanish 2).
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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
Use of audio versions of texts and novels; some will be available in the LRC; others can
be brought by the student.

ECA-ALG I
04/20/2015
Algebra 615 P
ISTEP
05/06/2014

Math 613 537 P
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
Area of Disability: Primary Disability: Other Health Impairment Reasons of eligibility

determination: IKs diagnosis of ADD does interfere with his functioning in the classroom and
the case conference committee has determined he is eligible for support services through an IEP.
Teachers: Ethan Schreiber (Social Studies), Julie Owens (P.E.), Charles Hutchins (English 10),
Matthew Roberts (Geometry), Eric Nolan (Advisory), Colten Sample (Health), Laurie Godfrey
(Drama), and Jim McFall (Biology).
Strengths of the Student: IK works hard in class, is respectful of peers and adults, cares about
his grades, makes and maintains friendships, is active and has a good sense of humor.
Need: He struggles to stay organized, turn in assignments without significant support, and has
several low grades. Improvement in organization, completion and grades in all classes.
Concerns: Being un-attentive focusing does interfere with his ability to focus in class and
impacts him even though it is not something that is shown in outward behaviors.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: IKs adaptations are:
Preferred seating: Sits in the front of class.

IK will be provided extended time, time and a half, for completing in class assignments
and exams.
He will be allowed the use of a calculator at time that the use of the calculator will not
interfere with the teaching of the standard.
IK will be provided with reader services to assist his understanding of unknown words,
13
Classroom Snapshot
or the understanding of text.
ECA-ALG I
04/20/2015
Algebra 627 P
ISTEP
05/06/2014

Math 537 537 DNP
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

determination: Due to SKs ADD and relative weakness in the area of written expression, SK
requires academic, behavioral, 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, she continues to meet the eligibility determination as a student with
another health impairment.
Teachers: Ethan Schreiber (Social Studies), Charles Hutchins (English 9), Eric Nolan
(Biology), Matthew Roberts (Geometry), Chris Todd (Const. Tech), and Jay Meyers (Advisory).
Strengths of the Student: SK is quiet, non-distracting, and takes her time on test. SK is open to
14
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:
Response Format: Student has use of a calculator during sessions identified as noncalculator sessions
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.

ECA-ALG I
09 04/20/2015
Algebra 655 P
ISTEP
05/06/2014

Math 592 537 P
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
Area of Disability: Primary Disability: Specific Learning Disability. Secondary Disability:

Language Impairment Reasons of eligibility determination: The case conference committee
determined that he met the qualifications for the listed disabilities at that time.
Teachers: Charles Hutchins (English 10), Joey Grissom (Biology), Donna Alwine (Plato
Biology), Colten Sample (Health), Donna Alwine (Grammar), Hillary Frye (English 9), and Jay
Meyers (Advisory).
Strengths of the Student: JL is a pleasant young man. He is always respectful, and gets along
with staff and peers.
Need: JL needs to be prepared when it comes attending class. Assistance has been given, such
as folders, pencils, and pens to complete daily assignments. This he has shown to be a weakness.
Concerns: JL has been historically well mannered in class. The main concern is that he will not
do any work outside of class. Afterschool assistance has been rejected by JL.
Medical Concerns: Diabetes
Therapy Types: JL receives 2 sessions of language therapy services per month to include direct
services and/or consultation as needed.
16
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.

ECA-ALG I
09 04/20/2015
Algebra 629 P
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
Area of Disability: Primary Disability: Other Health Impairment. Reasons of eligibility

determination: The Case Conference Committee has determined by the result of the educational
evaluation testing has determined that CM is eligible for services as a student with an OHI.
Teachers: Mark White (Algebra 2), Greg Mosley (Etymology), Ethan Schreiber (Geography),
Matt Williams (Chemistry), Tom Baker (Study Hall), Lance Miller (Photography), Kirk
Wrightsman (English 10), and Katy Lane (Advisory).
Strengths of the Student: CM is very bright and responsible young girl. She takes pride in
getting work done and contacts her teachers for assignments hat she is missing.
17
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:
LRC at any time upon her request.

Timing and Scheduling: Student is provided with extended testing time for test sessions
Timing and Scheduling: Student provided with additional breaks.

ECA-ALG I
08 05/23/2014
Algebra 591 564 P
ECA-B ECA-BIO I
09 04/20/2015
Biology 580 P
ISTEP
08 05/06/2014
English Lang. 584 508 P

Math 548 537 P
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
Area of Disability: Primary Disability: Emotional Disability Reasons of eligibility

determination: The case conference has determined that RM is eligible for special services as a
18
Classroom Snapshot
student with an emotional disability due to the current test results and her past history
Teachers: Donna Alwine (Geography), Matt Roberts (Geometry), Kristi Billings (Choir), Joey
Grissom (Biology), Charles Hutchins (English 10), Julie Owens (P.E.), Katy Lane (Advisory)
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:
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).

ECA ECA-ALG I
09 04/20/2015
Algebra 632 P
19
Classroom Snapshot
ISTEP
08 05/06/2014

Math 512 537 DNP
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

determination: Due to LMs difficulties in the areas of language arts and organization, LM
requires academic and organizational interventions, and supports to be successful 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.
Teachers: Christopher Townsend (Project Lead the Way), Moranda Terwilliger (Spanish 1),
Joey Grissom (Biology), Kirk Wrightsman (English 10), Colten Sample (Health), Gerald Long
(Study Hall), Mark White (Algebra 2), and Katy Lane (Advisory).
Strengths of the Student: LM has done well overall academically this year. He is able to keep
up in all classes, and in turning in assignments using his extended time accommodation.
20
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.

ECA ECA-ALG I
05/23/2014
Algebra 664 564 P
ISTEP
05/06/2014

Math 640 537 P
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

determination: MM has demonstrated difficulties with early literacy skills, weak
expressive/receptive language skills, and weak skills with processing information. Since his
initial evaluation, and with academic support, MM has made nice academic gains. The case
conference committee agrees that MM needs to continue to have access to special education
services in order meet his unique educational needs.
Teachers: Ethan Schreiber (Geography), Joey Grissom (Biology), English 10 (Kirk
Wrightsman), Matt Roberts (Geometry), Chris Todd (Construction Tech. 3 periods)
Strengths of the Student: MM is a relatively quiet self-motivated young man. He is always in a
good mood, respectful to his peers and teachers, and wants to do well.
Need: MM will need support in reading material, as well as support for the writing and editing.
He will benefit in keeping notebooks with notes and class materials that he can take home to
review.
Concerns: He seems to have issues with taking tests. Needs to ask more questions in class if he
does not understand a concept, and access the LRC if needed for this support.
Medical Concerns: MM has asthma, and has use of an inhaler.
Therapy Types: 0 (Dismissed from language therapy)
Classroom Adaptations: MMs adaptations are:
22
Classroom Snapshot

ECA-ALG I
09 04/20/2015
Algebra 644 P
ISTEP
08 05/06/2014

Math 583 537 P
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

determination: Due to TNs language and vision disabilities, TN requires social, 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 and
vision impairment.
Teachers: Dean Keefauver (Intro to Manufacturing), Joey Grissom (Biology), Charles Hutchins
(English 10), Tom Baker (Study Hall), and Chris Todd (Building Trades).
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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
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.

ECA ECA-ALG I
09 04/20/2015
Algebra 647 P
ISTEP
08 05/06/2014

Math 533 537 DNP
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.
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Classroom Snapshot
Name: Student BP
DOB: 07/08/2000

determination: The original case conference committee determined that BP had attention issues
that interfered with her performance, meeting the criteria as Other Health Impairment.
Teachers: Joey Grissom (Biology), Matt Roberts (Geometry), Donna Alwine (PlatoGeography), Charles Hutchins (English 10), Matt Huffman (Advisory), and Chris Todd (Building
Trades 3 periods).
Strengths of the Student: Briana has a sincere part of her that really wants to do well. She likes
her music, and can do well when it is something that interest her.
Need: BP needs to maximize her educational time to complete work that would and improve her
grades.
Concerns: Not turned in many of her assignments and has not made a point to actively
participate in class resulting in not passing classes for credit needed to graduate.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: BPs adaptations are:
Reader Services: Students may request assistance with reading on test and quizzes,
except for testing of comprehension.
provided upon request to supplement incomplete notes.
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 the LRC as needed.
25
Classroom Snapshot

ECA ECA-ALG I
09 04/20/2015
Algebra 570 P
Behavior Concerns: Truancy, mainly when she leaves to go to building trades.

Personal Notes: BP has many home life issues that make school difficult at times.
Name: Student RR
DOB: 05/15/2000

determination: RR continues to be eligible as a student with a learning disability as defined by
Indiana State Board of Education (Article 7)
Teachers: Ethan Schreiber (Geography), Kirk Wrightsman (English 10), Joey Grissom
(Advisory), Matt Roberts (Geometry), Eric Nolan (Biology), and Chris Todd (Building Trades).
Strengths of the Student: RR typically works to the best of his ability in class. He is a kind
young man.
Need: RR needs to use strategies to improve test and quiz scores by reviewing notes and
studying for tests.
Concerns: Once RR is engaged with something he goes full tilt, it is just hard to get him going
at times.
Medical Concerns: 0
Therapy Types: 0
Classroom Adaptations: RRs adaptations are:
26
Classroom Snapshot
Timing / Scheduling: Student is provided with extended testing time for test sessions.

ECA-ALG I
09 04/20/2015
Algebra 641 P
ISTEP
05/06/2014

Math 482 537 DNP
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

determination: KS was identified as OHI due to attention-deficit issues requiring assistance and
resource support in the areas of organization, re-teaching, and remediation.
Teachers: Ethan Schreiber (Geography), Kirk Wrightsman (English 10), Joey Grissom
(Advisory), Matt Roberts (Geometry), Joey Grissom (Biology), and Chris Todd (Building
Trades).
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:
Presentation Format: Test read aloud to the student (except items testing
comprehension).

ECA-ALG I
04/20/2015
Algebra 642 P
ISTEP
05/06/2014

Math 560 537 P
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
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.
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).
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.
Statewide Assessments Adaptations Scores

ECA-ALG I
09 04/20/2015
Algebra 631 P
29
Classroom Snapshot
ISTEP
05/06/2014

Math 504 537 DNP
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

determination: Eligibility determination is necessary to give IS the special education & language
services she needs to perform to her full potential academically. Based off of these standardized
scores, would no longer qualify as a student with a language impairment.
Teachers: Ethan Schreiber (Geography), Kirk Wrightsman (English 10), Lance Miller
(Photography), Tom Baker (Study Hall), Matt Roberts (Geometry), Eric Nolan (Biology), Colten
Sample (Health), and Chris Townsend (Advisory).
Strengths of the Student: IS is a very social young lady. She has a nice group of friends. She
can do well, and extra small group assistance will benefits IS.
Need: IS needs supports where she can have operations and concepts retaught. In addition, she
would benefit from guided practice of those operations and chances for continued review for
quizzes and tests.
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.
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.

ECA-ALG I
09 04/20/2015
Algebra 636 P
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

determination: The case conference committee determined that GSs emotional state impeded her
educational progress and met the criteria as a student with an emotional disability
31
Classroom Snapshot
Teachers: Ethan Schreiber (Geography), Charles Hutchins (English 10), Chris Todd (Building
Trades), Matt Roberts (Geometry), Joey Grissom (Biology), Margo Seastrom (Advisory).
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
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
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.

ECA-ALG I
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

determination: Due to VWs language disability, she requires academic interventions and
supports to be successful within the general education environment and with the given standards
for the curriculum. Because of these needs, she continues to meet the eligibility determination as
a student with a specific learning disability.
Teachers: Mark White (Algebra 2), Eric Fohl (English 10), Laurie Godfrey (Adv. Theatre Arts),
Moranda Terwilliger, (Spanish 1), World History (Kevin Greve), Eric Nolan (Biology), Margo
Seastrom (Advisory), and Kristi Billings (Adv. Choir).
Strengths of the Student: VW is a very caring, hardworking, responsible, and smart young
lady. She continues to make tremendous gains academically. VW recognizes her own strengths
and needs in school.
Need: VWs response time is slower than her peers, both orally and in writing. Vera may
experience more difficulty in the reading selections, making reading fluency slower than her
peers as well.
Concerns: VW also suffers with dyslexia which makes math harder, but self-advocates to get
33
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 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.

ECA-ALG I
05/23/2014
Algebra 571 P
ISTEP 2011
05/06/2014

Math 632 537 P
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

determination: KZ has had a history of significant emotional, and learning difficulties which
34
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.
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).
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.
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.

ECA-ALG I
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.
Students with Section 504 plans:
Name: Student MC
DOB: 08/06/1999
Area of Disability: Concussion

Teachers: Cheryl Fox (Geometry), Charles Hutchins (English 10), Ethan Schreiber
(Geography), Nathan Suddeth (Study Hall), Colten Sample (Health), Mark White (Algebra 2),
Joey Grissom (Biology), and Sarah Axton (Advisory).
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.
*These accommodations very from week to week based on doctors notes.

ECA-ALG I
09 04/20/2015
Algebra 698 P
ISTEP 2011
08 05/06/2014

Math 581 537 P
37
Classroom Snapshot
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

Teachers: Hillary Frye (English 9), Ethan Schreiber (Geography), Sarah Axton (Algebra), Julie
Owens (P.E.), Hannah Newlin (French), Jim McFall (Biology), and Kevin Greve (Advisory).
Date of Annual Case Conference: No annual, but initial 1/18/2016. TOR keeps updated reports
from physician documented to teachers. This case conference meets once student is released to
close out.
due.
Need: AG needs to use time available, and try not to overdue anything that might be cause
overexertion.
Concerns: AG is becoming frustrated by concussion, causing undue stress resulting in
headaches.
Medical Concerns: 0
Classroom Adaptations: AGs 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
38
Classroom Snapshot
*These accommodations very from week to week based on doctors notes.

Statewide Assessments Adaptations Scores: None on file at this time.
Personal Note: AG is sweet, but wants to recover quickly, and it may need to be slower than
she thinks.
Name: Student GK
DOB: 11/08/1999
Area of Disability: Diabetes

Teachers: Mark White (Algebra 2), Kirk Wrightsman (English 10), Kevin Greve (World
History), Moranda Terwilliger (Spanish 2), Tom Baker (Computer Programming), Chris
Townsend (Project Lead the Way), Joey Grissom (Biology), Jay Meyers (Advisory).
Need: GK needs to become more independent when it comes to knowing what supplies he
needs to have while at school.
Concerns: GK sometimes does not go to nurse when needed, and have supplies needed. Parent
then needs called to come in and assist with getting supplies in. Parent wants him to be more
responsible.
Medical Concerns: That GK needs to stay aware of medical supplies.
Therapy Type: 0
Classroom Adaptations: GKs adaptations are:
39
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.
ECA-ALG I
08 05/23/2014
Algebra 583 564 P
ISTEP
08 05/06/2014

Math 596 537 P
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

Teachers: Matt Roberts (Geometry), Kirk Wrightsman (English 10), Angie Miller (Study Hall),
Lance Miller (Painting), Advanced Theatre (Laurie Godfrey), Alice Mannix (Spanish 2), Joey
Grissom (Biology), and Chris Townsend (Advisory).
Date of Annual Case Conference: No annual, but initial 12/04/2015. TOR keeps updated
reports from physician documented to teachers. This case conference meets once, or more if
requested, and then when student is released to close out.
40
Classroom Snapshot
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
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.
ECA-ALG I
09 04/20/2015
Algebra 688 P
ISTEP
05/06/2014

41
Classroom Snapshot
Math 576 537 P
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
Area of Disability: ADHD and Mood Disorder

Teachers: Cheryl Fox (Geometry), Kirk Wrightsman (English 10), Jenny Day (Ceramics), Jay
Meyers (Psychology), Kevin Greve (Current Problems and Issues), Moranda Terwilliger
(Spanish), Joey Grissom (Biology), and Sarah Axton (Advisory).
Need: VC needs to remove herself from situations that cause anxiety resulting in her mood
disorder.
Concerns: VC can sometimes be moderately demanding and impatient.
Medical Concerns: 0
Therapy Type: 0
Classroom Adaptations: VCs accommodations are:
Access to LRC (Learning Resource Center) for support.
*Additional accommodations can be added later after review with the 504 committee.
42
Classroom Snapshot
ECA-ALG I
04/20/2015
Algebra 667 P
ISTEP
08 05/06/2014

Math 569 537 P
Behavior Concerns: She can become argumentative and reject help.

Personal Note: VC has come a long way in controlling her actions, and emotions.
Name: Student ZC
DOB: 09/18/1999
Area of Disability: Vision, Diplopia

Teachers: Donna Alwine (Geometry), Kirk Wrightsman (English 10), Jay Meyers
(Psychology), Brian Galm (Creative Writing), Vince McCann (Intro to Accounting), Donna
Alwine (Biology), Kristi Billings (Chorus), and Sarah Axton (Advisory).
Need: Continued therapy with outside physician, and us accommodations available to lessen
visual strain.
Concerns: This problem is related to her eye alignment, due to weak muscles, and can relate to
double vision.
Medical Concerns: 0
Therapy Type: 0
Accommodations: ZCs accommodations are:
Seated in front and centered of the classroom.

Copies of notes provided to her
Use of CDs and tapes to assist her with reading
43
Classroom Snapshot
Less print per page (either double spacing or enlarge print)

No scantron tests
Reading assistance with tests outside of the classroom
Shouldnt be asked to read allowed
No word finds
Will take paper/pencil ECA test, not online; ZC can track words better on
paper than on screen. She also needs more time (time and a half) and more
frequent breaks during that time. If no paper/pencil version of the ECA is
available, ZC can have the questions for Algebra read aloud. The same
accommodations would be available for the biology ECA at the end of her 10th
grade year, as well as for portions of the English ECA.
More frequent breaks during standardized testing
Access to programs such as Book Share, Read Out Loud, and Read Write
Gold, which transfer printed material into an auditory presentation
ZC will be given passes to the LRC to access any accommodations mentioned
above. These passes can be used after instruction is over. These passes will
be unlimited.
ZC will be able to use a Nook (provided by her)to have text downloaded

ECA-ALG I
04/20/2015
Algebra 616 P
ISTEP
08 05/06/2014

Math 474 537 DNP
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
Geometry with Mr. Roberts

Caseload Management
Biology with Mr. Nolan
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
Geometry with Mr. Robert

45
Classroom Snapshot
Period Seven 2:13-3:00
Prep
For Wednesday
Period One 8:20-9:10

Period Two 9:15-10:02
Caseload Management
Period Three 10:07-10:54 Biology with Mr. Nolan
*******Period Four 10:54-11:24 Advisory Look at the things in the advisory folder and relay
that info to the kids, and answer any questions if needed.
My Lunch: 11:24- 11:54
Period Four 11:54-12:24 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 12:29-1:16
Period Six
1:21-2:08
Period Seven 2:13-3:00
Prep
If one would notice my schedule also puts me in two of the same classes every day. Not
all of the teachers will do this, they will just stay in one subject area per day. Our schedules are
done by where the most need is, and where students at their grade level struggle the most. Not
necessarily the amount of students per room. The tenth grade students tend to struggle the most
in geometry, and biology. Both of these classes require a lot of focus. There are many steps in
geometry, and a vast amount of information in biology.
While in geometry, students work on IPADS. This can be sometimes very difficult for
students. It takes several steps to log into their account, upload the document, and then work on
a small screen. It can sometimes be very discouraging when technology acts up. I encourage
note books, because once you upload a document there are times that the teacher will grade that
page and put in a file online and you cannot return to it. If you have a notebook you can write
down your work, and use it to go back to when you have to work on other assignments. I tend to
take small groups and help give some one on one when necessary. Breaking down of concepts
46
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.
Coming into the
building itself, it is clean thanks to
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.
School Commons with Thespian Banners
French Class Posters
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

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Thumb Sketch of Students......Page 3

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Setting and Environment: Student tested in small group setting.

Area of Disability: Primary Disability: Autism Spectrum Disorder

Extra time, reader services, small group, scribe, calculator.

Statewide Assessments Adaptations Scores:

English Lang. 559 508 P

Area of Disability: Primary Disability: Other Health Impairment

Reader services for tests, assignments, and quizzes as needed.

Statewide Assessments Adaptations Scores:

English Lang 533 508 P

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 463 508 DNP

Statewide Assessments Adaptations Scores:

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 518 508 P

Area of Disability: Primary Disability: Other Health Impairment Reasons of eligibility

Preferred seating: Sits in the front of class.

English Lang 466 508 DNP

Area of Disability: Primary Disability: Other Health Impairment Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 550 508 P

Area of Disability: Primary Disability: Specific Learning Disability. Secondary Disability:

Statewide Assessments Adaptations Scores:

Area of Disability: Primary Disability: Other Health Impairment. Reasons of eligibility

LRC at any time upon her request.

Statewide Assessments Adaptations Scores:

Algebra 591 564 P

English Lang. 584 508 P

Area of Disability: Primary Disability: Emotional Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 559 508 P

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

Algebra 664 564 P

English Lang 538 508 P

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 515 508 P

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 472 508 DNP

Area of Disability: Primary Disability: Other Health Impairment Reasons of eligibility

Statewide Assessments Adaptations Scores:

Behavior Concerns: Truancy, mainly when she leaves to go to building trades.

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 479 508 DNP

Area of Disability: Primary Disability: Other Health Impairment Reasons of eligibility

Statewide Assessments Adaptations Scores:

English Lang 493 508 DNP

Statewide Assessments Adaptations Scores

English Lang 540 508 P

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

Area of Disability: Primary Disability: Emotional Disability Reasons of eligibility

Statewide Assessments Adaptations Scores:

Area of Disability: Primary Disability: Specific Learning Disability Reasons of eligibility

Statewide Assessments Adaptations Scores: