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Classroom Factors

The classroom has six tables for the students to work at. Two tables are low to the ground. At these tables, the
students can sit in pillows, small rugs or a big rug. There is also a tall table for students who want to stand up
and work. Throughout the room there are also certain spots around the room where students can work
individually. Lap desks are also an option. At each table, there are different types of seating. One table has
stability balls. Another table has wiggle seats. Each time the students are dismissed from the rug, they can
choose a different spot to work. They are encouraged to choose a spot that will be best for them.
When the students come in, they are to begin their morning work. After that, they are to make their
lunch choice and choose four books from the classroom library to put in their book box. Mrs. Peace has this rule
in place so the students are not shopping for books during reading time. At 8:00, the morning news show starts.
We begin morning meeting around 8:15. At 8:30 we begin writing. After that we do a reading lesson and the
students have a snack. Mrs. Peace also pulls guided reading groups during this time. Next, we do words study.
This is a lesson on spelling and letter sounds. We go to recess at 10:45 and lunch at 11:15. After lunch we begin
math and the students go to related arts at 12:40. We end the day with social studies or science.
There are 20 chrome books available to the students. We are short one chrome book. So far, it has
worked out where a student has been absent on a day where we all use the chrome books at the same time. We
are supposed to be getting another one soon. There is a Promethean board in the room. We use this very often.
Parents are very involved. We have parents that volunteer to make copies. They usually come on Fridays. There
is also one parent who has volunteered to pull out a small group of our high flyers. Parents are also
responsible for bringing snacks for the class.
The classroom rules for the class are mostly the same as every other class. They are expected to control
their voice, their body, use their imagination, concentrate and cooperate. Second grade uses a behavior clip
chart. Each students starts out on green each day. This color means that have met expectations. Throughout the
day, they can move up or down. If the student is on blue, that means they have exceeded the expectations.
Purple means that they have greatly exceeded the expectations. The students could also move down to yellow,
which is a warning. If the student is on orange, they receive a consequence from the teacher. Red is the lowest
color; Mrs. Peace will call home if the student is on red at the end of the day.
School Factors
Stone Academy is a very historical building. The school building was sold to Greenville County in
1923. Stone Academy is an arts integrated magnet school. They have a new principal starting this
year. For related arts, they offer dance and drama. They also offer art, physical education and music. Stone is
three stories tall. It has a gym and cafeteria downstairs. The library is on the second floor, along with
the related arts wing. All of the special services are located on the third floor. Grades K-2 are on the first floor.
The fourth and fifth grades are on the second floor. There is a guidance counselor on the first floor. She also
does lessons in the classrooms once a month. The students can fill out a form from their teacher if they need to
see the counselor. Mrs. Howard also has a mail box in her room for the students to drop of their forms.
Of the 608 students at Stone, 35.7% of them are on some type of government assistance. Twentyone percent are in the gifted and talented program. This does not start until third grade. Only one percent of
students are retained. There is also a program for strings beginning in third grade. After school, Stone offers a
program called ENCORE. These are after school classes the students can sign up for. Some of the classes
include: dance, drama, arts and crafts, percussion and guitar. They also offer an in house day care called "after
care".

Student

Total Number of Students

21

Ages of Students

7-8

Total Male Students

12

Total Female Students

Total Caucasian Students

16

Total African-American Students

Total Latino/Hispanic Students

Total Asian/Pacific Islander Students

Total Other Race Students

Demographics

Student Special Services Count


How many students receive Speech
Services

How many students receive ESOL


Services
How many students are in Resource

How many students are pulled out for


Reading Intervention

How many students are pulled out for


Math Intervention

How many students receive Gifted and


Talented Services

2 magnet students

Any other special services

1 student has a behavioral


intervention plan.

Student
GB

Reading
149

Math
173

TB
LB
WC
HCH
WF
SH
WI
HJ
RA
JM
EO
SP
ER
LS
JH
JT
HT
LW
PW
PZ

168
179
163
224
161
159
169
195
157
183
186
172
196
192
176
176
193
193
199
188

179
199
167
211
162
166
168
182
174
177
184
167
177
182
184
184
194
175
187
184

Student MAP scores


The math average for a second grader in the fall is 175. The reading average for a second grader in the
fall is 174. The students took the MAP test in September. Students GB, JM and LW take their test in a small
group setting with the resource teacher. The students highlighted in red indicate below average. Students
highlighted in green indicate above average.

Instructional Implications
There are a wide range of abilities in this classroom. We have a few students who are reading on a
kindergarten level. We also have a few students reading on a fifth grade level. When the lower students take
tests, the questions are read to them. Me or Mrs. Peace usually sits with them through the tests. During math,
our highest student does different worksheets. When planning lessons, I have to think about my low and highest
student. I will strive to challenge my highest student. To keep her from getting bored, we give her fourth grade
work. For kinesthetic learners, manipulatives are available. These manipulatives are used mostly during math
instruction. For visual learners, the teacher writes brief instructions on the board. The instructions are read aloud
for the auditory learners in the class.