Shadow a Student for a Day

Student Data
7 yrs old 1st year at Loring School Has other siblings in the school Teacher described student as being a younger second grade in age but a physically bigger student Student ILP indicates that students strengths as love of reading, curious, determined, empathetic with genuine excitement

Date: October 24, 2013

Class Schedule 8:30-9:15 Breakfast/Morning Meeting 9:15-9:55 Focus timeReading 10:00-10:45 Readers Workshop 10:55-11:53 Science 11:45-12:15 Recess 12:15-12:45 Lunch 12:50-2:15 Math 2:15-2:45 ST Math 2:45-3:00 Snack

Grade: 2
Focus Time 9:15-10:00 AM
Tiered reading intervention time. Switched teacher for service Teacher worked with 2 groups, tiered 1 and 2 of about 14 or less per group. 1st activity was to find answers on a worksheet with teacher guidance, 2nd was to read individually and respond in writing. Student was highly responsive to small guided group learning in Act#1. He raised his hands 12 times and was called once. MATH/ST MATH 12:50-3:00 PM Sat in second row nearest teacher on carpet As student continued to sit and wait, he began to hum softly (I couldnt hear from back of room) he was sent to take a break in buddy room At buddy room, he sat still and looked around the room. Returned to math class after 11 minutes Upon returned to class, he went to sit at his desk Eventually he fell asleep and slept from 12:38-12:44. I woke him up for ST Math after the teacher left with the rest of the class. Upon arrival at the computer lab, teacher told him to go to nurse for some more rest. He rested until 2:40 PM & returned to class for snack.

Breakfast/Morning Meeting 8:30-9:15 AM

Student arrived with breakfast in hand Students ate breakfast Students go to library to change books individually Student was the last one to return from book exchange Everyone was called to sit on carpet for morning meeting Students sat in circle and greeted one another.

Reading 10:00-10:45 AM Sat in 2nd row nearest teacher on carpet for whole group instruction Was the 2nd to last student still looking for a book to read during independent reading At guided small group practice, student sat next to teacher and asked twice for the date to write on clipboard (10 mins) During independent reading time, he sat quietly at his desk and stared around the room until I remind him to read. Read two books after I reminded him once & he got a praise from the teacher for being quiet even when a misbehaving student was distracting him. During pair-share, he was the only who had no partner. He became frustrated by sighing loud enough for me to hear from the back. He started to slam his books on table & let out more heavy sighs. When a student walked by and bumped into him, he made a loud growl. Teacher talked to him.

Science 10:55-11:45 AM
Student had a challenging time following teacher s directions Was in the take-abreak chair twice with several reminders to follow directions for sitting still and being quiet. Raised hands to respond to questions.

Playground/Lunch 11:45-12:45 AM
Was last in line during recess. Asked teacher a question, I thought we can play tennis on only Tuesdays and Thursdays so how come you bring tennis equipment on Friday? Teacher responded by saying You should say Thank you Ms. ___ for bringing out the tennis equipment. Spent half the time walking alone until he finally joined a group to play in the sand toward the last 5 minutes of recess. He was first to wait in line when whistle was blown signaling the end of recess. He waited but no students came to stand behind him.

They formed a new line and indicated to him to go to the back of the line.

Sitting in Place Classroom Behaviors

Hand Raised vs. Being

% of Teacher/Student Talk

Student Attendance

(context of 1 period) Called On 90% or more of the time, student sat quietly at desk or in spot on carpet Subjec Hand Called Eyes are: 50% of the time staring straight t Raised ahead or on the floor or at the desk at the /Teach work materials er Range of 10-20% hand raising depending 1 12 1 on subject/teacher 2 5 0 30% doing the work or focusing on 3 6 4 teacher 4 4 0 Student demonstrated frustration usually * Note: Student was called toward the end of each subject period via near the end of having raised letting out a frustrated sigh, slightly hands several times slamming books on table, using hands to hit on table, getting emotional, withdrawn or interacting with other students, etc.

90/10% +

97%