Iep assistance | Special education | Alabama State University - Montgomery, AL
4. Increase scaffolded peer interactions during guided math groups
Rachel Thomas Ms. Rachel Thomas Lincoln Heights Elementary
- Classroom Observation Report
- Observation Summary
- Arrival and Transition (11:20 – 11:25 AM)
- Warm-Up Activity (11:25 – 11:30 AM)
- Mini-Lesson (11:30 – 11:40 AM)
- Guided Practice (11:40 – 11:50 AM)
- Independent Practice (11:50 – 11:58 AM)
- Behavior and Engagement
- Supports Observed
- Recommendations
Classroom Observation Report Student: Marcus Jefferson Date: November 11, 2025 Grade Level: 5th Grade Subject: Mathematics – Problem Solving with Fractions Time: 11:20 AM – 12:00 PM (After Recess, Before Lunch) Observer: Ms. Rachel Thomas Setting: Inclusive Classroom (General Education + Support) Observation Summary Arrival and Transition (11:20 – 11:25 AM) Marcus entered the classroom slowly after recess, with his head down and hands in his pockets. He appeared withdrawn and did not respond when greeted by the teacher. He wandered briefly around the back of the classroom before sitting down at his desk. When asked to take out his math materials, Marcus sighed audibly and put his head on the desk. A paraprofessional gently prompted him to sit up, which he eventually did after a delay of approximately two minutes. Warm-Up Activity (11:25 – 11:30 AM) The warm-up involved solving three simple fraction comparisons. Marcus picked up his pencil but stared at the paper without writing. He whispered that he “forgot how to do it” and pushed the worksheet aside. A peer offered help, but Marcus shook his head. The teacher approached and encouraged him to try just one problem; Marcus attempted it but wrote an incorrect answer, then erased it and stopped working. Mini-Lesson (11:30 – 11:40 AM) The teacher introduced a real-world word problem involving fractions of a recipe. Marcus initially looked at the board but began drawing on the back of his warm-up sheet midway through the explanation. When the teacher asked for ideas from the class, Marcus did not participate. He sat with arms crossed and did not take notes. Guided Practice (11:40 – 11:50 AM) Students worked in pairs on similar word problems using whiteboards. Marcus refused to join his assigned partner, stating quietly, “I’m not doing this.” When prompted to try just one problem together, Marcus shrugged and began doodling instead. The teacher allowed Marcus to remain seated independently while checking on other groups. Marcus avoided eye contact and was noticeably withdrawn. Independent Practice (11:50 – 11:58 AM) A modified task with visual aids was placed on Marcus’s desk, but he pushed it away. The paraprofessional sat beside him to offer assistance. Marcus looked frustrated and muttered, “It’s too hard.” He began tearing small pieces from the corner of the paper. After some redirection, he was able to write down a number sentence with assistance, but did not complete the problem. He left his seat once briefly without permission to sharpen a pencil that did not need sharpening. Behavior and Engagement Marcus demonstrated low engagement and limited task initiation throughout the lesson. He appeared emotionally fatigued or overwhelmed, particularly during independent and partner work. He did not show any disruptive behavior but displayed avoidance strategies. He did not interact with peers and appeared frustrated when redirected. Supports Observed