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Brielle Laske
April 11, 2016
Professor Romano
Student Impact Project

My second half of student teaching is in a 5, 6, and 7 year old Autistic classroom at

Cappello School in the Mercer County Special Services School District. Nancy is a five year old
student who has been learning math on a first grade level and reading on a kindergarten level.
Nancy is a very bright little girl but has attention deficits. Keeping Nancy on task and focused
takes a lot of time, most of the lessons are filled with redirecting. Nancy is taught math and
reading in a small group with one other student. Nancy is an extremely smart girl; with a lot of
redirecting and time to let her process information she accomplishes her tasks. I chose to teach
Nancy time based on the goals listed in her IEP, which followed the Common Core Standard for
first graders to tell and write time in hours and half-hours using analog and digital clocks.
On April 11, I pre-tested Nancy on time to the hour and half hour. I used two different
worksheets, one for time to the half-hour and the other time to the hour. Prior to the pre-test
Nancy and I reviewed the minute and hour hand using a large analog clock. Nancy had 100%
accuracy on the time to the hour pre-test and didnt get any correct on the time to the half hour
pre-test. Nancy showed that she had previous knowledge of how to tell time to the hour but not
to the half hour.
The following day, Tuesday I moved onto Lesson 1 with Nancy. Lesson 1 consisted
of reviewing the hour and minute hand with the student on a large analog clock. I put different
times to the hour on the large analog clock for the student and had the student verbally read the

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clock for me. The student then completed the Time to the Hour worksheet and completed this
with 100% accuracy. When the student was completing the worksheet, I put the time from the
analog clock shown on the worksheet, on the large analog clock. This made it much easier for
her to read. I worked on this lesson with the student separately in a quiet area of the classroom to
prevent distractions.
On Wednesday we continued onto Lesson 2. Once again we discussed which hand was
the hour hand and which was the minute hand. During this lesson I used the student telling time
practice board. This practice board has an analog clock and digital clock on it. The hands on the
analog clock are moveable and the digital clock can be changed to any time. On the practice
board I changed the analog clock to different times to the half hour. I explained to the student
that when the minute hand is on the 6 this means 30 minutes after the hour. I put a few
different times on the analog clock for her and had her verbally read the time for me. Then we
moved onto to Nancy reading the analog clock and changing the digital clock to match the
analog one. After this mini-activity the student completed Time to the Half Hour worksheet.
She completed this worksheet with 100% accuracy with some assistance from me. I took the
times from the analog clocks on the worksheet and put them on a larger analog clock, so it was
easier for her to read.
On Friday I moved onto Lesson 3 with Nancy. I had skipped Thursday, because there
simply wasnt enough time in the day to complete this. This lesson required the student to read
the Dog Day chart which had analog clocks, digital clocks, and the time written out. For the
times written out, I rewrote them in digital time for the student. Before starting the Dog Day
activity the student and I reviewed time to the hour and half hour on the analog clock. The
student practiced reading the analog clock and changing the digital clock to match it. We then

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moved onto the Dog Day activity. The student and I first discussed the chart that listed
different activities the dog did at different times. The student then answered the questions about
the chart with assistance from me. The assistance I provided for Nancy was reading the questions
and helping her find them on the chart. She was able to read the analog clock and digital clock
herself. She completed this activity with 100% accuracy.
On Monday I moved onto Lesson 4 with Nancy. This lessons purpose was to review
time to the half hour one more time before the post-test since she did poorly in this skill area on
the pre-test. The student and I used digital and analog clocks to read time to the half hour. We
went over the minute and hour hand. We also discussed that when the minute hand is on the 6
this means 30 minutes after the hour. The student then completed a worksheet that had time to
the half hour. She completed this with 100% accuracy.
On Tuesday I post-tested Nancy on time to the hour and half-hour. This post-test included
six questions, three time to the half hour and three time to the hour. Before she completed the
post-test the student and I quickly reviewed the minute and hour hand and what it means when
the minute hand is on the 12 and the 6. The student and I completed the post-test in the
hallway, away from anything that could possibly distract her. I took the times on the analog clock
on the worksheet and put them on a large analog clock, so it was easier for her to read. I provided
her assistance with the post-test by putting the time on the larger analog clock and asking her to
tell me where the minute and hour hand was. Nancy completed the post-test with 100% accuracy.
I worked with Nancy individually on these lessons, separate from the rest of the students
in her class. The other students are working different goals than Nancy, which is another reason
why she worked independently on this. I saw that Nancy really improved by showing that she
can now tell both time to the hour and half-hour. As a future teacher of special education it is

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important to meet student goals from IEPs and Common Core State Standards. Each lesson in
special education, especially the setting of Mercer County Special Services, needs to be tailored
to meet the learners needs. For instance, these lessons were taught individually because of the
attention deficits this student has. These lessons were also taught with a lot of assistance because
of the need of being read questions, sentences reworded, and a lot of redirecting. Differentiation
is always key in all settings, where it is general education or special education.