Step 2: Overview: Please answer with 2-5 sentences the following 15 pieces for

your observation. Take notes as you observe on anything you find from our class
discussion or text readings:
● What grade levels are within the building?
Grades K-8 are in the building. I worked with 1st, 3rd, and 4th.
● Is the school considered rural, suburban, or urban?
IPS Butler Lab School 60 would be considered urban. It is located in downtown Indy.
● How many students did you observe?
I first observed a group of 2 in the first classroom. In the second classroom, I observed a group
of 5.
● How does the teacher individualize instruction for the strengths and challenges of each
student in reading? math? for any other subjects observed?
For math, each student had their own ”exit ticket” that has a couple problems focusing on their
IEP goals. For reading, they are divided up into groups based on their reading level and read
chapter books within those groups that are at their level.
● What instructional materials are used for reading and math?
The students mainly worked out of their workbooks. While doing this, they were allowed to use
aids such as operation charts. There was also a whiteboard to demonstrate the problems.
● Describe any accommodations and modifications used by students you observed.
One student used an addition and subtracted chart to help her with operations. Another student
had modifications to his whole assignment and worked independently.
● Describe any assistive technology that was used.
I did not see any assistive technology being used. Most of what was used was low-tech aids.
However, one student was doing assignments on his chromebook so he could work on more
individualized assignments instead of being with the group.
● Describe any low-tech instructional aids used such as pencil grips, charts, specialized
paper, manipulatives.
We used number blocks (10s and 1s blocks) to add and subtract two digit numbers. I also saw
an addition and subtraction chart being used and I know there were other charts with other
operations.
● Describe the behavior management system used by the teacher. Describe any
reinforcers the teacher might use.
The first behavior management system was a room open to students to decompress in. There
was a slamming door when a student entered the room, and Ms. Bolles was able to just ignore
it. She also has a student that often has por behavior and she knows to ignore it unless it
escalates.
● What are the class rules/procedures?
If students are not ready to learn, they should step inside the decompression room for 10
minutes. They should come prepared with assigned materials. They should pay attention and
follow along with the teacher.
● Describe class routines such as for morning work, going to lunch and recess, end of the
day?
As the students are only there for one period, they don’t have many class routines. However,
there is a set structure. When the students come in, they know where they sit. There is one
student who always puts the words on the week on the board when she comes in. They also
know to grab whatever materials they need from the bin. At the end of the class, they complete
their individualized exit ticket before leaving.
● How does the teacher organize student work? Individual folders, bins, pocket portfolios,
cubicles, computers?
Ms. Bolles organized student work in folders that contained their daily ticket. In bins, there are
aids for students to use. They are have their individual papers and workbooks that they bring to
class.
● Which rules, routines, and/or strategies might you consider using in your own classroom
I enjoyed the indididualized exit ticket strategy for any classroom, regardless of IEPs. I also liked
that they had a space to go to get frustration out without being bothered.
● What was your favorite part of the time with your observation?
My favorite part was helping a student with subtracting fractions. My mentor teacher told me to
have the student explain to me what he was doing, and I was able to see his thought process
while working through the problems.
● What data did you see collected or used to support the students/lesson?
For reading, Ms. Bolles uses data that shows that repetition helps students. Every week, she
gives them a short story to read that they are supposed to read with their parents every day until
Friday. This helps builds confidence in their reading skills, and on Friday Ms. Bolles analyzes
their reading to see their reading level. It is proven that this works, as some students have
increased reading levels by more than two grades this year.

Step 3: General Knowledge: Please pick Five of the questions below and expand
on them with two- five sentences. You should look for pieces that succinctly enhance
your understanding of your possible / potential life as an educational professional.
(HINT: Think about how this write up connects to your future as a professional and your
next steps in your learning.)
● What “nuisance behaviors” did you encounter?
One student walked into the room and went into the decompression room and immediately
slammed the door shut. He also refused to leave, even after class was over. Another student
made a show of saying that she hates being at the school and in the classroom and that she
hates Ms. Bolles.
● Describe the room arrangement of the classroom?
In the corner, there is a separate decompression room where students can go freely if they need
a break or to get out energy. In there, there are things such as workout equipment, solitary and
a trampoline, and there is a corner of the room hidden by a curtain that indicates that they do
not want to be talked to. Inside the main classroom, there is a standing table, round tables, and
wiggly stools to give students options of how and where they’d like to learn.
● Do you see differentiation based on student interest, student Readiness,
While most of the class was working on the same math problem, one student was by himself on
his chromebook working on separate assignments because he was not ready for the workbook
problems yet. Additionally, after the main assignment was completed, each student had a small
individual activity to complete based on their IEP goals.
● Are there Well-established routines?
Yes, there are. According to Ms. Bolles, when she had to be gone for a few weeks, the students
were so used to the routine that they continued on even without their teacher. They know what
to do and pick up when they come in, and they know what to do before they leave and when the
should leave.
● Do you see materials you would use with other students? Describe them with students.
I would use the visual counting tools such as number and fraction blocks. The students would
use them to visualize complicated numbers and add and subtract parts of numbers.

Step 5: HLP: What HLPs did you observe with your observation? Please share at least four
HLPs you observed or would include if you were teaching the students you observed?
● HLP #7: Establish a consistent, organized, and respectful learning environment: there
was a consistent routine for the students during the class period. They knew exactly
what they should do and exactly where all their materials were. Ms. Bolles also
understood when they were not at their best and respected that.
● HLP #8 and 22: Provide Positive and Constructive feedback to guide students’ learning
and behavior: Ms. Bolles would give the students time to work on their assignments,
specially their exit tickets, but check in with them afterwards. Then, she gave them
specific feedback on how they did. She kindly corrected them if they were wrong and
celebrated with them if they were right.
● HLP #17: Use flexible grouping: there were multiple groups happening in the classroom
at the same time. There was the main group of about five students, working on their
workbook pages. There was also a student working by himself at a table. There were
also two students working with another teacher in a separated room.
● HLP #12: Systematically Design Instruction Toward a Specific Learning Goal: all the
students had an exit ticket that they have to fill out every class. This focuses on their
specific IEP learning goal so that they are consistently improving on what they’re
struggling with.

Step 6: Summary: Answer the following in 2-5 complete sentences each:

● What have you learned most from this assignment?
I’ve learned a lot about small scale differentiation through watching how Ms. Bolles conducts her
class. I’ve also learned how to better talk to students having difficulty with emotional control
through watching Ms. Bolles talk to students.
● How will this information help you as a teacher?
As a general education teacher, this showed me easy ways to work on weakness’s in students
learning while still keeping everyone on the same topic. It also showed me how important a
structured routine is.
● What new perspective about special education might you have gained?
I saw this resource classroom as more of a safe space than I’ve seen before. The students have
a chance to catch up both in school while focusing on math and reading and emotionally,
focusing on calming down from their day.
● Did you learn anything unexpected about teaching or special educators?
Special education classrooms should be a safe space. They are able to be with people on their
level and people that they’re familiar with. They’re also able to express their emotions without
excessive judgement.
● Is there anything else you want to add to your Shadow Study that you observed?
During my observation, many students were taking a practice I-learn test. When the students
complained about it, Ms. Bolles emphasized and even vocally agreed with them. I would think
that this would discourage them from doing the test, but it seemed to just increase their
connection with Ms. Bolles as she was being honest with them.