IEP Assistance

Classroom Observation Report

Student: Marcus Jefferson

Date: October 24, 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 calmly after recess. He retrieved his math folder without

prompting and moved to his desk near the front of the room. He appeared somewhat

distracted, humming softly to himself and lightly drumming his fingers on his desk. The

teacher redirected him once with a quiet cue, and Marcus refocused on the board.

Warm-Up Activity (11:25 – 11:30 AM)

The class began with a short review of equivalent fractions. Students worked

independently on a half-sheet of warm-up problems. Marcus completed 2 of 5 problems.

He skipped between items without following the sequence and appeared unsure of how to

reduce some fractions. He attempted to self-correct one problem but did not check with a

peer or raise his hand.

Mini-Lesson (11:30 – 11:40 AM)

The teacher introduced a word problem involving fractions with unlike denominators.

Marcus tracked the teacher’s explanation and followed along with his fingers in his

notebook. When prompted for student responses, Marcus did not raise his hand but was

engaged. He whispered an answer to himself and nodded when a peer gave a similar

response.

Guided Practice (11:40 – 11:50 AM)

Students worked in pairs to solve two multi-step problems. Marcus was paired with a

peer he is comfortable with. He contributed ideas but deferred to his partner for

calculations. He drew a diagram to explain his thinking, which his partner used to solve

the problem. Marcus smiled when the teacher praised the group’s visual strategy. He

required one redirection to remain on task but did not disengage.

Independent Practice (11:50 – 11:58 AM)

Marcus was given a modified problem set (3 problems instead of 5). He began problem 1,

used pictures to represent the fractions, and solved with 80% accuracy. He skipped

problem 2 but returned to it after a verbal cue from the teacher. He required

encouragement to stay focused but completed the set just before the lunch transition.

Behavior and Engagement

Marcus remained seated the entire class period. He did not disrupt others and used quiet

strategies (drawing, humming) to manage his energy. He did not initiate peer

conversations but responded positively when addressed. Eye contact with the teacher was

inconsistent, but he followed verbal directions effectively.

Supports Observed

1. Seat placement near the teacher

2. Reduced problem set for independent work

3. Use of visuals and manipulatives encouraged

4. Praise for effort and visual strategy use

Recommendations

1. Continue using graphic organizers and drawing strategies for problem-solving

2. Incorporate more opportunities for Marcus to explain his thinking verbally or

through art

3. Monitor stamina for independent work; offer breaks or chunked tasks as needed

4. Increase scaffolded peer interactions during guided math groups

Rachel Thomas

Ms. Rachel Thomas

Lincoln Heights Elementary

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

1. Reduced problem set offered

2. 1:1 paraprofessional support

3. Encouragement and gentle prompts from both the teacher and peers

4. Modified task with visuals

5. Flexible seating maintained

Recommendations

1. Consider providing a quiet, structured check-in after recess to ease transition back

into academic work

2. Allow Marcus to use drawing or storyboarding as an alternate method for

demonstrating math understanding when frustration is high

3. Maintain frequent, low-stakes opportunities for Marcus to build confidence with

short, supported math tasks

Rachel Thomas

Lincoln Heights Elementary