Executive Solution Overview
– ## SEC321MarcusJeffersonIEPRolePlayAssignment.docx – ## MarcusJeffersonMathObservation1.pdf – ## MarcusJeffersonMathObservation2.pdf – SEC321IndividualizedEducationProgramALSDEtemplate.docx **## SEC321MarcusJeffersonIEPRolePlayAssignment.docx** 
## SEC 321: IEP Development and Role Play — Marcus Jefferson Scenario
### 
### BACKGROUND INFORMATION:
Student Name: Marcus Jefferson
DOB: 11/18/2014
Grade: 5th
LRE Placement: Inclusion Class 80% +
Ethnicity: Black/African American
Native Language: English
Current School: Lincoln Heights Elementary
IEP Category: Other Health Impairment (ADHD, Inattentive Type; co-occurring Specific Learning Disability in Mathematics Problem Solving)
### Home and Family Background:
Marcus has recently been placed in kinship care with his paternal aunt after being found unsupervised at night. His mother, currently in a parenting program, is still involved but not the primary caregiver. His aunt, a high school cafeteria manager, enrolled him at Lincoln Heights Elementary. Marcus had inconsistent access to special education due to multiple school changes.
### Academic and Behavioral Characteristics:
Marcus is bright and curious, with significant difficulty in task persistence and focus, especially in math and writing. He enjoys discussions and hands-on projects but avoids written tasks and assessments. He is empathetic, playful, and non-aggressive, but struggles with transitions and multi-step directions.
### Strengths and Interests:
– Artistic and design-focused (cars, comics)
– Enjoys music and hands-on activities
– Strong verbal storyteller
– Cooperative and peer-friendly
### Evaluation and Assessment Data:
Woodcock-Johnson IV (WJ-IV) Achievement Test Data – Mathematics Achievement:
– Applied Problems: 1.5
– Calculation: 1.9
– Math Fluency – Addition: 2.0
– Math Fluency – Subtraction: 1.8
– Quantitative Concepts: 2.3
– Total Math Composite: 1.9
Written Language:
– Spelling: 2.2
– Writing Samples: 2.1
– Writing Fluency: 2.0
Cognitive Testing:
– Working Memory Index: Low Average
– Processing Speed: Low
– Verbal Comprehension: Average
– Visual-Spatial: High Average
### Role Assignments for Role Play later in the course:
1. Special Education Teacher
2. Kinship Caregiver (Aunt/Guardian)
3. Principal of Lincoln Heights Elementary (LEA)
4. 5th Grade General Education Teacher (Math focus)
5. School Counselor or 504/IEP Coordinator
6. School Psychologist or School Behavior Specialist
7. Child Welfare Caseworker
8.
_5th Grade General Education Teacher (ELA) – only if necessary._
9.
_Whichever role is not already assigned in #6 – only if necessary._
10. Videographer (must serve dual role)
### ASSIGNMENT REQUIREMENTS:
1. Select two mathematics goals from the Alabama State Department of Education Math Standards to include in Marcus's IEP. Do NOT use a template from another course or section.
2. Create on behavioral goal that addresses Marcus’s ruling ADHD: Inattentive Type.
3. Complete the attached IEP using the two selected goals from the 5th Grade Mathematics Standards. Even though Marcus performs at the 1st–2nd grade level, he is in 5th grade, so grade-level standards must be adapted to his needs.
4. Skip the Transition section of the IEP because Marcus is only 10 years old and not yet eligible for transition planning.
5. Fill out all other red italicized sections of the IEP template. Note that Marcus does not require a formal behavior plan and lives with his aunt near the school.
6. List the names and roles of the individuals who would typically attend the IEP meeting based on the scenario provided (Use the names and roles from your Video IEP team that you have been assigned in this course).
7. Clearly indicate who may and may not sign the IEP as formal team members.
8. Upload your version of Marcus's completed IEP to the submission link in the Learning Module as a Word document.
## image1.png
## image2.jpeg
**## MarcusJeffersonMathObservation1.pdf**
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
– 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
**## MarcusJeffersonMathObservation2.pdf**
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
– 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
– 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
**SEC321IndividualizedEducationProgramALSDEtemplate.docx**
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**SEC321IndividualizedEducationProgramALSDEtemplate.docx**
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**## SEC321MarcusJeffersonIEPRolePlayAssignment.docx**
## SEC 321: IEP Development and Role Play — Marcus Jefferson Scenario
### 
### BACKGROUND INFORMATION:
Student Name: Marcus Jefferson
DOB: 11/18/2014
Grade: 5th
LRE Placement: Inclusion Class 80% +
Ethnicity: Black/African American
Native Language: English
Current School: Lincoln Heights Elementary
IEP Category: Other Health Impairment (ADHD, Inattentive Type; co-occurring Specific Learning Disability in Mathematics Problem Solving)
### Home and Family Background:
Marcus has recently been placed in kinship care with his paternal aunt after being found unsupervised at night. His mother, currently in a parenting program, is still involved but not the primary caregiver. His aunt, a high school cafeteria manager, enrolled him at Lincoln Heights Elementary. Marcus had inconsistent access to special education due to multiple school changes.
### Academic and Behavioral Characteristics:
Marcus is bright and curious, with significant difficulty in task persistence and focus, especially in math and writing. He enjoys discussions and hands-on projects but avoids written tasks and assessments. He is empathetic, playful, and non-aggressive, but struggles with transitions and multi-step directions.
### Strengths and Interests:
– Artistic and design-focused (cars, comics)
– Enjoys music and hands-on activities
– Strong verbal storyteller
– Cooperative and peer-friendly
### Evaluation and Assessment Data:
Woodcock-Johnson IV (WJ-IV) Achievement Test Data – Mathematics Achievement:
– Applied Problems: 1.5
– Calculation: 1.9
– Math Fluency – Addition: 2.0
– Math Fluency – Subtraction: 1.8
– Quantitative Concepts: 2.3
– Total Math Composite: 1.9
Written Language:
– Spelling: 2.2
– Writing Samples: 2.1
– Writing Fluency: 2.0
Cognitive Testing:
– Working Memory Index: Low Average
– Processing Speed: Low
– Verbal Comprehension: Average
– Visual-Spatial: High Average
### Role Assignments for Role Play later in the course:
1. Special Education Teacher
2. Kinship Caregiver (Aunt/Guardian)
3. Principal of Lincoln Heights Elementary (LEA)
4. 5th Grade General Education Teacher (Math focus)
5. School Counselor or 504/IEP Coordinator
6. School Psychologist or School Behavior Specialist
7. Child Welfare Caseworker
8.
_5th Grade General Education Teacher (ELA) – only if necessary._
9.
_Whichever role is not already assigned in #6 – only if necessary._
10. Videographer (must serve dual role)
### ASSIGNMENT REQUIREMENTS:
1. Select two mathematics goals from the Alabama State Department of Education Math Standards to include in Marcus's IEP. Do NOT use a template from another course or section.
2. Create on behavioral goal that addresses Marcus’s ruling ADHD: Inattentive Type.
3. Complete the attached IEP using the two selected goals from the 5th Grade Mathematics Standards. Even though Marcus performs at the 1st–2nd grade level, he is in 5th grade, so grade-level standards must be adapted to his needs.
4. Skip the Transition section of the IEP because Marcus is only 10 years old and not yet eligible for transition planning.
5. Fill out all other red italicized sections of the IEP template. Note that Marcus does not require a formal behavior plan and lives with his aunt near the school.
6. List the names and roles of the individuals who would typically attend the IEP meeting based on the scenario provided (Use the names and roles from your Video IEP team that you have been assigned in this course).
7. Clearly indicate who may and may not sign the IEP as formal team members.
8. Upload your version of Marcus's completed IEP to the submission link in the Learning Module as a Word document.
## image1.png
## image2.jpeg
**## MarcusJeffersonMathObservation1.pdf**
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
– 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
**## MarcusJeffersonMathObservation2.pdf**
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
– 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
– 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
**SEC321IndividualizedEducationProgramALSDEtemplate.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sec321individualizededucationprogramalsdetemplate-docx)
**## SEC321MarcusJeffersonIEPRolePlayAssignment.docx**
## SEC 321: IEP Development and Role Play — Marcus Jefferson Scenario
### 
### BACKGROUND INFORMATION:
Student Name: Marcus Jefferson
DOB: 11/18/2014
Grade: 5th
LRE Placement: Inclusion Class 80% +
Ethnicity: Black/African American
Native Language: English
Current School: Lincoln Heights Elementary
IEP Category: Other Health Impairment (ADHD, Inattentive Type; co-occurring Specific Learning Disability in Mathematics Problem Solving)
### Home and Family Background:
Marcus has recently been placed in kinship care with his paternal aunt after being found unsupervised at night. His mother, currently in a parenting program, is still involved but not the primary caregiver. His aunt, a high school cafeteria manager, enrolled him at Lincoln Heights Elementary. Marcus had inconsistent access to special education due to multiple school changes.
### Academic and Behavioral Characteristics:
Marcus is bright and curious, with significant difficulty in task persistence and focus, especially in math and writing. He enjoys discussions and hands-on projects but avoids written tasks and assessments. He is empathetic, playful, and non-aggressive, but struggles with transitions and multi-step directions.
### Strengths and Interests:
– Artistic and design-focused (cars, comics)
– Enjoys music and hands-on activities
– Strong verbal storyteller
– Cooperative and peer-friendly
### Evaluation and Assessment Data:
Woodcock-Johnson IV (WJ-IV) Achievement Test Data – Mathematics Achievement:
– Applied Problems: 1.5
– Calculation: 1.9
– Math Fluency – Addition: 2.0
– Math Fluency – Subtraction: 1.8
– Quantitative Concepts: 2.3
– Total Math Composite: 1.9
Written Language:
– Spelling: 2.2
– Writing Samples: 2.1
– Writing Fluency: 2.0
Cognitive Testing:
– Working Memory Index: Low Average
– Processing Speed: Low
– Verbal Comprehension: Average
– Visual-Spatial: High Average
### Role Assignments for Role Play later in the course:
1. Special Education Teacher
2. Kinship Caregiver (Aunt/Guardian)
3. Principal of Lincoln Heights Elementary (LEA)
4. 5th Grade General Education Teacher (Math focus)
5. School Counselor or 504/IEP Coordinator
6. School Psychologist or School Behavior Specialist
7. Child Welfare Caseworker
8.
_5th Grade General Education Teacher (ELA) – only if necessary._
9.
_Whichever role is not already assigned in #6 – only if necessary._
10. Videographer (must serve dual role)
### ASSIGNMENT REQUIREMENTS:
1. Select two mathematics goals from the Alabama State Department of Education Math Standards to include in Marcus's IEP. Do NOT use a template from another course or section.
2. Create on behavioral goal that addresses Marcus’s ruling ADHD: Inattentive Type.
3. Complete the attached IEP using the two selected goals from the 5th Grade Mathematics Standards. Even though Marcus performs at the 1st–2nd grade level, he is in 5th grade, so grade-level standards must be adapted to his needs.
4. Skip the Transition section of the IEP because Marcus is only 10 years old and not yet eligible for transition planning.
5. Fill out all other red italicized sections of the IEP template. Note that Marcus does not require a formal behavior plan and lives with his aunt near the school.
6. List the names and roles of the individuals who would typically attend the IEP meeting based on the scenario provided (Use the names and roles from your Video IEP team that you have been assigned in this course).
7. Clearly indicate who may and may not sign the IEP as formal team members.
8. Upload your version of Marcus's completed IEP to the submission link in the Learning Module as a Word document.
## image1.png
## image2.jpeg
**## MarcusJeffersonMathObservation1.pdf**
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
– 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
**## MarcusJeffersonMathObservation2.pdf**
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
– 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
– 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
**SEC321IndividualizedEducationProgramALSDEtemplate.docx**
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