Case Study Framework

Student:
Teacher:

Sally Joe
Angela Zielonka

Observation

Dates:

Interpretation

Hypothesis

date & time

Curricular Decision/
Strategy

1/26/2015 4/1/2015
Reflection/
Result

1/29/2015
9:20 a.m.
The student is looking
around the classroom
and easily distracted.
9:44 a.m.
Student cannot sit still in
seat.

I think the student is not

focused and easily
distracted by others.

I think that student my

need some type of
movement in order to
focus.

If I remind student about I ask the student about

the task then the student the task she is supposed
will start working on the
to complete.
assignment.
I think that if the student
uses a tactile cushion
than student my not
fidget as much.

I talked with cooperating

teacher about using a
tactile cushion to help
student.

Student has no
questions and begins
working on assignment
and completes most of it.
Cooperating teacher
said she has tried using
a tactile cushion and
decided to stop using it.
I think it would be a good
idea to try using the
tactile cushion again.

2/4/2015
9:09 a.m.
Student informed the
teacher the she is taking
medicine to improve
focus.

9:25 a.m.

I think the medicine

might help improve the
students focus and
learning.

If the student continues

to take medication than
student will be able stay
on task.

I will monitor student to

see if there are any
changes in behavior.

I think the student seems

to be focused on work
and has been taking
notes during lessons
instead of looking
around and talking to
classmates.

Student was able to stay

on task and finish
morning assignment.

I think that having the

student take the
medication has improved
the students ability to
focus.

I hope to keep seeing

improvement of the
student.

1:30 p.m.
Student informed me
that she needs an
afternoon snack because
of the medicine.
2/5/2015
2:30 p.m.
Student informed the
teacher and said that the
medicine was helping
her focus.

I allow student to have a

snack in the afternoon if
see needs it.

Student seems pleased

with how the medicine is
working and is keeping
me informed on how she
is feeling.

If I keep a positive
outlook for the student
the student will react
positively to the
situation.

Student may be done

and satisfied with the
work they have done and
do not have to look over
the assignment.

If I look over the

students work than I can
see if the assignment is
complete or not.

I noticed other students

are curious and are
looking at the student
because she has a
snack.

Student has been

keeping me informed on
how she is feeling and
her needs.

2/6/2015
10:12 a.m.
Student is not looking
over assignment like the
rest of the class.

I looks over the students

work and noticed that the
assignment was
incomplete and that the
student had multiple
grammar errors.
At recess I will go over
assignment with the
student.
I suggested that she
should take her time on
assignments and takes
the time given to look
over her work.

When I was going over

the assignment the
student read her
assignment and noticed
all of the errors she
made and questioned
herself on why she made
the errors.

2/10/2015
2:43 p.m.
Student cannot sit still in
seat.

I noticed that the

students medicine
begins to wear off
towards the end of the
day.

Students medicine
maybe wearing off.

Student is easily
distracted.
2/11/2015
Student has a pile of
unfinished work on her
desk.

Student has not been

using her free time to
finish work.
Student many need to
learn how to manage
time accordingly.

If I inquire to student
why there is a stack of
unfinished work on her
desk than student may
realize that she needs to
manage time better.

I send the work that is on

the students desk home
for home work.

Student is understanding
and realizes she has a
lot of work to do.

2/13/15
9:15 a.m.
Student is walking
around talking to her
friends.
9:30 a.m.
Student asks me when
the Valentines Day party
will be.

1:25 p.m.
During work time student
is by Valentins Day box
taping it together.

Student is very excited

for the valentines day
party and will not be
focused today.
I think that the student is
excited about the
Valentines Day party
and it is making it difficult
for her to focus.

If I inform the student

about the time of the
party then she may be
able to stay focused.

I tell student that she

need to think of the day
as a regular school day
until 3:00 p.m. because
that is the time we will
celebrate.
I inform student that this
is not the time to be fixing
their Valentines Day box.

Student was not happy

that she couldnt fix her
Valentines box.

2/23/2015
Student interrupts
teacher, when the
teacher is talking one on
one with students.
2/24/2015
9:57 a.m.
Student interrupted
teacher during the math
lesson to ask if recess
was going to be indoor
or outdoor.

Student is impatient and

may need attention.

Perhaps student is not

focused on math but on
recess.

I think that if tell student

that it is not the time to
be thinking about recess
than student can focus
back on to math.

I inform the student that

she has to wait patiently
until it is her turn.

Student waits patiently

for her turn.

I tell student that the

office will announce
weather recess is indoors
or outdoors before lunch.
So we need to focus on
our math lesson.

Student is discouraged.

2/25/2015
1:43 a.m.
Student was leading
mystery group. She was
asked her group
questions and made
sure group members
were taking notes.
2/26/2015
9:10 a.m.
Student did not turn in
homework.

Working in groups could

be a positive influence
for the student.

I am curious as to why
she did not turn in her
assignment.

If I have the student

work in pairs or groups
then student can build
confidence.

I listen in on the group

and their discussion.

If I as student why she

didnt turn in her
homework than I should
find out why she did not
turn in her homework.

I ask student about her

homework.

I think I should pick

groups based on
interests instead of
compatibility.

I found oud she didnt do

her homework because
she attended family fun
night after school and
had a birthday party. So
she did not have any
time to get it done.
As a result the student
had to miss 15 minutes
of afternoon recess.

2/27/2015
11:25 a.m.
Student squirted hand
sanitizer all over desk
while the class was
watching a movie.

Maybe the student is not

interested in the movie.

If I take away hand

sanitizer and other
objects on her desk then
she will not be distracted
during the movie.

I take the hand sanitizer

off the desk and tell the
student that they have to
pay attention and take
notes because she is
going to need good note
for the next assignment.

Student sits up and

takes watches the
movie.

Student may have

trouble with writing
convections.

If I talk with the reading

specialist then the
student can receive help
in writing.

I talked with the reading

specialist and she agreed
to meet with my student.

Reading specialist will

work with student on
conventions.

3/2/2015
Student has trouble
spelling common words

Student is excited to
work with the specialist.
3/3/2015
Student is talking with
the students around her
during a lesson.

The students assigned

seat maybe be by friends
or the students around
her are distracting her.

I move students seat so

that the student is closer
to the front of the room
and away from friends.

3/4/2015
10:25 a.m.
Student is focused on
work.

3/6/2015
9:45 a.m.
Student is moving
around in seat.

Moving the students

seat closer to the front of
the classroom seems to
help the student focus
and is less distracted by
her friends.

I will observer how the

student responds to the
new seat arrangement to
ensure that the student is
not distracted.

Student is less
distracted.

3:24 p.m.
Student is talking to
other student during
lesson.

I think that the student is

not focused and is a
distraction to other
students

If I give the student a

warning then the student
will stop talking to the
other student.

I warned the student that

they need to stop talking
or they will have to flip
their card.

Student presented to
keep talking and had to
flip their card.
Student was not happy
about flipping her card.

3/10/2015
Student failed her states
and capitals quiz.

Perhaps the student did

not study for the test.

If I talk to the student

then I can find out why
the student failed her
quiz.

I talked with student

about the quiz and
decided that I will have
the student retake the
quiz.
I provided the student
with a new study guide
and reminded her to
study.

Student failed the quiz

again.

I ask student why she

was all muddy.

Student responded by
saying some boys dared
her to jump in the
puddle.

Cooperating teacher
asked her after school
why she was all muddy.

Student responded by
saying she jumped in to
a puddle and left the
classroom.

3/12/2015
3:00 p.m.
Student came in from
recess covered in mud.

I think she was jumping

in mud puddles when
she was not supposed to
do.

If I as the student what

happened to than she
will tell me what
happened.

3:00 p.m.
Student was getting
discouraged and upset
when she was cleaning
her desk out.
5:26 p.m.
At conferences the
students grandmother
talked about how the

I will mention incident to

parent at parent teacher
conferences.
If I set an alarm on the
students iPad than she
will have a reminder of

I showed the student how

to set an alarm on the
students iPad to remind

I think that some boys

may be bullying her.

student is having trouble

remembering to take
medication in the
mornings.

when to take her

medicine.

her to take her

medication in the
morning.

If I talk to student about

the test then maybe I
can find out why the
student failed her
spelling test.

I talked with the student

and asked what was
going on.

3/13/2015
Student failed her
spelling test.

I dont think she has not

been studying for her
test.

Student was very quiet

and said that she did not
study for the test.

Cooperating teacher sent

an email home informing
guardian about the
spelling test.
3/16/2015
9:46 a.m.
Student has nothing
written down on her
paper.

I think that he student is

having trouble figuring
out how to start her
writing.

If I talk with the student

then I can figure out
what she is having
trouble with.

Perhaps the student is

having some trouble
focusing and staying on
task.

I talked with the student

about the topic she
picked and then
suggested that she picks
a topic that she can really
relate to.

Student shuts down and

very frustrated.

I tell student to sit at the

back table with me and
brainstorm ideas about a
different topic she chose.

Student is less stressed

and begins to write intro.

I read the problem out

loud clearly and slowly to
the students.

Students who were

understanding the
problems could go back
to their seat and work

3/17/2015
9:50 a.m.
Student is staring at
page.

Perhaps the student is

not focused or is having
trouble with the math.

If I offer support for

students that need it
then the student and
work with me and others

1:30 p.m.
Student has her head
down on her desk and is
sniffling.

Student maybe having

trouble with math
because we are working
with word problems.

who are struggling.

I work through word

problems one by one,
step by step with the
group of students.

alone.

It is writing time and I

think the student may be
having some trouble
getting started again.

If I have student sit by

herself and talk her
through the directions
than she will not be as
frustrated.

I sat with the student at

the back table and reexplained the directions.

Student was comfortable

sitting and working at the
table by herself

If I work on problems
step by step with a
group than I figure out
what areas of the lesson
the students are
struggling.

I take a small group and

work with them on the
word problems

Student stayed with the

group and I for the whole
session.

She would raise her

hand if she needed
further directions or had
a question.

3/18/2015
11:26 a.m.
Student is distracted with Perhaps student is still
the objects on her desk. struggling with decoding
word problems.

Student should but does

not know her
multiplication facts.

I sent home a worksheet

for the student to practice
multiplication facts.

3/19/2015
2:30 p.m.
Student and a classmate
are working together to
create a book.

The student may be able

to finish it before it is due
tomorrow.

Student works well when

working in pairs or
groups.
Students waited to the
last minute to work on
the book and did not
complete it before the
due date.

3/20/2015
9:10 a.m.
Student is very excited
about the field trip today.
2:45 p.m.
Student gave attitude to
guardian.
Student was not paying
attention to guest
speaker.

I am curious about how

student acts at home.
I am wonder if student is
acting this way because
they are with guardian
and not with teacher.

If I talk with my
cooperating teacher
about the student then I
may gain some new
insight about the
student.

I mentioned what I saw

on the field trip with my
cooperation teacher.

3/24/2015
11:43 a.m.
Student was sitting one
the computer talking to
her neighbor.

I explained the directions Student used the whole

to the student and
computer time to write
provided some examples. her math word problem.

Student is not listening to

directions and does not
know what to do.

Student completed
assignments with
multiple grammar errors.

Student was questioning

multiple areas of teacher
instruction.
3/25/2015
11:34 a.m.
Student was whispering
with student across from
her during the math
lesson.

I think that the student

was talking to the
student across from her
because both students
were having trouble with
the math.

If I work with the

students that are
struggling then I can
scaffold and provide
support.

I gave the student class

time to work on math
problems.
I took the student in a
small group to work on
math problems together.
I send a worksheet home
to help students with
operation vocabulary.

Student sat with group

and worked on math
problems but was
distracted with a class
mate.
Student left group early
because she said she
understood the math.

3/26/2015
10:15 a.m.
Student was not
following along during
the math lesson and did
not write down what was
on the board.
3:23 p.m.
Student was looking
around the classroom
and disturbing other
students by whispering
during silent reading.
3/30/2015
9:34 a.m.
Student is hiding her
writing under her desk.

11:40 a.m.
Student is hiding her
math workbook under
her desk.

Perhaps student is
behind in in the lesson
and needs additional
support.

If I take additional time

to tutor student then I
can reteach older
concepts.

I had the student join me

with a group to do some
tutoring in math during
recess.

Student rushed through

work and would not
listen to explanation.

I used manipulatives
during tutoring.
Students medication
maybe wearing off.

The student might be

embarrassed to have
other students looking at
her work.

If I ask student why she

is hiding her work than I
will know if she doesnt
want other people to see
her work

I ask student to put her

not book in her desk so it
will be easier to write.

Student ask if she can sit

at back table to work
alone and not be
distracted.

I allow student to sit at

back table to work alone.

I am curious as to why
student keeps hiding her
work under her desk.

Student places her work

book on her desk but
proceeds to cover her
work.

3/31/2015
9:47 a.m.
Student works on math
I think student may be
study guide and come up having a really hard time
to teacher for help.
with this unit.
I have been working and

If I encourage student to
try and do study guide
on her own then help
student if she really
needs help.

I read the directions and

questions out loud to
student.
I ask leading questions
but and do not give out

I want student to try and

do study guide on her
own because she will
have to do math test by
herself.

working with her but the

student is still not
proficient.

any answers.
I underline and circle
important information in
the word problems.

Student is unsure of
what she is supposed to
do and guess on how to
solve the problems.

I teach a mini lesson to

the whole class on one of
the story problems.
11:45 a.m.
Student is not finished
with study guide.

I think I have to take

more time to explain
math concepts to
student.

I sit with a small group

and work on the study
guide while the rest of the
class is working on the
computer.
I explain step by step on
how to decode word
problems and reasoning
behind each step.

Student rushes to finish

study guide and cannot
explain how to solve
problems.
Student wants to go on
the computer and will not
listen to reason.

4/1/2015
11:30 a.m.
Student is looking
around room at other
students taking the test.

Perhaps student is
struggling on the math
test.

12:02 a.m.
Student is still working
on the math test.
12:10 am.
Student is walking
around classroom.

If I offer some help then

the student may be able
to move forward on the
test.
I can ask questions that
can spark prior
knowledge.

I assume that student is

finished with test.

I walk over to student and

ask if she has any
questions.
I read math problem out
loud and point to the
words as I read.

Student is still having

trouble grasping
concepts on the math
test.
Student becomes more
and more discouraged.

I ask guided questions

about the problems.
I walk over to students
desk and pick up the
students test because it
is time to pack up.

Student did not finish the

math test.

I will have the student

retake the test when she
returns from break.