Student initials or pseudonym: S.R.
Class: 7th Grade Band
Special Need: IEP for Behavioral Issues
Suggested Accommodations (From IEP): Allow student to drum unobtrusively in all
classes.
Dates Observed: Tuesday, September 4th
RUBRIC FOR STUDENTS WITH SPECIAL NEEDS:
Students with Special Needs
After answering the following questions, select
and complete either the Rubric for Inclusion or
Rubric for English Language Learners. One
student per placement. Do not duplicate type of
special need.
A. Are there any special learners in this class?
Yes, S.R. has an IEP for Behavioral Issues.
B. Were any accommodations made for these
learners?
When the student acted out, the teacher
gave many verbal warnings. There were
more given than there would have been
for other students.
C. Did the modifications/accommodations allow
the student to have a meaningful musical
experience?
Yes.
D. What recommendations would you make to
improve any areas in which the
accommodations/modifications were not
successful?
Despite the student’s many
shortcomings, he is a good and smart
student at heart. He enjoys helping out
and thinking that he is making a
difference in band. Give him more
opportunities to do so.
E. Confer with the cooperating teacher in regard
to the identified students and complete either of
the appropriate rubrics for placement in music
class.

Rubric for Inclusion Decisions in Music Class
Behavioral Issues
Independently
With Few Verbal
Reminders
The student can interact appropriately with peers.
X
X
X
The student can keep to him/herself without distracting other students from
learning.
X
The student can keep his/her hands to him/herself and avoid hitting or other
physical aggression.
X
The student can stay seated for the duration of class.
The student can remain quiet at appropriate times during the class.
The student can respect musical equipment.
X
The student can use classroom materials in an appropriate manner.
X
The student can actively participate in at least one of the classroom activities
with/without modification.
X
With Adult Support Staff
Member
X
The student can follow directions.
The student can work independently.
X
The student can accept praise/encouragement.
X
The student can have a meaningful musical experience.
X
Notes:
The student is very disruptive in class. After talking with the teacher about him, I
discovered that the student was sent to Juvenile Camps twice last year when he was
in the 6th Grade. The second time was in Texas, and it was caused by him breaking
his parole by trying to ram a banana up a girl’s bottom in the cafeteria. I also learned
that the boy has a very broken family home. His mother is in prison for some kind of
drug abuse. He and his father are currently homeless and couch-hopping, as his
father didn’t pay his rent for an extended period of time.
The student is obsessed with drumming. His father was dating a woman who had a
daughter at Chichester High School, who played the drums. Since then, the student
has been obsessed with drumming, thinks he is a hot shot, and acts like one too.
During band, the student would take other students’ pencils, drum with them, and
drum on their heads with them. The teacher was too occupied with the rest of the
band, that she wasn’t aware it was going on until I told her afterwards. I stepped in
once or twice to tell him to knock it off.
Despite the student’s shortcomings, he treats percussion equipment with great
respect, and tries to act as a ‘leader,’ sometimes with good intentions, to the rest of
the percussion section.
Student initials or pseudonym: S.R.
Class: 7th Grade General Music
Special Need: IEP for Behavioral Issues
Suggested Accommodations (From IEP): Allow student to drum unobtrusively in all
classes.
Dates Observed: Wednesday, September 5th
RUBRIC FOR STUDENTS WITH SPECIAL NEEDS:
Students with Special Needs
After answering the following questions, select
and complete either the Rubric for Inclusion or
Rubric for English Language Learners. One
student per placement. Do not duplicate type of
special need.
A. Are there any special learners in this class?
Yes, S.R. has an IEP for Behavioral Issues.
B. Were any accommodations made for these
learners?
When the student acted out, the teacher
verbally disciplined him, but not as much
as she would have for other students
without an IEP.
C. Did the modifications/accommodations allow
the student to have a meaningful musical
experience?
Yes.
D. What recommendations would you make to
improve any areas in which the
accommodations/modifications were not
successful?
Start off the student in a different seat
away from his buddies where he is prone
to talking and interrupting.
E. Confer with the cooperating teacher in regard
to the identified students and complete either of
the appropriate rubrics for placement in music
class.

Rubric for Inclusion Decisions in Music Class
Behavioral Issues
Independently
With Few Verbal
Reminders
The student can interact appropriately with peers.
X
X
X
The student can keep to him/herself without distracting other students from
learning.
X
The student can keep his/her hands to him/herself and avoid hitting or other
physical aggression.
X
The student can stay seated for the duration of class.
The student can remain quiet at appropriate times during the class.
The student can respect musical equipment.
X
The student can use classroom materials in an appropriate manner.
X
The student can actively participate in at least one of the classroom activities
with/without modification.
X
With Adult Support Staff
Member
X
The student can follow directions.
The student can work independently.
X
The student can accept praise/encouragement.
X
The student can have a meaningful musical experience.
X
Notes:
The student was very disrespectful to Mrs. German at times. When his talking got
out of hand, she asked him to move his seat to a desk in the front of the room. As she
continued on teaching, the student took his time moving his books from his first
desk to his next one, one at a time. Then, several minutes later, he went back to his
first desk, literally picked up the chair from that desk, picked it up over his head, and
carried it to the front of the room. He then proceeded to move the chair from the
front desk and take it back to his first desk. It was very arrogant and disrespectful.
However, Mrs. German wasn’t going to waste any more class time dealing with him
and his antics and continued on teaching.
Student initials or pseudonym: S.R.
Class: 7th Grade Lunch
Special Need: IEP for Behavioral Issues
Suggested Accommodations (From IEP): Allow student to drum unobtrusively in all
classes.
Dates Observed: September 6th
RUBRIC FOR STUDENTS WITH SPECIAL NEEDS:
Students with Special Needs
After answering the following questions, select
and complete either the Rubric for Inclusion or
Rubric for English Language Learners. One
student per placement. Do not duplicate type of
special need.
A. Are there any special learners in this class?
Yes, S.R. has an IEP for Behavioral Issues.
B. Were any accommodations made for these
learners?
No, not during Lunch.
C. Did the modifications/accommodations allow
the student to have a meaningful musical
experience?
N/A
D. What recommendations would you make to
improve any areas in which the
accommodations/modifications were not
successful?
Ensure the student is sitting in his
proper seat, and not running around the
cafeteria the entire time.
E. Confer with the cooperating teacher in regard
to the identified students and complete either of
the appropriate rubrics for placement in music
class.

Rubric for Inclusion Decisions in Music Class
Behavioral Issues
Independently
With Few Verbal
Reminders
With Adult Support Staff
Member
X
The student can stay seated for the duration of class.
The student can interact appropriately with peers.
X
X
The student can keep to him/herself without distracting other students from
learning.
X
The student can remain quiet at appropriate times during the class.
The student can keep his/her hands to him/herself and avoid hitting or other
physical aggression.
X
The student can respect musical equipment.
X
The student can use classroom materials in an appropriate manner.
X
The student can actively participate in at least one of the classroom activities
with/without modification.
X
X
The student can follow directions.
The student can work independently.
X
The student can accept praise/encouragement.
X
The student can have a meaningful musical experience.
X
Notes:
During 7th Grade Lunch, the student is very active and doesn’t ever sit still. Students
are supposed to sit at their homeroom table, but I’ve seen him sitting in three or
four seats at three or four different tables. As I was walking around the lunchroom
keeping an eye on him, I noticed him hitting another student’s hands with
something large and round. As I got closer, I noticed he had picked up the seat-top
from a neighboring seat, and was hitting another student’s hands with the seat.
I intercepted the seat-top, told the school administrator in the lunchroom, and
placed the seat-top on top of one of the vending machines out of the students’ reach.
The student shouts a lot, but so was everyone else in 7th Grade Lunch.