Concussions in the Classroom

Jessica Ciolkosz

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards Three and Five

EDUW 694 Classroom Environment

Instructor: Catherine Anderson

December, 2018

Fall/18 page 1 of 27
 Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #3: Teachers understand that children learn

differently. The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities

Knowledge

The teacher understands and can provide adaptations for areas of

exceptionality in learning, including learning disabilities, visual and perceptual

difficulties, and special physical or mental challenges.

Dispositions

The teacher makes students feel valued for their potential as people, and helps

them learn to value each other.

Performances

The teacher makes appropriate provisions (in terms of time and circumstances

for work, tasks assigned, communication and response modes) for individual

students who have particular learning differences or needs.

Fall/18 page 2 of 27
 Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #5: Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.

Knowledge

The teacher understands the principles of effective classroom management and

can use a range of strategies to promote positive relationships, cooperation, and

purposeful learning in the classroom.

Dispositions

The teacher values the role of students in promoting each others’ learning and

recognizes the importance of peer relationships in establishing a climate of learning.

Performances

The teacher analyzes the classroom environment and makes decisions and

adjustments to enhance social relationships, student motivation and engagement, and

productive work.

Fall/18 page 3 of 27
Danielson Framework for Teaching

Domain 2: The Classroom Environment

The Classroom Environment: Effective teachers organize their classrooms so that students
can learn. They maximize instructional time and foster interactions with and among students,
ensuring that students find the classroom a safe place to take intellectual risks. Students
themselves make a substantive contribution to the effective functioning of the class by assisting
with classroom procedures, ensuring effective use of physical space, and supporting the learning
of classmates. Students and teachers work in ways that demonstrate their belief that hard work
will result in higher levels of learning. Student behavior is consistently, appropriate, and the
teacher’s handling of infractions is subtle, preventive, and respectful of students’ dignity.

Component

Component 2a: Creating an Environment of Respect and Rapport

Element

Teacher interactions with students, including both words and actions

Fall/18 page 4 of 27
 Pre-Assessment

Self-Reflection Assessment of Classroom Environment Related to WTS 3&5

The community where I teach is predominately a Caucasian with more Hispanic people

moving into the area to work on the farms and in some of the factories. The town is truly a farming

community which is why there are “Cows Around the Town.” These cows are “dressed” in

different attire and placed in front of different businesses and in the parks. In the summer

especially, there are many times when visiting people are seen taking pictures with the cows. A

challenge that the community faces is the involvement and sometimes lack of involvement of the

community members. There are typically the same members of the community involved in the

same organizations. This is great for those members that can participate. The difficulty arises

when others try to help or be a part of the group. They are not usually welcomed with open arms.

Which, in turn, hinders the ability for more members to join.

The school district is a 4K-12 public school system all in the same building. The high

school, where I teach there are roughly 45 students per class and it is pretty gender equal. In the

high school area about 8% of the students receive extra academic support. These students are not

fully in the SPED room, most are able to participate in the regular classrooms as well. This year

we have two foreign exchange students from Germany which has been interesting. Watching the

interaction between the students and the foreign exchange students has been wonderful.

My classroom is pretty “normal.” The classes I teach are upper level which makes it

difficult for students with needs to participate. I teach Algebra II 4th and 6th hour, 16 students 8M

& 8F and 8 students 2M & 6F respectively, Physics 1st and 7th hours, 22 students 7M & 15F and 10

students 4M & 6F, respectively, Pre-Calculus 3rd hour 25 students 6M & 19F, and Math for Tech

Fall/18 page 5 of 27
Trades 5th hour 13M students. The class that is most interesting is the Math for Tech Trades. I

have taught for 15 years, subbing and in my own classroom. Most of my time has been at the

middle school level, I have just transitioned into the high school the last four years. My technology

ability is still limited as I have moved to a different school and each school has their own ideas for

what needs to be used. This year I have a Promethean Board, there is a whole lot to learn about its

functionality! Certainly a work in progress.

Math for Tech Trades (MTT) is a class that was added about a week before school started

to fill the missing class that was not able to happen. The class the gentlemen signed up for was

Race Car Math which a new curriculum was being written for and funding was being raised,

however, it all fell through and left the students with no class. The MTT is a transcripted credit

class through Chippewa Valley Technical College (CVTC). I was grateful that they were able to

allow me to teach this class to our students. The students in the class were not sure when the year

started if they really wanted to take the “new” class that was offered to them, but they have stuck

with it and it seems to be going alright. I would say that this is my most challenging class this

year. The makeup of all young men at different math levels and academic rigor really has been

challenging. The students that do want to learn and try hard, seem to not want everyone else to see

them working and trying. I feel like it is “not cool” in that class to try. Some of the young men

want to fit in with the others so they do only what they have to do to get by. Others are more

worried about what the rest will think if they are working on the homework in class during the

given worktime. I am trying to help balance this out by sitting with the students in the desks and

working on the assignments myself, with them. This appears to be working.

Fall/18 page 6 of 27
 My classroom is a work in progress. I switched teaching jobs this summer and the new

school was not finished before school started. There were bits and pieces of the puzzle that still

needed to be completed. My room had some work to finish. Right now, when you walk in my

room, I think it feels a little cold. There is not much on the walls because of the new paint and the

struggle of finding something that will hold a poster. There are cupboards across the back wall

which are nice, but I do not want to hang everything from them as the room could look cluttered.

There are four amazing Physics tables, kind of like moveable kitchen islands, in the back under the

cupboards. They are beautiful and add a neat look to the room. One wall has a Promethean Board

on it, one is the wall with my window and bulletin board, and the last has a dry erase board. I had

the school’s Sparks-and-Sawdust group (business) build a couple shelves for my classroom which

adds fun detail and the students have taken ownership in class because of it. My room is coming

together, but slowly.

As a person entering my classroom, it may seem unstructured and unproductive when in

fact it is the opposite. My classroom is generally busy with notetaking and worktime. During the

worktime there is respect and understanding. The students are able to discuss the work with each

other, figure out and problem solve their homework. I am not a teacher that hovers over the

students. I do not like it when I am hovered upon, that is why I do not do it to others. I certainly

make my rounds and check for understanding and help those students that I know struggle more

than others and those that need to be reminded to stay on task. I expect the students to understand

that everyone learns in different ways. By this, I try to present material in different forms to try to

catch the students that might have missed the concept. There is no disrespect or picking on of

others because of lack of understanding, I do not allow that in my classroom. I give warnings for

wrong doings which is usually enough. If need be, I will take away the problem, usually a phone,

Fall/18 page 7 of 27
and talk with the student. The students that I have that receive detentions, adding another just

doesn’t seem to help the discipline problem. I try to find other ways to deter the behavior.

Attitude is huge in my classroom. I try to model the behavior I would like to see in my class.

Having a smile and open mind is very important to me as I teach and for understanding. I expect

the students to have the same. A normal day is taking attendance, some notetaking and questions

and answers, checking the assignment, present new information, and then work time. This seems

to work alright as they are high school students and the shifting between Q&A, notetaking, and

worktime give them enough of a brain break to continue working.

With respect to Charlotte Danielson’s Domain 2, I find Component 2a: Creating an

Environment of Respect and Rapport very important. In my classroom I try to have a strong

relationship with my student body so that there is comfortability in asking questions for better

understanding and guidance. I also think that Component 2d: Monitoring Student Behavior is very

important. Being that I see these students daily, I can usually tell if something is different or if

they are not like themselves. Watching for these changes is very helpful when teaching in the

classroom to better understand the “why” behind a change in grades in the homework or attitude.

I would also consider Component 2d a challenge of mine. I can monitor the student

behavior, I can watch for changes, and I have expectations, but I do not always handle misbehavior

correctly. I try to be fair across the board, but I also pick my battles for the day. When I know the

student is already having a rough day, I tend to let that student defuse when they need instead of

making sure I get them to do what is expected of them. This is where I look for guidance from my

peers.

Fall/18 page 8 of 27
 I would like to learn more about students and the effects of concussions on their learning.

There are roughly 186 students in the high school where I teach which 99 students are involved a

sport. Knowing that concussions have been in the news a lot, I feel it is important to be informed

on what I can do as a teacher to help my students. I am also personally linked to this topic as my

son has had a couple concussions from football. Being in the classroom I have noticed this year

alone, five different students that have not been diagnosed, but have struggled with the lights,

computer screens, and voices in the classroom. I want to be the best teacher that I can be and want

to find out the best way to help these students with concussions or possible concussions and what

our school’s protocol is on this topic.

Essential Question to Guide Learning Process and Growth

After reflecting on my classroom, the Wisconsin Teaching Standards, and Danielson’s

Domain 2 Classroom Environment, the essential question that will guide my personal and

professional research and learning is: What strategies can I implement to assist my students with

Traumatic Brain Injury (TBI), particularly a concussion?

Synthesis of Research

Concussions are a frequent topic in the media. Concussions are sometimes misunderstood

and not diagnosed. Is there a standard protocol that needs to be followed in school? Many

questions surround the issue and with answers not always in a place easily accessed by schools. I

am personally vested in the subject as my son has been diagnosed with a couple concussions in the

last few years. Along with that, 53% of the student body are involved in athletics, where many

concussions can happen. Of course, concussions do not always happen during athletic activity.

Fall/18 page 9 of 27
Having a better understanding of concussions would be very important for any person involved

with students.

This year there were six students in my classes that were either diagnosed with a

concussion or showed symptoms of a concussion. Being aware of the symptoms, because of

experiences with my son, I was able to help the students in my classroom manage their concussion

symptoms. Examples include adjusting lighting and just being aware that because students were

having more difficulty than normal I needed to check in with them frequently to make sure they we

alright. Having basic knowledge of concussions made me realize there is not a lot of information

in the schools about concussion protocols. I also realized even the limited information known is

not shared with teaching staff as to what to do when or if a possible concussion is suspected.

Knowing some of the quick symptoms like sensitivity to lights, headaches, sleepiness, and

sensitivity to screen time, I have been able to adjust the lighting in my classroom to help some of

the students. I have also been able to reduce some screen time for my students by printing off the

assigned online lessons. Although I feel I am able to help most of my students who have

undergone concussion assessment, I struggle with appropriate direction if a concussion is suspected

but not diagnosed. Is it still appropriate to adjust the lighting and other options to help my students

without the diagnosis? Who do I go to with questions regarding student behavior or emerging

symptoms? Are all of the staff members on the same page with their knowledge about concussions

including both the experienced and the new teaching staff?

The parents of students that have concussions do not always inform the school and are often

not even aware of their child’s struggle. As teachers, when do we contact the parent and is it ok to

question the parent regarding sensitive health information? I know it is allowed to bring up

Fall/18 page 10 of 27
concerns, but will the parent become upset and think I am overstepping? This is the real struggle

with the topic of concussions. It is a newer condition, with a lot of media coverage, however there

is definitely a lack of official protocols that schools routinely follow. Where does one begin to

seek guidance about appropriate protocols and who should be leading the district in this endeavor?

What is a concussion? The definition of a concussion as described in the book, Traumatic

Brain Injury (TBI) & Post Concussion: What Every Educator Should Know, TBI is caused by a

bump, blow, or jolt to the head or a penetrating head injury that disrupts the normal function of the

brain (2016). That definition is further repeated by M. Shaw in the book Concussion Awareness

(2015), stating a TBI is a result of the bump, blow, or jolt to the head. Many times in adolescents

and pre-teens the TBI is sports related.

Concussions or TBIs can effect anyone at any age. The most frequent causes of TBIs per

age are abuse in infants, falls and abuse in toddlers, falls and motor vehicle accidents in early

elementary, bicycle and motor vehicle accidents and contact sports in upper elementary and pre-

teen, and motor vehicle accidents in high school (J. Butterfield, 2016). There are many different

types and grades of severity of concussions. The concussions are specific to the individual, yet

they are able to be put on a gradient scale. The scale is from one to three with three being the most

severe (M. Shaw, Chapter 3). There is also a four step concussion action plan if a concussion is

suspected.

Step 1-Remove the athlete from play, even if he or she says they can continue.

Step 2-The athlete should be evaluated by a healthcare professional with knowledge

and experience in evaluating concussion symptoms.

Fall/18 page 11 of 27
 Step3- Promptly inform the athlete’s parents or guardians about the possible

concussion, and tell them to consult with a healthcare professional experienced in

evaluating concussions.

Step 4-Keep the athlete out of play on the day of the injury and until a healthcare

professional, experienced in evaluating concussions, says he or she is symptom-free and has

released him or her to return to play. (M. Shaw, 2017, Chapter 4)

According to the Sports Concussion Institute (SCI), a well-respected authority on athletic

concussions (M. Shaw, 2017), there are four steps in managing a concussion.

1. Concussion education and awareness

2. Baseline concussion testing

3. Comprehensive neuropsychological clinical care

4. Review the steps above (Chapter 6).

As each concussion can be so very different, these four steps are considered to be

comprehensive guidelines for making sure the student can return to regular activity injury-free.

Along with these steps and knowing that the end goal is returning a healthy student to their daily

activity, concussion clinics use a different four step gauge to return the student to regular

educational activity. These are the steps we, as teachers, will hear about in the classroom. These

steps include:

 Step one being the most severe and low activity with complete rest to the body and head

until cleared by a medical professional.

Fall/18 page 12 of 27
  Step two the student can return to school for short amounts of time. No tests, band, PE, or

chorus.

 Step three limited school activity but increase the amount of time in school for the day and

increase the homework (back to normal) if possible.

 Step four is when the student is considered academically cleared and could return to

practice and full play (M. Shaw, Chapter 8).

The only way to change between the steps is for the athlete to be symptom free for 24

hours. It could take weeks for a student before they are cleared.

Students with concussions sometimes do not show the symptoms until days and/or weeks

after the incident. With this, we as teachers need to be aware of how our students behave normally

because we may be the person that notices a difference in them first. In the book by J. Butterfield,

2016, there are six phases for returning the student to school. These phases resemble the four steps

mentioned in the above paragraph, but have more detail.

Phase 1- Unable to receive educational services or attend school.

Phase 2- Home or Hospital Instruction-Students in this phase may be able to handle

some instruction at home or in the hospital, but cannot return to school.

Phase 3- Partial Day Attendance with Accommodations and Modifications and

Possible Partial Home Instruction- In this phase the focus is directed to the core classes which the

student should attend and how often. Some home instruction might have to occur as well. The

possible “busy” work are not essential at this point, only the essential learning is needed. Little or

no physical activity at this phase.

Fall/18 page 13 of 27
 Phase 4- Attendance at School With Accommodations and Modifications- Prioritize

the assignments, tests, and projects allowing one test per day. Gradually increase the homework as

the student can handle. Very little or no physical activity is allowed.

Phase 5- Full-day Attendance With Possible Accommodations But Without

Modifications-In this phase a plan is made to catch up on missed work while keeping the stress

level low. Physical activity can happen when cleared by the healthcare professional.

Phase 6-Full School Attendance with Extracurricular Involvement- Before returning

to major physical activity, the student needs to be cleared by the healthcare professional or have a

plan in place to follow. The academic activity can return by slowly increasing the demands on the

brain by increasing the amount, length of time, variety, and difficulty of work or tasks (pages 39-

41).

It is very important that educational professionals understand that caution should be

practiced when increasing demands and it is recommended that only one variable be changed at a

time (J. Butterfield, 2016).

Some of the students can be reintegrated to the classroom with very little to no problem.

However, there are some students that may end up with a Section 504 learning plan. This plan is

similar to an Individual Education Plan (IEP) which puts restrictions and guidelines to help the

students achieve to the best of their ability. From the Americans with Disabilities Act Amendment

Act (ADAAA), effective January 1, 2009, the act significantly broadened the criteria for eligibility.

It now includes “major life activities” that must be considered by the schools when seeing if a

student is eligible. When facing the paperwork behind a possible 504 plan, classroom data and the

Fall/18 page 14 of 27
health of the student if it is affecting more than one area in particular growth of the student, the 504

plan could be put in place to help (J. Butterfield, page 43).

To help a student in the classroom that has a TBI, or concussion, assignments can be

adjusted for the student, lighting can be altered, and the noise level of the classroom can be well

monitored. The teacher and student can also have a discussion about what they feel would be the

best for their learning. Following the doctor’s note or other health professional that is experienced

in evaluating concussions is of utmost priority. This is where the educational professional really

need to be on the same page with the particular student’s learning. Communication is huge in these

situations and it seems that not all schools have it together just yet (M. Shaw, Chapter 14,

Expectations).

Research indicates the student “athletes should be withheld from physical exertion until

they are asymptomatic at rest. However, results from preliminary studies that evaluated patients

with post concussion syndrome have shown potential benefit … of short durations of light

cardiovascular activity…” (M. Halstead, 2010). The educational professionals involved with the

concussed student need to have open lines of communication to be able to implement the best plan

of action for the student. Generally the student’s physical appearance may not look different which

could then down play the cognitive ability of the student. The teacher and the student need to have

the ability for honest communication so that maximum healing can take place.

Communication is key in all of the talks about a concussion (M. Shaw, 2017). Putting a

poster on the bulletin board could make others aware of the symptoms which will help the students

be proactive for each other. (Artifact 1) Continuing communication with parents and educational

Fall/18 page 15 of 27
professionals is also important. Contacting the parents with questions is important to understand

the severity of the concussion and if they have concerns returning their child to school.

Two informational fact sheets from the CDC, Returning to School After a Concussion: A

Fact Sheet for School Professionals and Helping Students Recover from a Concussion: Classroom

Tips for Teachers (Artifacts 2 and 3) are quick references for educational professionals. Another

important reference for educators can be found on the Nationwide Children’s website is the

Classroom Concussion Assessment Form. The intended use of the form in the classroom is to be

aware of the symptoms and knowing what type of questions to ask the student to better help with

their learning. Knowing the symptoms of the student will help determine which educational

adjustments could be needed. Examples could be dimming the lights, wearing sunglasses, smaller

assignments, shorter class time, avoiding loud noises, etc… (Found on Artifact 4). These

adjustments need to be made because of sensitives to light, noise, and concentration. (M. Halstead,

2010)

Professional Implications of Research

Researching concussions and classroom learning has really opened my eyes on the

knowledge and lack of knowledge found in the media and at school. There is no particular

protocol that is set in stone for all schools to follow. Using research and asking questions around

my school, I’ve learned there are a lot of unknowns in our school. My peers do not know where to

go, what to do, or who to ask with questions pertaining to students that have been diagnosed with

concussions. Even more disconnect is with the students that are possibly concussed.

Communication is key no matter which field of work a person is involved, schools are no

Fall/18 page 16 of 27
exception. There is a definite breakdown in communication when it comes to information people

are unsure of how it should be shared. Concussion and potential concussion information is in

definite danger of being unshared. That is why there should be a team in the building relating with

particular interest in concussions and betterment for the students.

In talking with the concussion clinic when my son had his injury, the nurse compared

concussions in the head to sprains in the ankle. The major difference is that you do not feel the

continual pain in your head. The pain is only felt when work is overdone, then it is too late. Each

student will heal at their own pace. The student and the concussion professionals are the guides to

help reintegrate the student in the classroom.

Research-based Action Plan

Action Plan Summary

I am going to take an online concussion training to further my knowledge and receive a

certificate. Using that certificate, I plan on sharing my knowledge with the school Athletic

Director (AD) along with Artifacts 1, 2, and 3, with hopes of informing the school staff so that we

can all be on the same page when concussions are involved. If needed, I would serve as a member

of our potential team that is needed to help reintegrated the student(s) to the classroom.

I am going to be more aware of my students in the classroom and their different learning

struggles. Using my awareness, I am going to make my classroom the best environment I can to

help support all the learning strategies needed to help my students. Being aware of concussions

and the possible symptoms will help all m students, not just the student athletes.

Fall/18 page 17 of 27
Anticipated Implementation

For my students with concussions, I will stay in contact with their parents and the

office to make sure the reintegration plan is implemented accordingly. I will also ask

questions of the other teachers to make sure the plan is in place in the other classrooms. The

plan will only work if it is implemented by all the individuals working with the student.

If there is a student in question with no known plan, and the office has no

information regarding the student, I will ask for permission contact the parent to see if they

are aware of any changes in their child’s behavior. There needs to be a place of contact for

the parents, I will take on the responsibility if needed.

In my classroom I will adjust the lighting for sensitivity to lighting, control the noise

level, and adjust assignments for importance. I will have posters alerting students to signs

and symptoms to promote awareness and the ability to be self-advocates.

Anticipated Outcomes

My anticipated outcome is that the students do not feel indifferent if they are

concussed and will ask for help. I also anticipate the school becoming more aware and with

the potential possibility of a set school protocol in the works for future implementation.

With my upcoming online certification, I anticipate the ability to share my

knowledge with the school administration, school board and possibly community members

at athlete meetings.

Fall/18 page 18 of 27
 Post-assessment: Reflection

What Worked (or anticipate what will work) and Why

1. My classroom has become alive with learning. The students in my room that have been

concussed have been able to participate because of the adjustments I’ve made related to my learned

concussion information.

2. An awareness has been made to the school that there is no common knowledge about what to do

pertaining to concussions in the school. I have shared information I’ve learned with the school AD and with

conversation, we have concluded a plan needs to be in place to better help our students.

What Did Not Work (or anticipate what will not work) and Why

1. I anticipate that not all the parents/students will be willing to accept the idea of a concussion

affecting the student learning. They may be in denial about the situation or not taking the concussion as a

serious injury. By contacting the parent with concern, the information needed might not be shared with the

school.

2. I anticipate some teachers, especially middle/high school thankful for common concussion

information provided to all. Using same shared information will allow teachers to feel a part of the

concussion conversation therefore empowered in understanding.

My Next Steps

1. Complete the online concussion training and share the information. Help to empower the

educational professionals in the building so that we can feel a sense of sameness pertaining to concussions.

2. Assemble fact sheets and information to share with fellow teachers, staff, and coaches in the

school. Put a presentation together to share at a meeting with the intention of a school protocol being

designed for implementation.

Fall/18 page 19 of 27
Fall/18 page 20 of 27
 References

Americans With Disabilities Act of 1990. Public Law 101-336. 108th Congress, 2nd session (July
26, 1990).

Halstead, M., McAvoy, K., Devore, C., Carl, R., Lee, M., & Logan, K. (2013). Returning to
learning following a concussion. American Academy of Pediatrics. doi:10.1542/peds.2013-
2867,

Halstead, M., Walter, K., & The Council on Sports Medicine and Fitness (2010). Clinical report-
sports-related concussion in children and adolescents. American Academy of Pediatrics.
doi:10.1542/peds.2010-2005,

Nationwide Children’s Hospital: An educator’s guide to concussions in the classroom, 2nd edition.
(2018) Retrieved December 24, 2018, from
https://www.nationwidechildrens.org/specialties/concussion-clinic/concussion-toolkit/an-
educators-guide-to-concussions-in-the-classroom,

SHAW, M. (2015) Concussion awareness: A resource guide for coaches, trainers, & athletes, plus
teachers, parents & fans. S.1.: Griffen Publishing.

-Traumatic Brain Injury & Concussion. (2017, July 06). Retrieved December 21, 2018, from
http://www.cdc.gov/TraumaticBrainInjury/index.html,

Traumatic Brain Injury & Concussion: Signs and Symptoms. (2016, February 10). Retrieved
December 21, 2018, from http://www.cdc.gov/concussion/signs_symptoms.html,

Waters Butterfield, J. Ph.D., CBIS, Hatch, M. Esq., Browning-Wright, D. M.S. (2016) Traumatic
brain injury (TBI) & post-concussion: what every educator should know. Scotts Valley,
CA: CreateSpace Publishing.

Fall/18 page 21 of 27
 Examples of Artifacts
Artifact 1

Fall/18 page 22 of 27
 Artifact 2

Fall/18 page 23 of 27
 Artifact 3

Fall/18 page 24 of 27
Fall/18 page 25 of 27
 Artifact 4

Fall/18 page 26 of 27
Fall/18 page 27 of 27