Whole class Information
Demographic Information:
This class is comprised of 15 females and 22 males all sophomores whose ages range from 14 through 16. The classroom is made up of a culturally diverse population. While 16 students are from southern California the list themselves as Caucasian or mixed ethnicities.15 students are Hispanic, three of which have immigrated to the country with in the last ten years and seven of which are bilingual. Three students are African American’s, and two are Native American, we even have one foreign exchange student from Sweden. All the students speak English but two have been designated English language learners whose CELDT scores say they are early Intermediate. The class also has three students with 504/IEPs, one of which needs extra time to complete assignments, another has dyslexia and the third has social anxiety. Most of the students receive a free or reduced lunch.
Developmental Needs:
Readiness:
All of my students speak and read English. While most are proficient two of my students have designated CELT scores of intermediate and one of them is reading at a seventh grade level. Also, our class does have a foreign exchange student from Sweden however, her English is at grade level and her previous school scores state she was an A student.
Interest:
The students in my class also have a lot of school spirit they enjoy going to school sport games, dressing up in school sponsored genre days (beach day, 80s day etc.) but they also enjoy school. Ten of my students are in a clubs and 8 are actively involved in sports or other student activities. Most of my students have at least one friend in the class and they enjoy working in groups. My students also love music, video games, talking to friends, reading, and going to events.
This class is comprised of 15 females and 22 males all sophomores whose ages range from 14 through 16. The classroom is made up of a culturally diverse population. While 16 students are from southern California the list themselves as Caucasian or mixed ethnicities.15 students are Hispanic, three of which have immigrated to the country with in the last ten years and seven of which are bilingual. Three students are African American’s, and two are Native American, we even have one foreign exchange student from Sweden. All the students speak English but two have been designated English language learners whose CELDT scores say they are early Intermediate. The class also has three students with 504/IEPs, one of which needs extra time to complete assignments, another has dyslexia and the third has social anxiety. Most of the students receive a free or reduced lunch.
Developmental Needs:
Readiness:
All of my students speak and read English. While most are proficient two of my students have designated CELT scores of intermediate and one of them is reading at a seventh grade level. Also, our class does have a foreign exchange student from Sweden however, her English is at grade level and her previous school scores state she was an A student.
Interest:
The students in my class also have a lot of school spirit they enjoy going to school sport games, dressing up in school sponsored genre days (beach day, 80s day etc.) but they also enjoy school. Ten of my students are in a clubs and 8 are actively involved in sports or other student activities. Most of my students have at least one friend in the class and they enjoy working in groups. My students also love music, video games, talking to friends, reading, and going to events.
Focus Students
1) Name: Sam (504 Special Needs)
504: After, being in a car accident a few years ago Sam suffered a motor impairment which make it hard for him to write or hold a pencil in his hand for fine control which is required for writing. Sam can paint or use pencils with a thicker base. Sam consequently requires an iPad or a computer and is allowed to use them for written essays. Sam is able to independently read text at grade level and is an avid reader. He however struggles to write and find his physical limitation frustrating. Sam does not have very many friends even though he does participate in class and when he does is insightful and bright. He has a passion for role playing video games and reading. There is no in-class support for this student.
Readiness:
Sam needs help developing writing skills. Also, Sam needs development in his social skills because he is a self-isolating individual who sees his disability as shameful. Previous teachers have described Sam as a group leader and very outgoing individual.
Interest:
Likes role playing games that have a story and that he can play on his computer keyboard or iPad. He loves to read fantasy books and comics.
Learning Profile:
Sam is self-isolating in class and often uses his iPad to play games instead of taking notes. While he does participate in class his disability is something he is embarrassed about.
2) Name: Liliana ELL
Liliana likes to go by her nickname Lila. Lila is timid and does not participate as avidly as she could. She doesn’t really socialize with her peers, participates when called upon, but tends to keep to herself. She comes from a family that speaks Spanish at home and English is very limited. She is retaking Algebra because she didn’t pass her first semester. This change resulted in changing her Spanish and Algebra periods this semester. She is withdrawn from her peers in Spanish because she doesn’t know anyone. She is more active and participates more in her English class. Her ELD 1 teacher recently moved Lila up a group where students are beginning to work more independently and her quiz scored dropped.
Readiness:
Lila scored at the beginning level of the California English Language Development Test (CELDT). This was the first time she had taken the test. She is currently enrolled in English Language Development Level 1. She scored an overall of 340-350 on the CELDT.
Speaking: 230-240
Listening: 410-420
Reading: 320-330
Writing: 400-410
Interest:
She enjoys playing games on the computer. She also enjoys making jokes with her classmates from English class. She enjoys watching sports on TV, especially soccer.
Learning Profile:
She is a visual and auditory learner. She needs explicit directions and frequent comprehension checks. She is prone to do minimal work. When asked to do more than expect she tends to struggle and requires motivation.
3) Name: Sarah - Low Performing ADHD student without IEP or 504
Sarah is a very vocal and energetic student. I find myself having to tell her to quiet down often and I have had several conversations with her after class has concluded. I have found out that she is the only sister and she has three brothers. She comes from a large family and she is the oldest out of her siblings. She has always had behavioral issues from as far back as elementary school. Even though she has had behavior issues she seems to do well in school by, what seems as, a minimal amount of effort to her. She is a very intelligent seventeen year old who loves to take part in discussions or answering other of her classmate's questions. I choose to focus on her because she seems to do very well on her tests, but her grades suffer because she does not complete her homework and classwork assignments. I believe her ADHD plays a large role in allowing her to get distracted so easily.
Readiness Level:
Stent can read and write, but has a hard time speaking aloud. Student has been identified with ADHD.
Learning Profile:
Kinesthetic learner. She excels in almost all areas of learning and she explained to me she only has a little trouble “when it comes to reading fast.” She often has the highest test scores in the class, but has trouble concentrating and completing homework.
Interest:
Likes soccer and music. She hates reading even though she reads a lot online. She loves to talk and she explained to me she would not mind becoming President of America one day.
504: After, being in a car accident a few years ago Sam suffered a motor impairment which make it hard for him to write or hold a pencil in his hand for fine control which is required for writing. Sam can paint or use pencils with a thicker base. Sam consequently requires an iPad or a computer and is allowed to use them for written essays. Sam is able to independently read text at grade level and is an avid reader. He however struggles to write and find his physical limitation frustrating. Sam does not have very many friends even though he does participate in class and when he does is insightful and bright. He has a passion for role playing video games and reading. There is no in-class support for this student.
Readiness:
Sam needs help developing writing skills. Also, Sam needs development in his social skills because he is a self-isolating individual who sees his disability as shameful. Previous teachers have described Sam as a group leader and very outgoing individual.
Interest:
Likes role playing games that have a story and that he can play on his computer keyboard or iPad. He loves to read fantasy books and comics.
Learning Profile:
Sam is self-isolating in class and often uses his iPad to play games instead of taking notes. While he does participate in class his disability is something he is embarrassed about.
2) Name: Liliana ELL
Liliana likes to go by her nickname Lila. Lila is timid and does not participate as avidly as she could. She doesn’t really socialize with her peers, participates when called upon, but tends to keep to herself. She comes from a family that speaks Spanish at home and English is very limited. She is retaking Algebra because she didn’t pass her first semester. This change resulted in changing her Spanish and Algebra periods this semester. She is withdrawn from her peers in Spanish because she doesn’t know anyone. She is more active and participates more in her English class. Her ELD 1 teacher recently moved Lila up a group where students are beginning to work more independently and her quiz scored dropped.
Readiness:
Lila scored at the beginning level of the California English Language Development Test (CELDT). This was the first time she had taken the test. She is currently enrolled in English Language Development Level 1. She scored an overall of 340-350 on the CELDT.
Speaking: 230-240
Listening: 410-420
Reading: 320-330
Writing: 400-410
Interest:
She enjoys playing games on the computer. She also enjoys making jokes with her classmates from English class. She enjoys watching sports on TV, especially soccer.
Learning Profile:
She is a visual and auditory learner. She needs explicit directions and frequent comprehension checks. She is prone to do minimal work. When asked to do more than expect she tends to struggle and requires motivation.
3) Name: Sarah - Low Performing ADHD student without IEP or 504
Sarah is a very vocal and energetic student. I find myself having to tell her to quiet down often and I have had several conversations with her after class has concluded. I have found out that she is the only sister and she has three brothers. She comes from a large family and she is the oldest out of her siblings. She has always had behavioral issues from as far back as elementary school. Even though she has had behavior issues she seems to do well in school by, what seems as, a minimal amount of effort to her. She is a very intelligent seventeen year old who loves to take part in discussions or answering other of her classmate's questions. I choose to focus on her because she seems to do very well on her tests, but her grades suffer because she does not complete her homework and classwork assignments. I believe her ADHD plays a large role in allowing her to get distracted so easily.
Readiness Level:
Stent can read and write, but has a hard time speaking aloud. Student has been identified with ADHD.
Learning Profile:
Kinesthetic learner. She excels in almost all areas of learning and she explained to me she only has a little trouble “when it comes to reading fast.” She often has the highest test scores in the class, but has trouble concentrating and completing homework.
Interest:
Likes soccer and music. She hates reading even though she reads a lot online. She loves to talk and she explained to me she would not mind becoming President of America one day.