Demographic Profile: Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )

Number of Students in Class Male: 14 Female: 14 Total: 27

English Language Arts ( ELA ) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of
students students per students per
per level level level
Beginning 4 Low 4 Emerging 0
Intermediate 18 Medium 9 Expanding 1
Advanced 7 High 14 Bridging 1
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
FS2 (Other Health Impairment) Receives checks and reminders to stay on task.
Directions are repeated multiple times.
Preferential seating away from distractions
Movement breaks
Option to type rather than write by hand.
Extra time, up to 100%

Three Identified Student Profiles

One identified Special Education student, one English Language Learner,
one Special Circumstance student

Student #1 English Language Learner

Student Name: FS1

Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
ELL (ELPAC level 2) Reading (circle one): low medium high

Linguistic and/or Cultural Background: Family/Home Background:

(and how these may influence instruction) (and how these may influence instruction)
This is registered with Spanish as her home/native Appears to have a stable family background. I
language. She talks very little in class, and if she does it suspect that she might be a first-generation citizen,
is often to one specific student, and in Spanish. which may influence the level of help she is able to
receive with schoolwork.
After observing her throughout the semester, and
confirming with her in a conversation, she mention that
she has an easier time reading and writing in English,
and speaking is where she has the most difficulty.

To help this, I have found that giving her time to

practice her pronunciation one on one is helpful for her
to increase confidence speaking in front of her
classmates.
Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social
(and how these may influence instruction) Development Factors:
Student does not have any health concerns according (and how these may influence instruction)
to school record. FS1 appears to struggle with her social identity here
at this school. This is her first year on this school site,
and she appears to be struggling with making
friends, and finding a group of friends. Since she
speaks limited English, this does not help.

Within the class setting, FS1 is quiet and reserved,

but appears polite and kind. Earlier in the year, we
had a situation where another student translated a
question asked by the teacher into Spanish, so that
FS1 could answer. Since then, this student and FS1
have been placed next to each other in every
seating chart. This has helped a lot, because if FS1
needs any sort of linguistic help, this other student is
able to easily. However, this does not fix everything.
FS1 still does not talk much in the class
conversationally. It appears to me that FS1 is simply
still struggling with the “new kid” feeling.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)
ELPAC scores indicate level 3 for listening and This student appears to be interested in school, and
speaking-- higher than reading and writing scores doing well. She clearly tries to succeed, and when
(level 2) comfortable, asks for help and clarifion.

I might try to include more graphs and statistics into my

lessons and prepare ways to scaffold reading and
writing skills.

Student #2 Special Needs Student

Student Name: FS2

Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
IEP -- (Other Health Impairment) Reading (circle one): low medium high

Linguistic and/or Cultural Background: Family/Home Background:

(and how these may influence instruction) (and how these may influence instruction)
This student is recorded as identifying as Hispanic, with FS2 lives in a multigenerational household, with his
his primary/home language being Spanish. grandmother often being the adult to pick him up
from school.
I could include some Spanish words into my lesson or
use Hispanic cultural examples to tie into my material.

Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
This student has an Individualized Education Plan for (and how these may influence instruction)
“Other Health Impairment.” The IEP does not explicitly
state what the health impairment is, though based on This student seems to identify with a group of
the goals stated for the plan, I can infer that it has students that many other students consider to be
something to do with FS2’s speech skills. FS2 is often “nerds” or “geeks.” He enjoys building and
pulled out toward the end of the class to go to speech engineering things, and watching anime, Science-
therapy. Fiction, and Fantasy movies and TV shows.

Other than this, student is able-bodied and appears to Despite this, FS2 is fairly well known amongst the
be healthy. middle schoolers, and pretty well-liked. He appears
to be happy and content with the group of friends
that he has.
Assets/Funds of Knowledge: Interests and Aspirations:
(and how these may influence instruction) (and how these may influence instruction)
FS1 is incredibly creative when it comes to using his On his IEP plan, it stated that he enjoyed, building
hands. When creating a “mini book” for a class things and has interests in STEM. From observation in
project, he found way to improve on it and add more the classroom, he definitely enjoys using his hands;
pages. he became fixated on creating and improving on
the “mini book,” eventually creating his own.
For a Halloween costume, he created his own costume
(a knight/fighter of some sort) out of cardboard and This might show that he is a kinesthetic learner. I
masking tape. would include more activities with moving around
and manipulatives. I could also include STEM things
into my lesson plan.

Student #3 Special Circumstances Student

Student Name: FS3
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
n/a Reading (circle one): low medium high

Linguistic and/or Cultural Background: Family/Home Background:

(and how these may influence instruction) (and how these may influence instruction)
This student is recorded as Caucasian, and a standard This student is currently being raised by his
English learner. grandparents. He is the youngest child , with one
older sister (that my mentor teacher had
previously).

Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
Student does not have any health concerns according (and how these may influence instruction)
to school record. They ride their e-bike to and from Based on my observations, FS3 is currently in search
school most days and plays baseball outside of school. of his own identity. Earlier in the year, he seemed to
identify most with fellow athletes and baseball
However, he is often trying to sleep during the class players, and lately seems to be influenced by the
period. Earlier in the year, when MT contacted home, culture around him. He is extroverted, talkative,
we discovered that he had been staying up late and friendly; due to proximity on the recent seating
playing video games. charts, he and FS2 have become “buddies” of a
sort.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)
FS3 rides his e-bike to school, meaning that he at has This student likes baseball, as well as plays it
the ability and knowledge to get to and from school, himself—his favorite team is the Dodgers.
and probably around the community.
 Other General Classroom Concerns
General cultural and linguistic background of students (home/family):

This class reflects the diversity of the whole campus, with over half of the students in the period of a Hispanic
background, and the rest a mix of Asian-American/Pacific Islander, African American/Black, and White.
Many of the students in this class are Spanish speakers. I’ve observed that in many of these cultures, family,
and especially a family’s ancestors are highly regarded. Learning about one’s ancestors is simply another
method of learning history

Health considerations or physical development factors (if any)

All students in this class appear to be of good health. One student has severe asthma, and wears a mask
while indoors at all times. He is on a 504 plan, and is accommodated by always being seated next to the
door for fresh air; he also has bleach wipes that he is allowed to use to wipe his surface area before
beginning class. Other than this factor, the student is in good physical and mental health (he plays football
outside of school).

One other student, in this class period is of special note. He is recorded on an IEP plan as having an “Other
Health Impairment,” which appears to be have something to do with his language, specifically speaking (he
may have a lisp).

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
Students in this class come from many different cultures and ethnicities. As we study history, especially
American history, we often touch on difficult topics of racism and the mistreatment of POCs. Though these
students are middle schoolers in the 21st century and therefore may not have experienced outright racisms or
mistreatment towards themselves, many of them have probably experienced some level of cultural or
generational trauma. That being said, I will need to approach these topics with a sensitive and discerning
spirit, careful to balance between the facts of history and our modern morals.

Interests and/or aspirations in the class (relevant to this academic area)

Many of the students in this class are not interested in history. They mostly consider the content to my dead
and irrelevant to their own lives.

9. Anticipated Difficulties: The bridge between the concerns for individual students identified in Section 7 and
how this will play out in the context of the actual classroom setting and lesson plans. Based on the
information above, what difficulties may students have with the content? Specify anticipated difficulties for
English language learners, students with special needs, or students with unique needs.

This group of students ranges in their academic levels of understanding. Though many are not registered as
English language learners, some have much more difficulty noticing the nuances within the textbook,
meaning that they need more time to grasp the information. On the other hand, there is also a handful of
students that do not seem to be challenged by the activities and lesson in this class.