Student Needs Chart ED 450 Student Description of Student Brad is smart, but struggles as a student.

. He struggles with attendan e and !utting e""#rt int# his w#r$. His m##d #"ten hanges.

Justin Salzman How are you applying your knowledge and skills to meet the unique cognitive, behavioral, and/or cultural needs of each student? Ea h da% & greet Brad at the d##r and ma$e small tal$ with him. & w#r$ with Brad and d# m% best t# m#ti'ate him. & "eel he is #"ten dis #uraged be ause he is a (uni#r and is in a lass with )4 #ther s#!h#m#res. He d#esn*t want t# be in the same r##m as them, be ause he d#esn*t ha'e an% "riends in the lass. & s#metimes all#w him t# w#r$ in the res#ur e r##m where & $n#w he will w#r$ better. & tal$ with Brad #"ten and #mmuni ate with him that i" he w#r$s in the res#ur e r##m, he needs t# #me ba $ t# the r##m at the end #" the h#ur and sh#w me his w#r$. +astl%, & tal$ with brad ab#ut h#w im!#rtant it is t# ha'e him in lass and en #urage him when & see his ha'ing a bad da%. & ha'e established a relati#nshi! with D#ug where & tal$ with him ab#ut s!#rts and hist#r%. & "eel this hel!s him t# be #me m#re #m"#rtable with m% lass and m%sel". &t has seemed t# hel!, be ause he has be #me m#re s# iall% in'#l'ed in the lass sin e the beginning #" the %ear. & als# di""erentiate instru ti#n and as$ riti al thin$ing -uesti#ns t# hallenge him and gr#w as a student and learner. Darius arries a l#t #" !ain with him #n a dail% basis, b#th mentall% and !h%si all%. Ea h da% & tr% and at h u! with Darius and see h#w things are g#ing. & ma$e an e""#rt t# st#! and tal$ with him #utside #" lass. & !raise Darius when he d#es well and en #urage him when he d#esn*t d# s# well. & an see the di""eren e that m% !resen e has made in his li"e as a student. .e entl% he has ta$en m#re initiati'e in his s h##l w#r$ and has been d#ing better. &n #rder t# hel! Ni $, & ha'e rearranged the seating hart, whi h has hel!ed him t# be #me less distra ted "r#m #thers. & ha'e tal$ed with Ni $ #ne #n #ne ab#ut his beha'i#r and reminded him #" the beha'i#r & e0!e ted "r#m him. & #"ten "ind m%sel" using tea her !r#0imit% t# !re'ent an% disru!ti#ns "r#m Ni $ and it has w#r$ed w#nders.

Brad C.

D#uglas ,.

D#ug is a 'er% smart and talented %#ung man. He is #"ten s# iall% aw$ward. D#ug is #m"#rtable in his #wn s$in and mature "#r his age. Darius has a 'er% !#siti'e #utl##$ #n li"e #nsidering all he has g#ne thr#ugh. He struggles as a student, but !uts "#rth e""#rt in his w#r$. Ni $ is a 'er% s# ial and uri#us student. He #"ten tal$s during lass, whi h auses him t# l#se #ut #n im!#rtant in"#rmati#n. He li$es t# as$ -uesti#ns and !#int things #ut as well.

Darius S.

Ni $ /.

Student Needs Chart ED 450 S!en er is an energeti , distra ted, and s# ial student. He has a hard time sitting still, whi h e""e ts his learning.

Justin Salzman S!en er tends t# be distra ted 'er% easil%, s# & "ind m%sel" reminding him t# sta% #n tra $ and redire t his attenti#n. & ha'e m#'ed S!en er t# the "r#nt #" lass awa% "r#m his "riends that distra t him and it has seemed t# w#r$ #ut better, but he still #"ten turns and #mmuni ates with them a r#ss the r##m. 1he thing that & d# the m#st with S!en er is m#del a!!r#!riate beha'i#r. S!en er a $n#wledges me and understands, but has a hard time sta%ing #nsistent with the desired beha'i#r s# & ha'e t# #nsistentl% m#del !#siti'e beha'i#r. Jess has a hard time with being a #nsistent student. She has da%s where she #m!letes w#r$ and #thers where she d#esn*t be ause she is distra ted. 2hen she d#es turn in her w#r$ it is satis"a t#r% w#r$. & ha'e m#'ed Jess t# the "r#nt #" the r##m and redire t her beha'i#rs when the% be #me a distra ti#n. & $ee! her #n tra $ with assignments b% being #nsistent and tal$ing with her dail%. Ja #b*s lass !er"#rman e is a""e ted be ause #" his negati'e attitude t#wards s h##l. He d#esn*t want t# be at s h##l, be ause s h##l is n#t "un. 2hen Ja #b t#ld me this lass is n#t "un, & as$ed Ja #b 3what an & d# t# ma$e this lass m#re "un45 Ja #b t#ld me that we sh#uld d# urrent e'ents. 2ith this & began d#ing urrent e'ents #n e a wee$ and using di""erentiated instru ti#n. & ha'e seen a little im!r#'ement in Ja #b*s attitude t#wards s h##l and learning. & ha'e established a relati#nshi! with C#d% that has hel!ed me t# see what is g#ing #n #utside #" s h##l. & n#w ha'e an easier time seeing where C#d%*s "# us is at and will use what & $n#w ab#ut him t# m% ad'antage in hel!ing him get #n t#! #" his s h##lw#r$. & ha'e m#'ed C#d% t# a di""erent s!#t in the lassr##m t# be awa% "r#m distra ti#ns and when w#r$ing in gr#u!s & !ut him with an#ther student that hel!s t# $ee! him #n tra $. +#gan has made me realize that tea hing is n#t all ab#ut #ntent and standards, but that it is ab#ut de'el#!ing relati#nshi!s with students and sh#wing them that %#u are ab#ut them. +#gan has went thr#ugh a l#t in his li"e and he an*t seem t# #'er #me his !ast. His !ast a""e ts his !er"#rman e and beha'i#r at s h##l. & ha'e made a #mmitment t# get t# $n#w +#gan and be a #nsistent "a t#r in his s h##l li"e, be ause & $n#w that is what he needs. & ha'e tal$ed with +#gan ab#ut li"e and s h##l and ha'e stressed the im!#rtan e #" e""#rt, res!e t, and getting an edu ati#n. Ea h da% & tal$ with +#gan and see h#w things are g#ing b#th at s h##l and at

S!en er /.

Jessi a H.

Ja #b /.

Jessi a is a uri#us %#ung girl wh# has a hard time sta%ing #n tra $. She li$es t# tal$ during lass and wants t# $n#w e'er%thing that is g#ing #n. Ja #b is a smart student when he !uts e""#rt int# his w#r$. He #"ten has a negati'e attitude whi h a""e ts his lass !er"#rman e. C#d% is a 'er% li$eable $id wh# has a hard time "# using in the lassr##m. He is a !leasure t# ha'e in lass, but he struggles with !a%ing attenti#n. +#gan is an unm#ti'ated, l#w sel"6esteemed %#ung man wh# has n#t d#ne well in s h##l #'er the #urse #" his student areer. He has a hard time establishing res!e t with #thers.

C#d% C.

+#gan 2.

Student Needs Chart ED 450

Justin Salzman h#me. 7ur relati#nshi! is getting better and & "eel he is starting t# res!e t me m#re, be ause he realizes & am n#t mu h #lder than him and & an relate t# him. & l##$ at m%sel" as a ment#r t# him, where & d# m% best t# relate t# him and $ee! him #n tra $. 1he biggest thing that & ha'e d#ne that w#r$s is being #nsistent with him. & ha'e de'el#!ed a relati#nshi! with Ste""en, whi h hel!s me t# #nne t with him and m#ti'ate him t# get his w#r$ d#ne. & ha'e a #mm#dated his &E8 and all#wed "#r him t# ha'e e0tra time #n assignments and & #nsistentl% "#ll#w u! with Ste""en t# see h#w things are g#ing. & ha'e en #uraged Sa'annah and used di""erentiated instru ti#n t# hel! her gain an understanding #" m#re di""i ult #n e!ts. &t seems t# hel! her #!en u! a little bit m#re and be #me m#re #n"ident in her learning abilities. & ha'e "#und m%sel" tal$ing with :abe m#re #"ten. & ha'e de'el#!ed a relati#nshi! with him and $ee! a l#se e%e #n him t# $ee! him #n tra $ and ma$e sure he is sta%ing m#ti'ated in lass. & ha'e a #mm#dated :abe b% all#wing him t# g# t# the S!e ial Edu ati#n .es#ur e r##m t# w#r$ #n tests and #ther im!#rtant assignments that re-uire "# us. & ha'e de'el#!ed a relati#nshi! with Drew inside the lassr##m and & m#nit#r his !r#gress and en #urage him t# use dee!er thin$ing s$ills when he as$s -uesti#ns. Drew*s -uesti#ns are generall% as$ing me ab#ut i" he an d# the bare minimum and & res!#nd b% redire ting his thin$ing t# a higher le'el. & en #urage him, whi h hel!s him sta% #n tra $ and m#ti'ated. & ha'e de'el#!ed a relati#nshi! with b#th .#ss and his S!e ial Edu ati#n tea her Sara. 1his has hel!ed me t# re #gnize .#ss* strengths and wea$nesses. & ha'e #me u! with new wa%s t# engage .#ss in the lass and ha'e "#und it e0tremel% en #uraging t# m%sel" and #thers. & ha'e .#ss reate 8#wer8#ints #" the urrent ha!ter we are #n and when we g# #'er material in lass .#ss is able t# !arti i!ate, be ause he $n#ws the material. 1he students are en #uraged, be ause the% see .#ss getting in'#l'ed and als# be ause he $n#ws the material. 1he #ne thing that has reall% hel!ed me when intera ting and tea hing .#ss is $n#wing b#th his &E8 and his 8#siti'e Beha'i#r Su!!#rt 8lan. & ha'e de'el#!ed a relati#nshi! with Jazz #utside #" the lassr##m,

Ste""en 8.

Ste""en tends t# be an unm#ti'ated student. He has a hard time sta%ing #n tra $ with his assignments. Sa'annah is a -uiet girl wh# seems un #n"ident in hersel" and her abilities. :abe is an energeti , distra ted, and uri#us student. He li$es t# as$ a l#t #" -uesti#ns and tal$ during lass. Drew is a smart student, but he #"ten d#esn*t !ut as mu h e""#rt as he sh#uld be int# his w#r$. .#ss is #ne #" m% students with autism. He is a 'er% bright %#ung man that is 'er% reser'ed, but an be #me in'#l'ed when he $n#ws #ntent.

Sa'annah 9.

:abe :.

Drew C.

.#ss B.

Jazz is an#ther #ne #" m%

Student Needs Chart ED 450 Jazz /. students with autism. He is a 'er% -uiet !ers#n wh# hanges m##ds 'er% -ui $l%.

Justin Salzman whi h has been a riti al !#int that has hel!ed me in #nne ting with him. & #mmuni ate with Jazz #n a dail% basis. & ha'e gained Jazz*s trust b% sti $ing u! "#r him a"ter an in ident in lass. Jazz understands that & am "air and will d# what is right and & "eel it has m#ti'ated him t# turn assignments in #n time, whi h he has had a hard time d#ing in the !ast. Ea h wee$ & ha'e t# m#nit#r Jazz*s beha'i#r and "ill #ut a 8#siti'e Su!!#rt Beha'i#r 8lan, whi h indi ates his beha'i#rs, things he did well, and his beha'i#rs "#r the wee$. & ha'e had n# issues with Jazz sin e de'el#!ing a relati#nshi! with him. & ha'e de'el#!ed a relati#nshi! with ;ran$ie, whi h has hel!ed me understand the wa% he learns and thin$s. & ha'e learned that & need t# !ut in"#rmati#n in its sim!lest "#rm "#r ;ran$ie and #ther students, in #rder "#r them t# gras! ertain #n e!ts t# the "ull e0tent. & use di""erent st%les #" instru ti#n in m% lass, whi h hel!s students su h as Emm%e be #me m#re #m"#rtable with hersel" and her lassmates. & d# !eer t# !eer tea hing al#ng with a ti'ities su h as the galler% wal$, whi h gets students #ut #" their seats and m#'ing ar#und and learning ab#ut things !#sted ar#und the r##m. 2hile students are g#ing ar#und the r##m the% are tal$ing with #thers ab#ut what the% are seeing. & ha'e n#ti ed that this t%!e #" a ti'it% all#ws Emm%e t# #mmuni ate with #ther students that she ma% ha'e n#t tal$ed t# #utside #" lass. & am in #r!#rating higher le'el thin$ing int# m% s# ial studies lasses, whi h is hel!ing me hallenge students su h as Nate.

;ran$ie ,.

Emm%e H.

;ran$ie is a 'er% #utg#ing student wh# !uts "#rth e0tra e""#rt #n his assignments. He is 'er% s# ial and is determined t# get his w#r$ d#ne. Emm%e is a girl that is 'er% sh%, but smart. She d#esn*t sa% a wh#le l#t during lass, but & an tell she ares ab#ut s h##l.

Nate C.

Justin ..

,lissa ,.

Nate is a 'er% smart and talented %#ung man wh# has been raised b% tea hers. He is a 'er% m#ti'ated student. Justin is a smart, #ns i#us student wh# is mature. He gets irritated with #thers in lass that d#n*t beha'e as the% sh#uld. ,lissa is a 'er% uri#us, ambiti#us, and smart

& "ind m%sel" reading Justin*s e0!ressi#ns and m##d t# see where he is at ea h da% and with that & tr% and en #urage him t# m#'e "#rward and ign#re #thers. & redire t #ther student*s beha'i#rs, whi h hel!s $ee! Justin and #thers "# used #n the da%* ,lissa started #"" the %ear as a -uiet girl, wh# didn*t seem 'er% interested in m% <.S Hist#r% lass, but a"ter & began di""erentiating

Student Needs Chart ED 450 student, wh# isn*t a"raid t# as$ -uesti#ns.

Justin Salzman instru ti#n and getting her a ti'el% in'#l'ed & saw a di""erent side #" her. ,lissa began t# start as$ing m#re -uesti#ns and started sh#wing m#re interested in m% hist#r% lass, whi h was en #uraging t# me. ,s we !r#gress & "ind m%sel" en #uraging her t# as$ m#re -uesti#ns and dee!en her thin$ing !r# ess with riti al thin$ing -uesti#ns. & ha'e "#und m%sel" en #uraging Brand#n m#re and m#re t# sta% #n t#! #" his s h##l w#r$. & ha'e established a relati#nshi! with him b% tal$ing with him #utside #" lass and gi'ing him "reed#m t# ta$e di""erent a!!r#a hes t# his learning !r# ess with !r#(e ts.

Brand#n N.

Brand#n is a 'er% smart student, wh# #"ten has a hard time sta%ing #n tra $. He hangs #ut with a gr#u! #" $ids wh# get him #"" tra $, whi h s#metimes hurts his lassr##m !er"#rman e.

Brand#n 8.

Brand#n is a -uiet and smart student. He #"ten l##$s de!ressed.

& tal$ with Brand#n #"ten t# ma$e sure that e'er%thing is g#ing alright and gi'e him en #uragement. ,n#ther thing & d# with Brand#n as well as #ther students is gi'e him !raise when !raise is needed. & see -uite a di""eren e in his m##d a"ter & !raise him, whi h seems t# be en #uraging t# him. & ha'e de'el#!ed a relati#nshi! with /ar , whi h has all#wed me t# be m#re #m"#rtable in tal$ing with him #ne #n #ne ab#ut his beha'i#r in lass. & !r#'ide hallenging -uesti#ns t# /ar and #"ten all #n him t# $ee! him #n tra $. & use tea her !r#0imit% #"ten ar#und ,le0 t# limit the distra ti#ns #" #ther students and t# gi'e him a ue that & e0!e t m#re "r#m him. ,le0 understands that when & am near him that he sh#uld begin t# !a% attenti#n and sta% #n tra $.

/ar 9.

,le0 ..

/ar is a 'er% smart and tal$ati'e student, wh# has a hard time sta%ing #n tas$ in lass, be ause he distra ts #thers in lass. ,le0 is an#ther student that is smart, but is distra ted b% #ther students. He is #"ten -uiet in lass.