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: 10 Female: 8 Total: 18

English Language Arts ( ELA ) Mathematics

Level Number of Male or Female Level Number of Male or Female
students per students per
level level
Beginning 1 1m, 0F Low 0 0M, 0F
Intermediate 5 3M, 2F Medium 6 4M, 2F
Advanced 12 6M, 6F High 12 6M, 6F
18 10M, 8F 18 10M, 8F
English Language Learners ( ELL )
Level Number of Male or Female Specific Needs
students per
level
Emerging 0 0 N/A
Expanding 0 0 N/A
Bridging 2 M ELL students have not yet been assessed due to
COVID-19-related restrictions and assessment delays.
2 2M
Special Education Students Total Number: 5
Specific Needs Male or Female

• AUT-Autism, Services: SAI sessions 2 hrs. Speech ½ hr. M

• Behavior Goal (Yes): Student will utilize coping strategies when presented with a
frustrating situation
• Goal Areas: Social/Emotional and Behavior

• AUT-Autism, Services: SAI sessions 2 hrs. Speech ½ hr. M

• Behavior Goal (Yes): Student will utilize coping strategies when presented with a
frustrating situation.
• Goal Areas: Communication, Social/Emotional, Behavior

• AUT-Autism, Services: SAI sessions 2 hrs. Speech ½ hr. M

• Behavior Goal (No)
• Goal Areas: Communication (stuttering, remain on topic), Social/Emotional (will initiate
appropriate interactions)

• AUT-Autism, Services: SAI sessions 2 hrs. Speech ½ hr. M

• Behavior Goal (Yes): Student will utilize coping strategies when presented with a
frustrating situation.
• Goal Areas: Communication, Readiness (Upon occurrence of distracting stimuli, he
will reengage attention within 5 seconds)

• SLI-Speech or Language Impairment , Services: Speech ½ hr. M

• Behavior Goal (No)
• Goal Areas: Communication (will demonstrate attention in the classroom and improve
social relationships by making comments to peers such as, do you want to play? What
do I do next?)


Five Identified Student Profiles

One English language learner, one identified special education student,
one special circumstance student, one high performing student, and one low performing student

FS1: ELL
Student Name: FS1
Special Identifications: ELL Student Math: low medium high
(Bridging: Language Fluency) Reading: low medium high
Linguistic and/or Cultural Background: Family/Home Background:
FS1 was born in Besiktas, Turkey. This student is an FS1’s parents are involved and supportive. Recently,
English Language Learner whose first language is FS1’s dad, who is also learning the English language,
Turkish. FS1 is learning and applying English language volunteered and read aloud to the class via Zoom.
skills in a variety of contexts and is engaging in grade- This student’s dad displayed courage and humility,
level academic tasks and activities. by being unafraid to speak, and by informing the
class that he too is learning English. FS1’s dad stated
FS1 communicates effectively on a wide range of that would do his best, even though he may
familiar and new topics in order to meet academic mispronounce words. He thanked that class for
demands in a variety of disciplines. Assessment data listening and demonstrated a sincere interest in
indicates student is scoring at or slightly above the partnering with teachers and staff in his child’s
Kindergarten benchmark goals in the four ELD education.
domains: listening, speaking, reading, and writing.
FS1 is gaining language mastery needed for FS1’s parent involvement directly correlates to their
academic achievement and actively progressing in student’s growth, achievement, and success in
increasing proficiency in English. This scholar is school. FS1 is usually the one of the first students to
working toward a high level of proficiency that is arrive in the morning and to be picked up after
comparable to monolingual classmates. school. The family values education, models
participation, and an embraces an active, healthy
lifestyle and whole-child learning approach that is
conducive to educational and societal success.

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

FS2 has no known physical concerns to date.
Development Factors:
FS1 demonstrates responsible decision-making skills
and takes ownership of work. This student makes
constructive and respectful choices and takes
responsibility for positive as well as negative
outcomes. FS1 actively participates in class and
frequently raises a hand to contribute to meaningful
conversations, which build our healthy classroom
culture. When FS1 does not know the answer to a
question, this student admits that he is not sure or
does not know the information yet, with honesty and
maturity. FS1’s steady, confident, matter-of-fact
responses model responsible decision-making skills
that inspire classmates to actively engage in
discussions. FS1’s ability to make sound judgements
about personal behavior positively influences the
classroom environment and encourages participation
by creating a supportive space for all to communicate
and share.

Assets/Funds of Knowledge:
FS1 adapts naturally and enthusiastically into the
classroom. This student is conscientious, diligent,
polite, and demonstrates a strong work ethic. FS1
communicates visually through drawing and
frequently gifts the teacher with illustrations.
FS1demonstrates integrity, gratitude, respect, and
creativity. This student has a zest for learning!
FS1 has a broad range of pre-existing academic
knowledge and skills that will positively impact how
this student processes and integrates new
information within the lesson. Math evaluation data
indicates that FS1 has Kindergarten level math skills.
During class, this student demonstrates tremendous
enthusiasm for learning, particularly for mathematics
and embraces learning new content through a variety
of methods and activities. FS1 listens intently and
executes work with precision and accuracy.
FS2: Special Needs
Student Name: FS2
Special Identifications: Special Needs Student
IEP: Autism and Speech
Linguistic and/or Cultural Background:
FS2 is a Caucasian, English-fluency only twin who
was born in the United States. The twins are very
close to their grandmother/caregiver who supports
the students academically on a daily basis. She also
demonstrates and emphasizes character formation
and moral development, which the twins bring to the
classroom.
Health and/or Physical Concerns:
FS2 has an IEP which states that Autism is the
identified disability. This student’s strength and
preferences are in academics. FS2 demonstrates
kindness, compassion, and character excellence.
FS2’s IEP states, “Currently, student’s behavior
impedes learning of self or others and behavior
interventions are needed.” Behavior Goals Areas
include communication, social/emotional, and
behavior. The IEP Classroom Accommodations
include program accommodations, supplementary
aids, and accommodations (including effect on
grading). This student has two, one-hour SAI
sessions and one, half-hour speech session per
week. FS2 has no known physical concerns to date.
Interests and Aspirations:
FS1 loves to draw, enjoys going to the beach, and is
eager to master English. He communicates visually
through drawing and loves to learn art techniques
from his father who is a graphic designer.
FS1 is friendly with students and staff. This student
initiates and engages in conversations with people of
all ages. FS1 is making friends with classmates (and
their siblings), and demonstrates mature interpersonal
skills, inside and outside of the classroom. FS1 is a
confident contributor to our class, relates to peers,
and exhibits a solid sense of belonging within our
community. FS1 is an inspiration to peers and
teachers.
Math: low medium high
Reading: low medium high
Family/Home Background:
FS2 has a twin in class. The siblings are being cared
for by their grandmother during the day while their
parents work. The identical twins were born in on
September 27, 2014 and have a close relationship.
They enjoy talking with each other and spending time
together before and after school. Each person has a
sense of humor and demonstrates strong moral
character.
Socio-emotional Learning Concerns/Social
Development Factors:
Self-management interventions are helping FS2 to
understand the rules and expectations of given
situations and assisting this student to regulate his
behaviors accordingly. FS2 is frequently prompted to
focus and pay attention in order to complete tasks.
Effective strategies that help this student focus and
pay attention include non-verbal cues such as
making and maintaining eye contact at eye level, light
tapping on the desk or document, and gesturing.
Verbal classroom expectations and positive
reinforcements are also provided such as, “I write,
you write,” and “let’s be respectful listeners.”
FS2’s body language indicates this student may be
tired and/or hungry (head on desk), cold, and bored
as he frequently moves his arms out of the sleeves
and into his t-shirt. This student is often reminded

Assets/Funds of Knowledge:
FS2 has strong math skills, enjoys academic
activities, and frequently is one of the first students to
have the answers to group questions. At home, FS2
builds with Legos, plays with stuffed animals, and
looks forward to building structures with his brother
after school. He is fascinated by robots, enjoys
drawing, and is detail-oriented.
FS3: Special Circumstances
Student Name: FS3
Special Identifications: Special Circumstances
Student
IEP: AUT-Autism and Speech
Linguistic and/or Cultural Background:
FS3 is of Native-American descent. He is an English-
fluency only student who lives in a monolingual
household.
about the importance keeping his arms outside of his
shirt to avoid falling out of his chair when he is in a
tucked position. FS2 is easily redirected, coachable,
eager to do what is right, and is beginning to
recognize and modify behaviors. This student’s kind,
joyful, and thoughtful demeanor positively influences
our classroom.
Assistive Technologies (as appropriate)
FS2 has been given a writing assistive device. This
low-tech device was provided to improve handwriting
legibility by helping the student control the pencil
more effectively. The student practiced using this
pencil grip for one full day and asked to “try to work
harder without it please,” because the apparatus was
actually impeding the ability to write. His handwriting
has improved significantly, with consistency and
accuracy, without a writing device.
.
Interests and Aspirations:
FS2 enjoys bike riding, bunnies, Legos, and robots.
This student likes math. FS2’s dream birthday would
be to hang out at home with family as FS2 truly
enjoys a relaxed atmosphere and being comfortable.
FS2 loves rabbits and has so many stuffed animals
that this student cannot count all of them. This
compassionate student has a caring demeanor and
models kindness daily, which is a crucial element of
our well-functioning classroom, and of our world. FS2
is a twin who is valued for individual assets and is
flourishing in our inclusive community where this
scholar demonstrates a solid sense of belonging.
Math: low medium high
Reading: low medium high
Family/Home Background:
FS3 is an only child who lives with his paternal
grandmother who is called “Mom.” She recently
adopted this student, as his parents are substance
abusers. Having a custodial grandparent and having
lived in foster care may have other affects; however,
FS3 is adapting to Kindergarten well, is motivated to
learn, and is flourishing. This student’s grandmother
values our school and is grateful that her grandchild
is adapting well – academically, emotionally, and
socially. Recently, this enthusiastic student earned
the “Shout Out” award that honors one extraordinary
student for overall excellence!

Health and/or Physical Concerns:
In addition to being a Special Circumstances Student,
FS3 has been diagnosed with Autism and has
Speech needs. This student has two, one-hour SAI
sessions and one, half-hour speech session per
week. FS3 is flourishing in the classroom and does
not appear to have any speech issues. FS3 is
thriving, is engaged, and contributes academically
and socially. Having teacher support and being in a
welcoming classroom community on a daily basis is
opening doors to brand new growth opportunities for
this student!
Assets/Funds of Knowledge:
FS3’s assessments shows above grade-level
knowledge and understanding in math. FS3 is an
expressive, high performing student who exudes
confidence in challenges. This scholar actively
participates in class, is competitive (particularly in
math games), and is detail-oriented. FS3 enjoys
sharing thoughts aloud, volunteers frequently, and is
eager to answer questions. FS3 is detail minded,
particularly when doing “hands-on” activities and
working on visual arts and creative activities. FS3
recognizes patterns easily and quickly. When
stacking small foam blocks to measure the height of
a pumpkin, this student accurately, and meticulously
color-coded the entire stack. FS3 is industrious and
has a zest for learning.
FS4: High Performing (HPS)
Student Name: FS4 (HPS)
Special Identifications: High Performing Student
(Please note: Students are tested for GATE
identification in 3rd grade.)
Linguistic and/or Cultural Background:
FS4 is of Mexican-American descent who has a
Spanish-speaking grandmother. This student’s
brother is currently learning Spanish now that he is in
second grade. They have a very close family and
enjoy spendng time together.
Health and/or Physical Concerns:
There are no known health and/or physical concerns
for FS4.
Socio-emotional Learning Concerns/Social
Development Factors:
FS3 is working on regulating emotions and curbing
spontaneous behaviors, including shouting out. When
redirected, this student controls impulses and is back
on task. FS3 is learning to utilize coping strategies
such as taking a breath to relax and verbalizing his
needs. Due to extenuating circumstances, this
student needs and receives extra support in the form
of positive reinforcement, supplemental guidance,
and redirection.
Interests and Aspirations:
FS3 enjoys drawing, painting, swimming, snakes, and
math. This scholar displays a strong interest and
demonstrates advanced knowledge in mathematics
and design. FS3 revels in interactive discussion and
is a meticulous creative. This innovative student
would like to build a house someday.
Math: low medium high
Reading: low medium high
Family/Home Background:
FS4 has an older brother and they get along very
well. There is a mutual respect between the siblings
and they engage in conversation daily when walking
to and from the classroom. These siblings are
positive role models as they demonstrate respect,
honor, responsibility, care, interest, and
thoughtfulness, inside and outside of the classroom.
FS4 enjoys science, gymnastics, playing “Flower
Power” word games, and being with family.
Socio-emotional Learning Concerns/Social
Development Factors:
FS4 demonstrates exemplary strengths and maturity
in understanding and managing emotions and
behavior, feeling and showing empathy for others,
establishing and maintaining positive relationships,
and responsible decision-making. It is important to

Assets/Funds of Knowledge:
FS4 is a mature, creative, detail-oriented, high-
achieving student who displays multiple intelligences.
This scholar actively participates in class, thinks
independently, is self-motivated, learns and retains
new information quickly, listens attentively, and
demonstrates strong abilities in academics,
kinesthetics, and visual art. FS4 will benefit from
appropriately differentiated curriculum designed to
address specific individual needs, abilities, and
interests. This student positively influences peers as a
mature, discerning role model.
FS5: Lower Performing (LPS)
Student Name: FS5 (LPS)
Special Identifications: Special Needs Student/Low
Performing
IEP: AUT-Autism and Speech
Linguistic and/or Cultural Background:
FS5 is a native-Californian, English-only Caucasian.
Health and/or Physical Concerns:
FS5 has been diagnosed with Autism. This student
has two, one-hour SAI sessions and one, half-hour
speech session per week. FS5 engages in class
activities and does need focus cues. A pencil grip
assistance tool was provided to help with handwriting
control and proper grip. FS5 does not use this device
as it impedes writing and drawing skills. There are no
known health and/or physical concerns for FS5.
Assets/Funds of Knowledge:
FS5 is detail oriented and shows excellent focus,
particularly when doing “hands-on” activities and
working on visual arts. This student recognizes
patterns easily and quickly,. FS5 loves to draw.
FS5 communicated that the (classical piano) music
that was playing during art expression time made this
student feel sad. FS5’s emotional response to
unexpected stimuli (music) indicates that this student
was cognitively immersed in the music. Studies have
shown that listeners who experience sensitivity to
recognize this student’s efforts and work ethic and
provide positive reinforcement as FS4 develops
academically, intellectually, socially, and emotionally.
This student displays strong leadership skills and is
an inspiration to peers inside and outside of the
classroom.
Interests and Aspirations:
FS4 enjoys science, math, gymnastics, swimming,
and pink pigs. This student would like to climb
monkey bars when the playground opens, post-
COVID. This scholar is planning on becoming a
scientist.
In addition to a kind demeanor and strong work ethic,
FS4 demonstrates alignment between high
aspirations, expectations, and achievement – all of
which positively influences the class.
Math: low medium high
Reading: low medium high
Family/Home Background:
FS5 lives at home with his parents and two older
brothers, who are eight and eleven years old. They
like to play and spend a lot of time together. This
students enjoys being with family.
Socio-emotional Learning Concerns/Social
Development Factors:
FS5 needs frequent reminders to focus attention,
remember instructions, follow instructions, and
complete tasks. Non-verbal and verbal prompts help
redirect FS5 to practice and exhibit self-discipline
and self-motivation. This amiable student is
conscientious and responds positively to reminder
prompts.
Interests and Aspirations:
FS5 likes Legos, drawing, coloring, dinosaurs,
snakes, words, and Pokémon. This student would like
to learn how to ride a scooter. FS5 loves art and
thrives at creating innovative illustrations. FS5 would
like to spend more time drawing in class. This student
hopes to have a hamster someday because at this
time, FS5 does not have any pets.
This student enjoys being active. Children need
movement to help them focus, but certain children
with autism need it even more. Encouraging


music have unusually active imaginations. These
traits are inherently emotional (loving variety,
appreciating beauty), while others are cognitive,
(imagination, intellectual curiosity).
This student enjoys being with family and friends. To
build connections with classmates, Stand Up and
Share, Think-Pair-Share, and other engaging
strategies will be utilized to build class connections
and grow peer relationships..
exercises and movement such as jumping jacks,
running in place, dancing, etc. before/after in-seat
tasks sets students up for success so they can focus
and pay attention. FS5 likes to participate in Go
Noodle dance activities, has a great sense of humor,
and is an asset to our class.

Other General Classroom Considerations

Student Assets and Funds of Knowledge (Including general cultural and linguistic background of students’
home and family):
Sixteen Standard English Language learners are proficient in the English language. Our two ELL students
are working toward a high level of proficiency that is comparable to their monolingual classmates. They are
motivated to reach their English language potential, are engaging in grade-level academic tasks, and have
not needed any additional instructional support due to language. Differentiated instruction ensures that
the whole class has opportunities to demonstrate their knowledge through multiple approaches to
curriculum focused content. All students entered kindergarten with age-appropriate skills and are
motivated to learn. Parents, grandparents, and caregivers are actively engaged and provide support.

Health considerations or physical development factors (if any)

One student wears glasses.

Socio-emotional developmental (SEL) factors that may influence instruction

To assist with self-management skill development, non-verbal and verbal prompts/reminders will be provided
to help students focus attention, remember instructions, follow instructions, and complete tasks. Students will
receive extra support in the form of positive reinforcement, supplemental guidance, and redirection.

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

I intentionally design lessons to draw upon students’ background knowledge, interests, assets, and learning
goals. This lesson responds each person’s excitement to read high-frequency words orally by sight, quickly
and accurately. I created the “I have, Who has?” sight word learning game for students to practice skills that
will assist in reaching literacy goals, while interacting with peers! The class frequently asks to play (learning)
games, To honor their input and ignite interest, I design interactive, community-building games that are
challenging, fun, and purposeful. Writing and creating editorial illustrations is a favorite student activity and
what inspired the “My Sight Word Story” learning experience. Students critically think about their interests
and aspirations and respond to three prompts: “I can __. I like to __. I want to __.”

Opportunities to address challenges (such as misunderstandings or misconceptions) related to the

learning objective and lesson (using Growth Mindset Language)
The anticipated challenges may be for students to focus during group learning activities and to be active
listeners. This lesson will require self-management skills to focus and maintain attention, and relationship
skills including cooperation, listening actively, and communicating clearly during group participation
activities. Students will play a practice round to become familiar with the game and will be reminded of
our Growth Mindset classroom motto, “I am a lifelong learner who is growing in so many ways, and
through practice, persistence, and effort, I am building skills, knowledge, and understanding each day!”