Name:__Jeremy Combs__________________________

Student File Review and Learning Targets

Part 1: Instructional Context

 Student Information: Identify an individual or group of students with a need related to the general
curricula or a specialized curricula (e.g., social-emotional learning, cognitive process skills). Use the
table and prompts below to collect relevant information about the students you will focus on for your
Research to Practice Lesson Plans (x3). Complete a separate table for each learner.
Nam Grad Gender Ethnicity Flags Previous Curren Observations
e e Math t
Milestones Grade
Score
A, O 8 F Asian Gifted 609 50 Missing Work
B, C 9 F Asian/White Gifted 607 66 Missing Work
C, S 8 M Asian Gifted 664 99 Asks a lot of questions
C, V 8 M Asian Former 668 96
ESOL
J, S 8 F Asian None 619 98
K, B 9 F Asian None Not Available 92
M, P 8 F Asian None 576 100
O, S 8 M White None Not Available 74 Missing Work
P, T 8 M Asian Gifted 583 91
P, J 9 M Asian None Not Available 91
R, H 9 F Asian Former Not Available 77 Caught cheating on
ESOL multiple assessments

 Group Information: Share any additional anecdotal observations about the group as a whole:
Other relevant information about the group dynamics or character that will inform your planning,
instruction, and/or learning target.

Ethnicity aside, this class is very diverse. It is made up of 8 th and 9th grade students from different schools
across the county. Students choose Forsyth Virtual Academy for a variety of reasons, some students
cannot fit a class into their normal schedule, so choose to take it virtually instead. Some students are
athletes, actors/actresses, have medical conditions, or other obligations outside of school that prohibit
them from attending school as a regular student. This year, we also gave students the option of choosing
face-to-face or virtual instruction for all students K-12. In this case, several of the students in this course
are from other middle and high schools, that did not have a virtual teacher or enough interested students
to create their own virtual course. In addition, despite being designated as both an “Accelerated” and an
“Honors” math course, only 36% of the class is identified as gifted. I have been working with these
students for almost 2 months and have seen the entire spectrum when it comes to motivation and
achievement. Some students are completing the assignments with ease and are wanting to go further
with the content, while others are having a very difficult time staying on pace with the accelerated
nature of the course. Differentiation is going to be critical moving forward so that each student gets
what they need.

Part 2: Summary of Individual or Group Needs: In a paragraph, summarize what the student(s) are like
and what their related needs are.

As stated earlier, the class has students across an entire spectrum. Some are highly motivated,
demonstrate mastery quickly, and are excited to move on to new and more challenging concepts. Other
students are having trouble keeping up with day to day assignments and are often behind and trying to
catch up. There is a definite need in the course for structure to help struggling students with motivation,
organization, and time management. There is also a definite need to provide enrichment opportunities,
in the form of more complex and challenging work for the students that are demonstrating mastery of
the standards early on. This will give them the opportunity to advance further in their understanding of
the content.

Part 3: Learning Target/Objective: Related to content standards or other identified need; Reference and
identify at least one NAGC PreK-Grade 12 Programming Standards Student Outcome supported by
learning target/objective.

The focus of my planning will be on applying strategies that effectively address gifted student’s advanced
achievement. I will be creating ways for students to self-assess their work and have choice over which
learning paths they choose to follow in our ItsLearning virtual Accelerated Algebra 1/Geometry A course.
By differentiating assignments and providing more challenging and complex work for those who
demonstrate mastery, the overall learning ceiling for gifted students will be increased.

2.5. Learning Progress. Students self-assess their learning progress.

2.5.1. Educators provide opportunities for students to set personal goals, keep records, and monitor their own
learning progress.

3.4. Instructional Strategies. Students with gifts and talents demonstrate their potential or level of
achievement in their domain(s) of talent and/or areas of interest.

3.4.1. Educators select, adapt, and use a repertoire of instructional strategies to differentiate instruction for
students with gifts and talents.

3.4.2. Educators provide opportunities for students with gifts and talents to explore, develop, or research in
existing domain(s) of talent and/or in new areas of interest.

3.4.3. Educators use models of inquiry to engage students in critical thinking, creative thinking, and problem-
solving strategies, particularly in their domain(s) of talent, both to reveal and address the needs of students
with gifts and talents.