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: 8 Female: 8 Total: 16

English Language Arts ( ELA ) Mathematics English Language Learners

(ELL)
Level (Circle) Number of Level (Circle) Number of Level (Circle) Number
students per students per level of
level students
per level
Beginning Beginning 1 Emerging
Intermediate 2 Intermediate 3 Expanding 1
Advanced 14 Advance 12 Bridging
Special Education Students
IEP Identification (Speech, hearing impaired, Specific considerations for each student
autism, etc.)
8 year-old Male-Speech This student struggles to correctly articulate his /r/ sound.
He visits the Speech Pathologist on campus twice a week
for 25 minutes and is given skills to use at home per his IEP.
This student struggles to correctly articulate his /r/ and
9 Year-old Male-Speech /th/ sound.
He visits the Speech Pathologist on campus twice a week
for 25 minutes and is given skills to use at home per his IEP.
This student struggles to correctly articulate his /s/, /z/,
8 Yead-old Male-Speech and /th/ sound.
He visits the Speech Pathologist on campus twice a week
for 25 minutes and is given skills to use at home per his IEP.

Five Identified Student Profiles

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

Focus Student #1 (FS1): English Learner

Student Name: FS1
Special Identifications (ELL, GATE, Special Need): Math (circle one): Beginning Intermediate
ELL Advanced
Reading (circle one): Beginning Intermediate
Advanced
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

Asian-Asian Indian FS1 comes from a two-parent home with very involved
Primary Language: Gujarati parents. He has one older sibling but does not mention
Our only ELL student and the only student required to leave the them very often.
class for ELD. Classified as an S3 which is Moderately Developed FS1’s mom is against the fact that he is an ELL and has
English Language. to attend an ELD class during the day. He is the only
student that goes to a different room during the ELD
time. She has denied speech services for her son in fear of

Health and/or Physical Considerations:
(and how these may influence instruction)
FS1 has vision difficulties and the parents have requested he sits
close to the board. We have not observed any issues.
He also has Environmental Allergies, but we have not observed
any instances of this yet.
Assets/Funds of Knowledge: (TPE 1.1
(and how these may influence instruction)
Veracious reader and very motivated in academics. He is very
socially advanced and is constantly looking out for the well-being
of others. Very polite and patient with others.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)
Student Name: FS2
Special Identifications (ELL, GATE, Special Need):
Special Need: Speech
Linguistic and/or Cultural Background:
(and how these may influence instruction)
White-English Only
Health and/or Physical Considerations:
(and how these may influence instruction)
him missing out on more instruction time.
Social-emotional Learning Considerations/Social
Development Factors:
We have observed the student making comments in
which he recognizes that others are having difficulty in
understanding him because of his articulation issues. In
one comment he even said “I need speech”, so
unfortunately he knows he has a need but no progress can
be made towards receiving services until permission is
granted by his mother. FS1 is very headstrong and brave
enough to speak his mind.
How these may influence instruction:
FS1’s leadership skills present themselves most
aggressively during group work. FS1 should be placed in
carefully chosen homogenous groups and be monitored
closely to ensure that all students are getting their ideas
heard and validated. Homogenous groups give him
opportunities to hear and learn from other students rather
than leading the group work with only his ideas while
students at a lower level get to benefit from his leadership
without learning or participating themselves.
Your SEL goal for this lesson for this specific student:
My SEL goal for FS1 would be to equip him with
peacemaking and problem-solving skills. My hope is that
by the end of the year he is able to listen fully to other’s
ideas and try to find common ground during group work.
Interests and Aspirations:
(and how these may influence instruction)
Fascination with all things military. Has the ability to
recall very specific information about military vehicles
and missions.
Math (circle one): Beginning Intermediate Advanced
Reading (circle one): Beginning Intermediate Advanced
Family/Home Background:
(and how these may influence instruction)
Oldest child in a family of three boys. Both parents work
in education. Student makes comments regarding his
parents’ time often being dedicated to the needs of his
younger sibling. Student’s father has been observed at
pick-up and expressed the struggles of being occupied
with the two little ones.
Social-emotional Learning Considerations/Social
Development Factors:
FS2 is one of the more athletic students in the class. He is a very
kinesthetic learner, often getting out of his chair and approaching
the board to explain his answer. Student tends to work half out of
his chair and fidget when he is engrossed in work. Student has
been observed climbing on his chair and table while screaming out
or pretending to fall off his chair from laughing too hard.
We have observed that he learns best when he has the space and
opportunity to engage movement in his learning. In order to foster
a safe and effective learning environment for him his desk is
placed on the end so he has the space to sit on the edge of his chair
and fidget without disrupting others. However, he excels when
given the opportunity to learn kinesthetically because including
the movement keeps him focused. His unique learning style
creates fun and engaging opportunities for the class. In
differentiating instruction for him, we are integrating movement
into all students’ learning and forming more permanent brain
connections through this additional form of engagement.
Assets/Funds of Knowledge:
(and how these may influence instruction)
A very joyful and excitable child. He has a great retention rate. He
is very polite and takes constructive criticism to heart which
makes him very thoughtful in his actions and self-corrections.
Focus Student #3 (FS3): Special Circumstances Student
Student Name: FS3
Special Identifications (ELL, GATE, Special Need):
Special circumstance student: Divorce
Linguistic and/or Cultural Background:
(and how these may influence instruction)
White-English Only
Acts out for attention and therefore appreciates positive
affirmations more than other students.
As is the case with most gifted students, he requires a lot
of assurance and lacks the confidence and trust in himself
and his abilities. Student has been observed repeatedly
approaching the teacher for reassurance and then making
comments such as “I knew it was right!”
How these may influence instruction:
Student may spend a lot of time waiting for reassurance,
raising his hand to ask if he is on track or try to get out of
his seat to explain his answer. Allowing him to check
with his peers is extremely helpful in boosting his self-
confidence and keeping him on task.
Your SEL goal for this lesson for this specific student:
My SEL goal for him would be to build up his self-
confidence and limit the amount of times he approaches
the teacher to hear reassurance that he is doing well. By
the end of the year I would like this student to only
approach the teacher for clarifying questions rather than
the routine reassurance.
Interests and Aspirations:
(and how these may influence instruction)
Loves basketball, is very excited by the opportunity to
play basketball with his classmates during PE and show
off the skills he has mastered on his own. Loves dragons,
picks out AR books about dragons and chose to write his
narrative on dragons as well.
Math (circle one): Beginning Intermediate Advanced
Reading (circle one): Beginning Intermediate Advanced
Family/Home Background:
(and how these may influence instruction)
FS3’s parents went through a difficult divorce, and we
have observed behaviors from her that indicate the need
for attention. Her father’s girlfriend is very involved in
her education and responds often in a positive manner.
FS3 has six parents/guardians added to her
communication portal (Dojo). She is often moved
between parents and has an observed lack of organization
because of this. During instruction, FS3 needs to be
monitored because she is often off task and has a hard

Health and/or Physical Considerations:
(and how these may influence instruction)
FS3 had a tonsillectomy scheduled for the beginning of the school
year. It was posited that her enlarged tonsils could have been a
factor for her need for speech. Student has since returned from her
ten days of recovery. We were concerned about her missed
instruction so student was put on a contract to continue her
academics while resting at home. Student has since caught up and
is now beginning the process of assessments for placement in
speech.
Assets/Funds of Knowledge:
(and how these may influence instruction)
FS3 seems to be a visual learner. She struggles in penmanship so
when given the opportunity to complete an assignment orally or
with technology she can work much faster and reach a higher level
of thinking.
Focus Student #4 (FS4): Academically High Performing Student
Student Name: FS4
Special Identifications (ELL, GATE, Special Need):
(High Performing Student) GATE
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Asian-Chinese
English Only
time starting her work.
Both parents have joint legal and physical custody.
Two siblings, one in 7th grade and a former GATE
student and in kindergarten. However, FS3 never
mentions having siblings or her interactions with them.
FS3’s mother has been diagnosed with bipolar disorder,
we have not observed any negative behaviors, however
FS3’s previous teacher did warn us about erratic and
possibly damaging behavior.
Social-emotional Learning Considerations/Social
Development Factors:
FS3 has a hard time waiting her turn to speak. Often
times she will keep talking even when the teacher has
asked her to wait, or while others are in the middle of
talking.
How these may influence instruction:
FS3 needs multiple reminders to get started on her work.
When she has begun her work, she does it excellently, so
removing distractions may be help her to focus on the
assignment. She also responds really well to positive
feedback.
Your SEL goal for this lesson for this specific student:
My SEL goal for her would be learning to raise her hand
and wait her turn to speak. In order to do this, we will
hold up a “raise hand” sign and continue to talk while
ignoring her interruption.
Interests and Aspirations:
(and how these may influence instruction)
FS3 loves school supplies, however these are also very
distracting to her as she keeps her hands busy with
supplies rather than beginning her work. However, we
hope that by allowing certain supplies at specific times
she will be excited to use them to complete the
assignment.
Math (circle one): Beginning Intermediate Advanced
Reading (circle one): Beginning Intermediate Advanced
Family/Home Background:
(and how these may influence instruction)
FS4 has three older siblings that are all GATE identified.
Her parents are very involved in her academics and
always responsive to communication. We have observed
that she is very focused on grades, have heard her make
several comments about her home life and the grades that
are expected from her.
Health and/or Physical Considerations:
(and how these may influence instruction)
We’ve observed that the student struggles with kinesthetic
learning. For example, during PE she lacked the coordination to
complete high knees. During PE she made comments about
preferring core instruction. FS4 showed a lack of enthusiasm
about her performance during basketball and spends most recesses
reading in the shade. However, when informed that PE will be
given a grade, she increased her effort and has seen major
improvements.
Assets/Funds of Knowledge:
(and how these may influence instruction)
Extremely intrinsically motivated and constantly asking if each
assignment is going into the gradebook or just for practice. She
has the highest reading level in the class and is reading three grade
levels ahead.
Focus Student #5 (FS5): Academically Struggling Student
Student Name: FS5
Special Identifications (ELL, GATE, Special Need):
(Low performing student)
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Hispanic/Latino and African American
English Only
Health and/or Physical Considerations:
Social-emotional Learning Considerations/Social
Development Factors:
We have observed that FS4 is very affected by others not
being on task. She had an instance in which the disarray
of a classmate became so overwhelming for her that she
became emotional.
How these may influence instruction:
Group work may be difficult for her, especially because
she works very quickly. FS4 should be placed with other
motivated students and be given encouraging reminders
about helping our peers.
Your SEL goal for this lesson for this specific student:
My SEL goal for her would focus on self-regulation and
learning that we can only control our own actions. By the
end of the school year FS4 will be equipped with the
tools to address when she feels emotionally affected by
other’s off-task behaviors.
Interests and Aspirations:
(and how these may influence instruction)
She loves school, she clearly excels above her peers and
enjoys learning. She also loves to share random facts with
the class and to correct others misconceptions.
Math (circle one): Beginning Intermediate Advanced
Reading (circle one): Beginning Intermediate Advanced
Family/Home Background:
(and how these may influence instruction)
FS5 is the youngest of four boys, his mom is a
corrections officer, and his dad works in sales. We have
observed a lack of communication from parents. This
behavior was surprising to my Master teacher, because
when his older brother was in her class parents were
always on top of communication. FS5 is often consumed
with the activities of his siblings. Although their student
is in danger of failing, and both parents have been
extensively informed of this fact, neither has reached out
in response.
When asked why his homework is not completed, he
often reports his siblings activities as time consuming
and keeping him away from home.
Social-emotional Learning Considerations/Social
(and how these may influence instruction)
No observed health or Physical Conditions. We have observed
that he is one of the more athletic students in the class.
Development Factors:
FS5 was switched into our class around the second week
of school and his father claimed that he was being
bullied in his previous class. However, he seems to get
along well with all the students in here. He is very
friendly, and the other students interact positively with
him. My worry would be that he is

How these may influence instruction:

We have observed that FS5 has a hard time completing
assignments on time. Following instruction, he will sit at
his desk and look around rather than start the
assignment. Multiple times, FS5 has asked a question
restating the directions that were just given.
Unfortunately, he is missing out on opportunities for
social interactions because he has repeatedly had to stay
in or wait until he finished an assignment to interact
with his classmates during free time.

Your SEL goal for this lesson for this specific student:
My SEL goal for FS5 would focus on self-worth and
teaching him the value he has and that one way he can
love himself is by working hard at his education. By the
end of the year, FS5 will be able to follow directions
independently for an entire assignment.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)

FS5 is very compassionate, he creates drawings for others and is Enjoys drawing and connecting with others. He is very
constantly thinking of others’ feelings. He loves his family so proud of his ethnicity and even exclaimed that he had
much! He is constantly telling the class about his older brothers never seen so many books written by Black authors
and relating them to what we do in class. before when visiting our class library.

Other General Classroom Observations

Assets and Funds of Knowledge found in the classroom (Including general cultural and linguistic background of students’
home and family) (TPE 1.1)

The majority of our students are of Asian descent. About half of those students are enrolled in Kumon, extra math
instruction, and/or Chinese school.
Three of our students come from Spanish speaking homes but have been labeled as English only. This gives these students
deeper funds of knowledge and an awareness of culture and perspective that differs from that of students from English
speaking homes. Fifteen of our sixteen students are classified as English Only.
Despite the mix of demographics, we have not observed any economic disparities among students during fundraisers, class
shirts, or when asked for supplies from parents.

Students bring their own unique funds of knowledge due to their culturally rich backgrounds. One student is middle eastern
and has shared with the class some of the traditions and practices that his family follows, like not eating meat. Another one
of our students has grandparents that live in Afghanistan and was able to share her and her family’s unique perspective on
the American evacuation. Two of our students have parents in high-interest jobs, one at NASA and one a weather reporter.
These students were able to share artifacts from their parents and expertise that the rest of the class had never heard before.
The background of each student helps to create a vast array of funds of knowledge that contribute to the perspectives and
contributions within the class.
Health considerations or physical development factors (if any)
While teaching PE rotations for third grade, across all classes, including general education, Dual Immersion, and GATE
classes, the students in the GATE class were observed to be the least athletically inclined. Upon classroom discussion, it was
expressed that while most students in the other classes were members of team sports or active in physical extra-curriculars,
the majority of students in the GATE class used their free time involved in academic extracurriculars such as Chinese school,
Kumon, math enrichment, or lessons for a musical instrument.

Social-emotional developmental (SEL) factors that may influence instruction in this academic area or that could be addressed
in this academic area (TPE 2.1)

Seven of our sixteen students are new to the school and one of those seven is new to the district. This creates a unique social-
emotional environment because they are facing challenges different to that of the other third graders. We have not observed
any issues in their assimilation and every single student seems to have at least one person they get along with. Areas of
concern would be their apprehension to their new school, missing their friends, missing their other teachers, and a general
dislike of their new surroundings. As is the case with all students, we have also observed the negative effects of the COVID-
19 pandemic. There is a lack of social development and an observed lack of familiarity with the rigorous, fast-paced routine
of in-person school.

Interests and/or aspirations in the class (relevant to this academic area) (TPE 1.3)

This class loves to read and be read to, they often ask our morning reading time to be extended because they get so engrossed
in the story. This class is also full of artists, we receive drawings almost every week from students and have observed that
they like to spend their free time drawing with each other and showing each other new techniques. We have also observed an
advanced digital literacy in these students and a love of creating google slides.
During last recess, a third of the class chooses to draw and color with each other, one third spends their recess making google
slides together, and the other third plays with the math games or holds Mancala tournaments.

Opportunities to address challenges (such as misunderstandings or misconceptions) related to the learning objective
and lesson (using Growth Mindset Language): This section is 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 the lesson plans you are
currently preparing. 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. Work to
connect your information based on the student’s IEP, behavioral plan, and/or observations by the teacher and teaching
candidate. (TPE 1.4, 1.6, 2.1, 3.5, 4.4)

Nine of our students passed the GATE test and are now GATE identified, the other seven went through an SST or Student
Success Team plan in order to be a part of the GATE magnet program at the school. We have already observed that our
GATE identified students work and process information much quicker than the rest of the class. This disparity demands
constant differentiation to ensure that our GATE identified students are being challenged and our other middle or low
performing students are not getting left behind. More than ever, we have to be sure that we are scaffolding very logically so
that we can continue with instruction while our students are on a spectrum of understanding. This unique demographic also
means we need more small group time. We have utilized homogenous groups to assist students at their current zone of
proximal development. Within these groups we plan specific lessons that challenge them using the appropriate depth of
knowledge.