Demographic Profile Submission 2

For this assignment, you will evaluate your own Demographic Profile to consider whether you have
engaged your observations of your students using asset-based language and whether you have fully
honed in on each student’s (and the classes’) funds of knowledge.

Please start by checking out these videos to support your understanding of funds of knowledge and
asset-based language:
Funds of Knowledge:
 https://www.youtube.com/watch?v=bOJRsFJ30bI&list=RDLVyCzoAmZHlHE&index=8 (9 min.)
 https://www.youtube.com/watch?v=yCzoAmZHlHE (5:22)
 https://www.youtube.com/watch?v=K7_9Lc93kcQ (1:31)
Asset Based Language:
 Starting at 4:00-20:45: https://www.youtube.com/watch?v=Cazvh6q5YZc

Optional: Asset Based Language and the Importance of Human Connection:

 https://www.youtube.com/watch?v=SFnMTHhKdkw&list=RDLVyCzoAmZHlHE&index=3 (7:48)

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: 13 Female:8 Total:21

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 2 Emerging
Intermediate 12 Medium 13 Expanding 1
Advanced 5 High 6 Bridging
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Luke attends therapy pullouts 2X per week.
Luke- SLI- Speech or Language During structured therapy tasks, Luke will work on accurately producing
Impairment the prevocalic /r/ at the word and phrase level with 80% accuracy over
one month of charted opportunities.
During structured therapy tasks, Luke will accurately produce /r/ blends
at the word and phrase level with 80% accuracy over on month of charted
opportunities.
Luke will reduce audible inhalations when providing a verbal response
(approximately 150-300 syllables) during structured therapy tasks (i.e.
telling a personal event), to no more than 3 disfluent events, over one
month of charted opportunities.
 Three Identified Student Profiles
One identified Special Education student, one English Language Learner,
one Special Circumstance student
Student #1 English Language Learner
Student Name: Allison
Special Identifications (ELL, GATE, Special Need):
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Allison’s primary language is Spanish, and her English is at an
expanding level. The primary language spoken at home is
Spanish. Allison’s parents are from Mexico. Connecting her
knowledge of words and concepts in Spanish to new vocabulary in
English and showing her many of the similar words both
languages use may help her connect learning at school and at
home. Also, bringing in learning opportunities that include the
richness of the Mexican culture will add to a safe, comfortable
learning environment.
Health and/or Physical Considerations:
(and how these may influence instruction)
None
Assets/Funds of Knowledge:
(and how these may influence instruction)
Allison is a very engaged student and determined to participate in
class. Her home and culture embrace strong neighborhood
connections and the good of helping others for the benefit of the
entire family or neighborhood unit. This trait is evident in the way
Allison regards her classmates and takes an active role in helping
others succeed. Her parents both work, setting an excellent
example of responsibility, which is evident in the hard-working
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
Allison lives with her parents and older sister. Both parents
work, so Allison and her sister are watched by a neighbor
after school. Allison and her family often go to the park and
she and her sister help with chores at home. Allison works
hard to have homework completed, and says sister often helps
her, but often when reading or homework is not completed,
class time is given to help her finish these tasks.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Allison has a very patient and nurturing nature. She is strong
in social awareness, always willing to help others and
demonstrates patience and empathy. In class, Allison is paired
with a desk partner who is easily frustrated and less motivated
which gives Allison an opportunity to use her gift to
empathize and engage this student.
Two areas of SEL I would like her to work on is relationship
skills, specifically social engagement and relationship
building, and self-awareness, recognizing strengths and
building self-confidence.
Interests and Aspirations:
(and how these may influence instruction)
Allison loves to be outdoors. Her favorite place is the park,
and her favorite activity is freeze tag. At recess Allison can be
found on the playground engaging in a game of chase with her
classmates. She does not seem to have one close friend she
sticks with, but rather often plays with whomever is involved
in the game of chase.
In class, Allison can easily be paired with any student, and
attitude Allison displays in the classroom.
Student #2 Special Needs Student
Student Name: Luke
Special Identifications (ELL, GATE, Special Need):
IEP: SLI (Speech or Language Impairment)
Linguistic and/or Cultural Background:
(and how these may influence instruction)
English is the Luke’s primary language and the primary language
spoken at home. Luke was born in and lives in an affluent suburb
in Orange County. An emphasis on education and well-rounded
activities is evident in Luke’s background, as both parents’ are
highly educated and Luke has tutoring opportunities and
participates in after school enrichment activities.
Health and/or Physical Considerations:
(and how these may influence instruction)
Speech or Language Impairment which inhibits accurately
producing the prevocalic /r/ or /r/ blends at word or phrase level.
Has audible inhalations when providing a verbal response.
These considerations are considered when planning instruction
and working with speech therapist to determine appropriate
accommodations.
Assets/Funds of Knowledge:
(and how these may influence instruction)
Luke is one of the oldest kids in the class, which makes him a
mature student. He can stay on task and self- manage very well.
He is extremely focused, hardworking, and organized. He brings a
unique perspective, from his family outings, and shares them in
the classroom. For instance, he has visited other countries, and
shares with the class and in his writings ideas and memories from
other places and cultures.
Luke has the highest reading level of the class, currently reading at
a 4th grade level.
loves activities that involve group work. Her favorite subject
is math, and she loves when we do math centers as it involves
math and working with other students!
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
Luke’s family includes his mom and dad, and twin brother,
Reed. Both mom and dad are highly educated. Mom is a
former teacher, now stay at home mom who volunteers in
both son’s classrooms. The family has traveled, exposing
Luke to other countries and different environments. They are
involved in after school and weekend family activities.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Luke is very strong in the area of self-management. He is able
to effectively manage stress, controls impulses, and is self-
motivated. He clearly has the ability to set personal and
academic goals and meet them.
One area Luke needs additional learning and practice is in
social awareness and relationship skills. He is often concerned
when others don’t’ perform or engage in an activity the same
way he does. Another area for growth is the ability to
cooperate with others, and to negotiate conflict constructively.
Interests and Aspirations:
(and how these may influence instruction)
Luke loves to rock climb, and feels he is really good at this
activity. He also wants to be a zoologist when he grows up
and loves to read. He often checks out nonfiction books from
the class library about animals or historic figures. He likes to
learn facts and share what he has learned. His favorite subject
is science.
When planning instruction, engaging Luke with interesting
facts, and asking students to build on what they know is an
effective strategy with Luke.
 Student #3 Special Circumstances Student
Student Name: Jacob
Special Identifications (ELL, GATE, Special Need):
Special Circumstances
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Jacob’s primary language is English, and both parents speak
English at home. Mom is very conservative and patriotic, which
influences Jacob’s attitude, and has instilled in him a great respect
for America, bravery, and freedom.
Health and/or Physical Considerations:
(and how these may influence instruction)
No considerations.
Assets/Funds of Knowledge:
(and how these may influence instruction)
Jacob is kind and sensitive. He is genuine and will ask for help
when he needs it. He is concerned about consequences, and tries
very hard to remain on the good behavior chart, and beams with
pride when he is moved up and recognized for behavior. He is
motivated in his behavior and reading levels by positive
reinforcement from his dad in the manner of being able to
purchase a new video game character. He had two involved
parents who have been working with him at home on reading, and
he has been improving!
Other General Classroom Concerns
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
Jacob’s parents are divorced. The divorce is very litigious
with one parent currently suing for sole custody with the
intent to move to Florida away from other parent. Jacob splits
his time between mom and dads homes, which both have very
different home values and parenting styles. This may lead to
lack of consistency or structure in day to day tasks. Both
parents take an active role in Jacob’s academic endeavors.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
Jacob is one of the younger student’s in the class. He asks for
help with tasks such as tying his shoes, and packing his
backpack. His relationship skills with his teacher and myself
are strong as he often will seek help and ask questions. Many
times he will comment about “how kind” I am, and seeks me
out to tell me.
Areas to improve are self-awareness, self-management, and
responsible decision-making.
Interests and Aspirations:
(and how these may influence instruction)
Jacob loves to express himself through his drawing, often
going into great detail and always including some kind of
fight scene. He likes video games, and drawing ninjas,
swords, guns, and army guys.
His favorite classroom activity is centers, which gives him an
opportunity to be paired with his best buddy, Alan. When he
grows up, he wants to be a postman.
General cultural and linguistic background of students (home/family):

In class, all speak English. One emerging ELL student. 3 students speak Spanish, and parents are from Mexico, or Mexican
background. One student from Britain, and speaks with British accent. One student fluently speaks French and Japanese, her family
consisting and drawing on both cultures.

Health considerations or physical development factors (if any)

Luke- Speech or Language Impairment which inhibits accurately producing the prevocalic /r/ or /r/ blends at word or phrase level.
Has audible inhalations when providing a verbal response.
These considerations are considered when planning instruction and working with speech therapist to determine appropriate
accommodations

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area

One overall SEL skill the class has demonstrated is the ability to authentically be happy and cheer for one another successes.
All other SEL competencies will need to be practiced.

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

Most of the class considers centers their favorite activity, which shows their love of new activities and working together.

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.

The class has extremely varying needs. For each subject, the students are varied in ability and motivation. While many students fall
in the middle, there is a significant group that falls in high level group that needs to be challenged. There are also those that require
extra instruction time and significant one on one help from the teacher. Math and reading groups change depending on activity in
order to differentiate instruction, and provide unique paring for strengths and weaknesses.
 BST Demographic Profile Grading Rubric
Not Yet! Beginning Emerging Proficient Highly Proficient Total
12 and below 12-13.9 14-15.9 16-19.9 18-20
Identification
of
Did not Identified 3 or Identified 3-5 Identified 4-5 Identified 5
Appropriate effectively fewer limited adequate good particularly
Students
(5 points) identify examples of at examples of at examples of at strong
examples of at least 1 ELL least 1 ELL least 1 ELL examples of at
least 1 ELL (low, med, high), (low, med, (low, med, least 1 ELL
(low, med, 1 Special Need, high), 1 high), 1 (low, med,
high), 1 Special and 1 special Special Need, Special Need, high), 1 Special
Need, and 1 concern student and 1 special and 1 special Need, and 1
special concern (G.A.T.E., concern concern special concern
student bullying, student student student
(G.A.T.E., divorce, etc.) (G.A.T.E., (G.A.T.E., (G.A.T.E.,
bullying, bullying, bullying, bullying,
divorce, etc.) divorce, etc.) divorce, etc.) divorce, etc.)
23.9 and below 24-27.9 28-31.9 32-35.9 36-40
Class
Information
Lack of Overview of Somewhat Good, detailed Excellent,
(10 points) overview of class information detailed overview of detailed
class that lacked detail overview of class overview of
information that and will only class information class
will not inform limitedly inform information that will information that
instruction instruction that will helpfully will powerfully
adequately inform inform
inform instruction instruction
instruction
Descriptions
of Students
Did not provide Few or no Some clear Helpful and Extremely
(10 points) descriptions of descriptions of and insightful clear helpful, clear,
unique needs of unique needs of descriptions descriptions of and insightful
students students of unique unique needs descriptions of
needs of of students each student
students
Point Chart:
90-100 A
Comments: Final
80-89 B Score:
70-79 C
60-69 D
59 and
below: Not
Yet