CLASSROOM ASSETS PROFILE TEMPLATE

INQUIRY INTO CLASSROOM NEEDS PART ONE:

*Attach samples of data collected: 1) interview/conversation, 2) observation/field notes, and 3) documents/photos/assessment.

CLASSROOM DEMOGRAPHICS SUMMARY – What are the experiences and demographics that your students bring to the classroom? Are
there particular cultural, ethnic, or demographic subgroups that bring diversity to your classroom?
My classroom is very diverse with varying ethnic, cultural, and family backgrounds. My classroom is 53% Hispanic/Latino and has 6 ELL
students. My students are all very enthusiastic learners and enjoy being in their classroom.

FAMILY & CULTURAL CONTEXT & ASSETS (add bulleted list based on data collected)
(e.g. number of family members, home responsibilities, travel to school, cultural background, language(s) spoken at home, parent or
guardian/older sibling/other adults available to provide assistance, after-school care, family structures)

 Travel to school:
 4 bus riders
 1 off campus after school care
 3 on campus after school care
 3 walkers
 6 car riders
 Family structures:
 1 foster family (relative of child)
 3 single parent households
 5 intergenerational households
 8 two parent/guardian (aunt or grandma) households
 Siblings:
 4 students with no siblings
 4 students with 1 sibling
 5 students with 2 siblings
 3 students with 3 siblings
 1 student with 4 siblings
 Languages spoken at home:
 8 bilingual students (all Spanish speaking)
 9 English speaking students
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PERSONAL INTERESTS & ASSETS (add bulleted list based on data collected)
ASSETS:
 Communicate as a group effectively.
 Generally positive attitude
 Good senses of humor
 Friendly and helpful
 Empathetic and shows care for others.
 Self-responsibility.
 Sense of autonomy.
 Enthusiastic learners.
 Follows classroom rules (most of the time).
 Knows their routines.
 Appreciation for creativity.
 Good memorization skills.
 Pays attention to content.

PERSONAL INTERESTS:
 Varying art forms (print, media, performance)
 Animals
 Sports
 Games
 Friends
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ANY OTHER RELEVANT ASSESSMENT DATA – What are student and group needs in the following content?
Literacy:
Students receiving RtI Tier 2: D.A., A.B., J.W.

Students receiving RtI Tier 3: D.R.C., A.H.B., F.L.M.

Math:
Students receiving RtI Tier 2: C.L., A.B.

Students receiving RtI Tier 3: S.G., J.C.V., A.P., F.L.M.

Content Areas/Other (specials):

The whole class other than C.M. and D.A.(3) struggle with engagement and comprehension in Science. My CT is currently exploring new
strategies to help engage the class in Science lessons.

LEARNING STRATEGIES: In what learning situations have you observed the class to be most engaged? Mark any that apply. Add any
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applicable notes.:
_____ Text-based visual: overhead, text, worksheet
_____ Graphic-based visual: pictures, diagrams, PowerPoint
_____ Auditory passive: teacher lecture/student listen
_____ Auditory active: rap, rhyme, song, rhythm, chanting, call & response
_____ Individual: working independently
_____ Interpersonal: cooperative activity, incorporate student talk, partner work
_____ Model: demonstrate, provide model to follow
_____ Sensory motor: manipulate, act out, incorporate movement, use gestures, incorporate food
_____ Multisensory: performance, multimedia, lesson with high emotional content
_____ Arts Medium-based: drama, dance, drawing, painting, etc.
_____ Grounded in student interest in ___________________
_____ Other _________________________________

ARE THERE INDIVIDUAL STUDENTS WITH NEEDS UNIQUE FROM THOSE OF THE LARGER GROUP? ADD THEIR INITIALS & LEARNING
STRATEGIES NEEDED TO SUPPORT THEIR SUCCESS:

D.A. benefits more from working independently and one-on-one instruction. He tends to become distracted during whole group
instruction/activities. D.A. enjoys working one-on-one with adults and is proud of his work.
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WHAT GROUPINGS ARE MOST SUCCESSFUL FOR YOUR STUDENTS?

What is the most successful group size for your class? 1/1 partners small group large group
What is your class’ need for movement? Low Moderate High
How would you rate your class’ distractibility? Low Moderate High
What is the optimum lesson length for your class? 5-10 min. 15-20 min. 25-30 min. 30 minutes +
Other:
Some students work best in partners and some work best in small groups, I believe they would all be successful in small groups when placed
with the optimal peers.

ARE THERE INDIVIDUAL STUDENTS WITH UNIQUE GROUPING NEEDS? Include their initials and group-related information:

What is the most successful group size for this student? 1/1 partners small group large group
What is this child’s need for movement? Low Moderate High
How would you rate this child’s distractibility? Low Moderate High
What is the optimum lesson length for this student? 5-10 min. 15-20 min. 25-30 min. 30 minutes +
Other: D.A. gets distracted very easily when working with other students and is not engaged during whole group instruction. D.A. likes to
move around a lot and is often fidgety so it is better for him to keep lessons shorter.
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How can you promote greater equity and social justice by using the information you learned about your students to increase engagement
and learning (connect cultural context and assets, interests, learning strategies, home context to curriculum, aligned learning
outcomes/objectives or adapted instruction)?
This information allows me to know my students better and understand what may motivate and engage them. I can use this information to
help me plan lessons including student interests and differentiation knowing what levels each student is on. This information will also allow
me to create lessons that students can connect with and understand better.

What resources (e.g., specific school staff, different curriculums, community-based organizations and people, strategies from other
courses, etc) can you leverage to increase student engagement and learning for your students based on the data you have collected?
I can consult my CT and the paraprofessional that works in this classroom and collaborate on lesson plans. I can use strategies from my
Measurements and ESOL courses to differentiate and scaffold instruction. I can use strategies from my ELA and Math courses to help
students that require intervention. Once I gather more student data and determine specific areas of struggle, I can adapt old and create new
lessons that will enhance student achievement using strategies from past courses.

What are some wonderings you have about promoting greater equity for your students within the classroom based on the data you have
collected?
 How can I limit distractions for the whole class?
 How can I utilize time in the classroom to ensure efficiency and meaningful instruction?
 How can I encourage positive relationships among students?
 How can I keep students engaged in the learning process?
 How can I promote learner confidence new line How can I ensure that every student is receiving meaningful instruction?
 How can I differentiate for students on different learning levels?
 How can I provide extra support for struggling students to get on grade level while still helping the higher achieving students stay
engaged and feel challenged?
 How can I ensure that the lessons I am delivering are equitable to each student in the classroom?
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(In order of student numbers, listed below)

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Adapted from Vescio, V. (2016). An equal chance at success: Culturally responsive teaching practices address students’ differing needs. Journal of Staff Development, 37(5), 18-22.