CLASSROOM DEMOGRAPHICS DATA COLLECTION TOOL – LEVEL 3

CLASSROOM ARRANGEMENT: How is the classroom arranged? Include seating chart and relevant
information about students important to consider when assigning seating/individual vs. group
seating/partner assignments:

(View of classroom from front board, the teacher’s desk is to the right off frame and there is a classroom
library to the left off frame.)

Student desks are arranged in groups, 3 groups of 4 and 1 group of 5. There is a construction theme in the
classroom. There is a round table where my CT does small group work and there are two tables in the back,
both used for centers. One is primarily used for computer centers and the other is currently the space I am
working in in the classroom. There is a rug at the front of the room in front of the board, students have
assigned number stars.

GROUP NAMES AND STUDENTS

TRAFFIC CONES CEMENT TRUCKS
D.R.C. A.P.
A.H.B. C.L.
D.A. A.T.
J.G. A.B.
C.M.
DIGGERS HARD HATS
F.L.M. C.M.
L.A.E. S.G.
M.P. J.W.
D.A. J.C.V.
CLASSROOM DEMOGRAPHICS DATA COLLECTION TOOL – LEVEL 3

My CT is considering making a few changes but for now this is the seating chart. From what I have observed,
most students in the groups get along very well and enjoy working together. J.W. in the Hard Hats group
struggles with paying attention in Science and Writing so my CT is considering moving him closer to the front
of the room. In the Cement Trucks group, A.B. and C.M. seem to have some trouble getting along. A.B. has a
very strong sense of personal space and does not like when people enter her personal space and C.M. is a
very curious student who offers to help a lot, which A.B. often takes offense to. This is the only conflict I have
noticed between students seated together.

CLASS DEMOGRAPHICS: Collect information about your students related to the following demographics. Add
additional demographics not listed that are important to consider:

Students eligible for ESE & program eligibility, including the Gifted Program. What accommodations are in their
IEPs/EPs?

 There are no students in this classroom currently identified as gifted.

 There is one ESE student in this classroom with an IEP. D.A. from the Traffic Cones group (I mention the group
because there are two D.A.’s) is an ELL in ESE with an IEP. D.A. receives occupational therapy outside of school.
Student Accommodations-
 Directions repeated, clarified, or summarized.
 Oral presentation- Text read aloud to student: Text to speech technology.
 Secure student attention before directions are given.
 Verbal encouragement prompts or cues to stay on task.
 Periodic checks to ensure student is responding to the task as instructed.
 Allow extended time: Extended time 100% of original allotted time.
 Instruction and/or classroom tests provided in a small group setting: small group setting not to exceed
students normal instructional group size.
 Preferential seating (Proximity to staff or positive role model; to see or hear instruction.)

Student Assets-

 Very happy child

 Hard working student
 Enthusiastic student
 Proud of accomplishments
 Quick learner
 Helpful to peers and teachers
 Enjoys math

Students who have a 504 plan – what accommodations are in their plan(s)?

 There are no students in this classroom with 504 plans.

Students eligible for ELL services: (As per WIDA standards)

CLASSROOM DEMOGRAPHICS DATA COLLECTION TOOL – LEVEL 3

6 ELL students (only 5 listed because D.A. data was unavailable)

Level 2 Beginning- A.H.B., F.L.M., A.P., D.R.C.

Level 5 Bridging- L.A.E.

Cultural demographics – What ethnic backgrounds are represented by your students?

53% Hispanic/Latino 23.5% Black or African American 23.5% White

1 student from Chile and 1 student from Mexico

Gender demographics – How do your students identify?

9 girls, 8 boys

Socioeconomic status of your students – What percentage and which of your students qualify for free/reduced-
price lunch?

100% of students in the class

3 students are part of programs which provide them with food to take home on the weekend.

Family demographics – what family structures do your students represent? (i.e., single-parent family, same-
gender parents, intergenerational household, foster or adoptive family, etc.)

No same-gender parents or adoptive family.

5 intergenerational households

3 single parent households

1 foster family (relative of child)

CLASSROOM DEMOGRAPHICS DATA COLLECTION TOOL – LEVEL 3

ACADEMIC DATA – Using diagnostic data to determine students’ instructional needs:

LITERACY (Students in need of RtI support – include student initials)

RtI Tier 2: D.A., A.B., J.W.

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

MATH (Students in need of RtI support – include student initials)

RtI Tier 2: C.L., A.B.

RtU Tier 3: S.G., J.C.V., A.P., F.L.M.

ADDITIONAL DEVELOPMENTAL DATA TO CONSIDER RELATED TO STUDENT NEEDS (students overage due to
retention, students currently in their 2nd year in the grade level, outliers in behavioral age – birthday cluster
activity):

No student overages or outliers in age.

CLASSROOM DEMOGRAPHICS DATA COLLECTION TOOL – LEVEL 3