Demographic Profile Submission 1

Dear Teacher Candidates,

Please use the table below to work with your Master Teacher to develop a basic understanding of the
composition of your classroom. You will also identify three specific focus students that you will focus
on through your time in this classroom to learn more about how to meet the range of needs that you will
be addressing in your future classrooms. Of the three students, please choose a student who presents
assets and challenges from the following areas: one identified English Language Learner, one special
education student, one English language learner, one special circumstance student, one high performing
student, and one low performing student.

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: 11Female: 8 Total: 19

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 14 Low 11 Emerging 1
Intermediate 5 Medium 8 Expanding 2
Advanced 0 High 0 Bridging 0

Three Identified Student Profiles

One identified Special Education student, one English Language Learner,
one Special Circumstance student

Student #1 English Language Learner

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

My FS1’s family speaks in Vietnamese at home, but you wouldn’t
be able to guess because she speaks and understands English very
well. She makes lots of connections to prior knowledge in class
and is an active listener.
Health and/or Physical Considerations:
(and how these may influence instruction)
There are no health or physical considerations that I am aware of.
When I asked what she likes to do at home, my FS1 said she
likes to watch YouTube and Talking Tom. I asked if she likes
to play games with her parents and she said her dad is too
busy for that. Her mom or grandma picks her up from school
each day. She has an older brother (8 yrs old) that she plays
toys with.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
My FS1 gets along very well and has many friends in and out
of the classroom. At her table, she and her partners follow
instructions and learn concepts quickly. She is always friendly
and happy, and her peers like being with her in groups.

Assets/Funds of Knowledge:
(and how these may influence instruction)
My FS1 has great handwriting and is one of the best writers in the
class. She must practice her writing at home. Another thing I’ve
noticed is that she does the hand motions for the letter sounds
randomly when she hears them spoken, which tells me that her
brain is making connections from the phonics cards to other parts
of our lesson. The fact that she is raised in a multi-lingual home
gives her so much background knowledge and insight into
Vietnamese culture. I want to find ways to celebrate different
holidays or talk about foods that are familiar to her from home so
that the rest of the class can learn!
Student #2 Special Needs Student
Student Name: FS2
Special Identifications (ELL, GATE, Special Need):
Speech impediment and rarely talks
Linguistic and/or Cultural Background:
(and how these may influence instruction)
My FS2 has a severe speech impediment, and it affects
communication with the teacher. We must guess a few times
before understanding what he’s saying. He understands English
very well and has no problem comprehending what you say to
him.
Health and/or Physical Considerations:
(and how these may influence instruction)
There are no health or physical considerations that I am aware of.
However, I’ve noticed that a few kids yell at her during recess
for going slow on the bikes. My FS1 is very
unconfrontational, so it doesn’t seem to bother her. I want to
work on some SEL with her and teach her to be more
assertive with her friends. I will create a sentence frame
that she can use inside and outside the classroom. For
example, “I don’t like it when you speak to me like that”
or “If you continue to treat me like this, I will go get an
adult”. I will teach her the sentence frame and make sure
she is comfortable saying the words. The routine for the
classroom will be: she will say the sentence, come get
me for help, and then I will reward her for being
assertive. I will tell her that she is important and worth
so much, and she shouldn’t let others talk to her in a
way that makes her feel bad.
Interests and Aspirations:
(and how these may influence instruction)
She likes building things. We played with blocks yesterday
and she loved creating different things. She said that she plays
Roblox and likes building things online. I asked her what she
wanted to do as a job when she’s older and she said “be
Wonder Woman”. She likes superheroes and playing pretend
with her brother.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
My FS2 has older siblings that he likes to play with. He told
me that he plays pretend with his older brother and they are
astronauts who travel to space. His parents are married, and I
see them pick him up from school each day. I might use these
facts to influence instruction by bringing up older siblings and
working them into the lesson to keep him engaged.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
My FS2 is friends with many of the boys in class, but he
doesn’t let his friends distract him when it is time to listen.

Assets/Funds of Knowledge:
(and how these may influence instruction)
I tested my FS2 on print concepts and found out that he knows a
capital letter from a lowercase letter, as well as the return sweep
when reading. He is also a good artist. He is very creative so this
could be a great learning method for me to take advantage of when
teaching lessons. My FS2 comes from a bigger family, so the
knowledge of socializing and interacting with others all the time is
innate for him. He is more on the easy-going side, and I believe
this also comes from his family and because he has older and
younger siblings to get along with.
Student #3 Special Circumstances Student
Student Name: FS3
Special Identifications (ELL, GATE, Special Need):
Linguistic and/or Cultural Background:
(and how these may influence instruction)
His mom speaks to him in Spanish at home. He says Spanish
words along with his English like “mijo”, “que paso”, and “papa”,
but doesn’t recognize that it is a different language. I want to
encourage my FS3’s continuation of learning and speaking
Spanish because biliteracy is a huge advantage in today’s world. I
love hearing him explain words and use Spanish in the classroom
with his peers because I believe it expands the class’s cultural
awareness.
Health and/or Physical Considerations:
His speech impediment doesn’t seem to hinder his
relationships with other students in the class. He is
independent when doing his work and he is succeeding in his
grade-level work. I am going to encourage my FS2 to speak
more often and express himself. I want him to practice sharing
his thoughts and feelings and listening to himself speak. I will
also create him a sentence frame that I want him to come and
tell me throughout the day. It will have a dual purpose,
serving as an emotional check-in as well as practice speaking.
“I feel happy when_” or “sometimes, I feel __” or even
sharing about his weekend experiences: “Yesterday, I __”.
Interests and Aspirations:
(and how these may influence instruction)
My FS2 told me that he likes playing with firetrucks and that
he wants to be an astronaut when he grows up. He plays hot
wheels with his siblings. He also likes spiderman and has a
spiderman backpack. I was thinking maybe I could take a poll
at the beginning of each day or as a brain break in the middle
of the day about which superhero is the best, since many of
my students like superheroes.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
My FS3 is persevering through some significant challenges
going on at home. He lives with his mom and his sister. He
told me that his parents are not married, and his dad doesn’t
have a key to the house. He was very open and blunt when
describing his parents’ relationship. He said his dad is “not
nice and goes with his friends”. I found out that he has two
older stepsiblings in high-school.
My FS3 told me today that his dad says bad words to his mom
and “that’s why the police came and took him to jail”. I spoke
with his half-brother and he gave me more background on his
family. There are 3 separate families, with 2 moms and 2
dads, and many half-siblings. I think my FS3 only interacts
with the one mom and husband.
I think this unique family situation may influence instruction
for my FS3 because there is a lot of processing going on in his
head during class time. I want to be a safe place where my
FS3 can feel heard and supported so that he can then direct his
attention to instruction when it is happening.
Socio-emotional Learning Considerations/Social
(and how these may influence instruction) Development Factors: (and how these may influence
instruction)
There are no health or physical considerations that I am aware of.
My FS3 gets along well with his peers and has friends he
plays with during recess. He used to need one-on-one
instruction and extra time to complete worksheets, but he is
becoming more independent and able to work on his own
more often. However, he is still easily distracted by objects
and people around him. He talks and plays with his table
partners and misses instruction regularly.

The SEL strategy I want to implement would be introducing a

self-monitoring system for him to track his behavior and
achievements. I chose this one because it is a great habit that
will benefit him throughout his entire school career. I would
create a chart with him where he could draw himself a star
when he felt like he was paying attention or each time he
finishes a task. We would then celebrate his progress at the
end of each day. In addition, I really want to incorporate a
fidget item like a small piece of felt or textured paper that I
can glue to his desk so he can pay attention while still moving
his hands. I think this would help greatly as well.

Assets/Funds of Knowledge: Interests and Aspirations:

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

One aspect of his learning that I consider an asset would be his
background knowledge and consistent growth of his alphabet. He
works on his letters at home with his mom and can name quite a
few of them. This practice at home benefits him greatly in the
classroom and is an asset during his learning process.
My FS3 is kinesthetic smart and loves to move around. He
connects with the material more when his body is involved. He
thrives in hands-on environments.
My FS3 likes running and going fast on the bicycles out on
our playground. He races children outside during recess and
he is competitive. He tells me about the different motorized
bikes he rides on at home called “motos”. He wants to be in
the Olympics when he is older. I want to introduce more
kinesthetic learning into our classroom to keep him engaged.

Because of his more complex home-life, I believe my FS3 has

very intense funds of knowledge in the area of unique family
situations- areas like empathy and open-mindedness. He has a
broader understanding of the possible differences in others’ home-
lives and this will contribute to him being more open-minded in
the future. No doubt his experience gives him a unique perspective
and the ability to relate to things most students can’t. I would love
to find out more of what his family values and traditions are.

Other General Classroom Concerns

General cultural and linguistic background of students (home/family):

14/19 students are Latino, 3/19 students are Vietnamese, and 2/19 are Caucasian. The class has a lot of diversity, and this influences
each child’s learning styles. I see students sharing ideas and learning about one another’s backgrounds in class by speaking in
Spanish and explaining new words. The students in my class that come from low socio-economic statuses tend to need more
support when learning new concepts. It is clear to me which of my students are receiving help from their families at home and
which aren’t. Only four of my students are ELs and you wouldn’t be able to tell because they are seemingly fluent when they speak
in class. However, I still want to be conscious of their comprehension and how it is probably harder for them to understand all the
words I say when teaching.

Health considerations or physical development factors (if any):

There is one of my students who falls asleep every time we have our 15-minute rest time after lunch. I am not sure if it is because
she doesn’t get enough sleep at home or if she exhausts herself playing at lunch. Other than that, there are no other health
considerations that I am aware of.

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

I know my students are at the age where they have so many ideas and thoughts all the time that they want to share with me and the
class. I want to create an intentional time where we can circle up and talk with our neighbors and then go around and share in front
of everyone. I think this will make every student feel like they have a voice, they are heard, and their opinions matter.

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

Most of my class likes Disneyland and has talked about going at one time or another. I can make this relevant to lessons by working
it into the anticipatory set and keeping my students engaged. A lot of my students are also interested in soccer, and I can tell they
share a wealth of knowledge from watching professional games and the Olympics. They play soccer during recess and pretend to be
different professional soccer players. I would love to learn more about soccer so that I can relate to them more in this aspect.

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.

One of our students wets her pants at least once a week, and she has a strong speech impediment that makes it difficult to
understand what she’s saying. She needs extra support with her writing skills because she has no symbol awareness. She is the
same student who falls asleep during the rest time. Our English learners overall are proficient and understand English fluently. I
want to work on speaking English confidently for a few of them. With my special circumstance student, I want to be able to give
him instruction that is engaging and can make deep connections in his brain. I want him to feel involved and confident that he is
capable of doing work on his own even though it may be hard sometimes.
 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