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?

In my classroom students are: Black, Hispanic, or White.

● Hispanic – 19 out of 33 students
● White – 2 out of 33 students
● Black – 10 out of 33 students
● Multi – 2 out of 33 students

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

○ Bus, walk, or car

● Languages spoken

○ English & Spanish

● Parent/Guardian

○ Most students have a mother or father (or both); one student’s guardian is their grandmother

● Siblings

○ A few of my students come from larger families (ex. six siblings) and some are only children

● Home responsibilities

○ Many of my students have chores to do when they get home (dishes, laundry, cleaning, etc.)
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PERSONAL INTERESTS & ASSETS (add bulleted list based on data collected)

Personal Interests:

● Sports (Basketball, soccer, football)

● Drawing/Art

● Writing books/stories

● Video Games

Assets:

● High movement needs (is incorporated into lessons!)

● Some students have high social needs

ANY OTHER RELEVANT ASSESSMENT DATA – What are student and group needs in the following content?

Literacy: Most students are below level, with a few in the green (grade two). When looking at the breakdown of the scores, students really
struggle with comprehension and vocabulary.

Whole Class Data (iReady) –

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AM Data –
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PM Data –

Content Areas/Other (specials):

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● For some students there are sometimes behavioral issues, but nothing that happens every single day

LEARNING STRATEGIES: In what learning situations have you observed the class to be most engaged? Mark any that apply. Add any
applicable notes.:

__X__ Text-based visual: overhead, text, worksheet

__X__ Graphic-based visual: pictures, diagrams, PowerPoint

_____ Auditory passive: teacher lecture/student listen

__X__ Auditory active: rap, rhyme, song, rhythm, chanting, call & response

_____ Individual: working independently

_____ Interpersonal: cooperative activity, incorporate student talk, partner work

__X__ Model: demonstrate, provide model to follow

__X__ 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 _________________________________

Notes

All of my students benefit from teaching modeling to boost their understanding of a concept/assignment. This helps my students complete
their work correctly (and understand it!). When it comes to writing, students really benefit from text based visuals and modeling.

ARE THERE INDIVIDUAL STUDENTS WITH NEEDS UNIQUE FROM THOSE OF THE LARGER GROUP? ADD THEIR INITIALS & LEARNING
STRATEGIES NEEDED TO SUPPORT THEIR SUCCESS:
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● H.W. is new to school and is learning the classroom!

○ Strategies that are used to aid her are:

■ Redirection

■ Repeated direction

■ Individual teacher support

● A.F.Z., F.F., E.M.G., K.P.V. still primarily speak Spanish

○ Strategies that are used to aid them are:

■ Translations

■ Individual teacher support

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:

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

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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:

H.W. is completely new to school so she is still learning how school works and staying focused for long period of time! She needs a lot of
movement. I realised that she even comprehends things better when she is able to move around. Because school is new to her, she can get
distracted very easily. She is a very social student, and she wants to get to know all of her classmates. When lessons are longer than 10
minutes she really struggles to stay on task or stay in her seat.

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)? To promote greater equity and social justice in my classroom I will try to find ways to
incorporate students' home language (Spanish) into the classroom. Many of my students are bilingual (English & Spanish), but there are a
few that don’t really speak/write in English at all. I want to find ways to include them into the whole group lessons. Another thing is that my
students enjoy moving around, so I want to find ways I can do that in an ELA classroom.

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? One
thing that really increases student engagement/learning is leveraging Mustang Money (which is a school wide money system where
students can use this to buy things in the classroom and at the school event held once a month). When my CT brings up Mustang Money, it
catches students attention and they are more active in the lesson. I also feel like implementing more of their interests will help them stay
more engaged. For example, there was one lesson where we were teaching idioms and they used the names of people they know (aka other
teachers) and it got them really excited. I think that if I used the name of their favorite sports players or names of people in the video games
they play, they would be more engaged and excited to learn.

What are some wonderings you have about promoting greater equity for your students within the classroom based on the data you have
collected? When looking at students academic data, I realized that they were all mostly in the Kindergarten/1st grade level. Many of my
students are primarily Spanish speakers, with differing levels of fluency in English. Trying to learn a second language is hard, and I feel that
the test scores reflect that. While there are many students who have been moving up since the beginning of the year, they are still below
level. When it comes to my inquiry wondering, I want to focus on trying to find strategies that I can use in whole group instruction to get my
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ESE and ELL students more engaged and active in the lesson.
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.