Standard I: Classroom Contextual Factors (DM1)

Demographics:
Student Total 21 Males 9 Females 12

Gender

Boys 43% Girls 57%

Girls

Boys

18 students of Caucasian ethnicity 1 male student of Thailand ethnicity 1 female student of Samoan ethnicity 1 female student of Native American ethnicity

Ethnicity
20 15 10 5 1 0 Caucasion Asian Ethnicity Polinisian Native American 1 1 18

Language Proficiency:
English Language Learners 1 female student of Native American ethnicity is labeled ELL

English Language Learners

25 20 15 10 5 1 0 Non ELL students English Language Learners ELL students 20

Languages in the classroom All 21 students speak English. However, other languages are known by 2 of the 21 students including Navajo and Thai.

Languages of students
Languages of students Navajo Thai English 0 5 10 15 1 1 21 20 25

Exceptionalities:
5 students struggle in Language Arts and attend Leveled Literacy Intervention (LLI) 3 of these 5 students struggling in Language Arts, including Native American student, currently have IEPs 2 of the 3 students that have IEPs in language arts/reading are also pulled for Special Education (SPED) 4 students struggle in Mathematics and often need additional instruction 1 student, the Native American student, is labeled ELL and receives additional instruction in English using a program called Imagine Learning While there are a few students who appear advanced, none have been titled GATE

Exeptionalities
Attend 25 Do Not Attend

20

15

10

0 LLI IEP SPED ELL GATE

Academic Knowledge:
Grades in the classroom depend on the content area being discussed. The 21 students in the classroom have been numbered using their cubby numbers. The students grades have been assigned with a 1 representing below grade level, a 2 representing on grade level, and a 3 representing above grade level. 4 students really struggle in the area of mathematics. Including the 3 IEP students, 5 students struggle in the area of language arts. Reading groups consist of: 5 students on the approaching level, 4 students on the on level, and 6 students on the above level. The other 8 students attend other high reading groups

Chart Title
Student 25 Student 24 Student 23-LLI, SPED Student 22-LLI, SPED Student 21 Student 20-Behavior Student 17 Student 16 Student 15 Student 14-ELL, LLI Student 12-LLI Student 11 Student 10 Student 8 Student 7 Student 6 Student 5-Behavior, LLI Student 4 Student 3 Student 2-Behavior Student 1 0 0.5 Mathematics 1 1.5 Reading 2 Language Arts 2.5 3 3.5

Attendance is excellent for most students. 1 male student was absent a lot the first couple of weeks but has not really missed any days since then. 1 female student has missed a week worth of schooling due to illness. 1 female student is currently attending home schooling but will return to class once they are back in the area. The 18 other students have missed very little, if any, school during my student teaching. There are really no major discipline factors in the classroom. However, 3 students behavior is watched closely. 1 of these students has extremely needy tendencies and requires a lot of attention. The other 2 students need to be redirected back to the task at hand, often, due to focusing issues.

English Language Learners:

1 ELL student is proficient in English. During mathematics this student benefits from SIOP 20 the use of hands-on materials and manipulatives. With the use of SIOP 6 and SIOP 16, meaningful activities and interaction, the student will discuss different graphs with the teacher, a partner, and their table. SIOP 12, a variety of different techniques when reading a graph or forming their own graph will also be addressed to show the student there is different ways to understand the material.

Multicultural Perspectives:
Culturally responsive curricula can be used through both manipulatives and the language used when teaching the lesson. While all the students are fluent in English, at least one, the student of Native American culture learns best through the use of manipulatives and hands-on learning. The language used in teaching the lesson also needs to be simplified so all students understand the curriculum, a few of the students may need questions read to them so they can fully understand what is being asked.

Prior Knowledge:
The criteria used to determine each students abilities in reading and mathematics consisted of observation of students work, questioning the students and discussing the students prior grades and class standing with the mentor teacher. Language Arts: 5 students are below level in language arts 6 students are on level in language arts 10 students are above level in language arts Reading: 5 students are below level in reading 4 students are on level in reading 12 students are above level in reading Mathematics: 4 students are below level in math 14 students are on level in math 3 students are above level in math

Prior Knowledge Language Arts

Below 24%

Prior Knowledge Reading

Below 24%

Prior Knowledge Mathematics

Below 14% Above 36%

Above 48%

Above 57% On 28%

On 19%

On 50%

Below

On

Above

Below

On

Above

Below

On

Above

Exceptionalities:
5 students who struggle in Language Arts and Reading, including students 5 (LLI), 12 (LLI), 14 (ELL), 22 (SPED), and 23 (SPED), may need to be read word problems along with possible answers if questions are multiple choice. 4 students who struggle in Mathematics, including students 1, 14 (ELL), 21, and 23 (SPED), may come back to the reading table for additional instruction and help when completing independent work. 3 students whose behavior is watched fall into the category of development of physical, social, and emotional needs. Student 2 needs a lot of attention and needs to be given a lot of reminding of where he needs to be and what he should be doing. Students 5 and 20 need to be redirected to the task at hand often, making sure they are doing their work and following along during instruction.

Sub-Groups of students:
5 LLI students, including 2 SPED students and ELL student, students 5, 12, 14, 22, and 23 4 students below level in math, including 1 SPED and ELL student, students 1, 14, 21, and 23 3 students above level in mathematics, students 8, 15, and 16 3 students with behavioral issues, students 2, 5, and 20