Académique Documents
Professionnel Documents
Culture Documents
Gender
Description
Table
1.1
30
25
20
Boys
15
Girls
Total
10
5
0
Out
of
the
28
students
1
has
an
IEP.
The
following
struggling
students
and
high-level
learners
have
been
determined
by
Mrs.
Saxton
based
on
their
performance
in
the
classroom:
4
are
struggling
students,
and
5
are
high-level
learners.
Exceptionalities
Table
1.2
6
5
4
3
2
IEP
HLL
Struggling
Learners
1
0
There
are
no
ELL
students
in
the
classroom.
One
student
is
Hispanic,
one
student
is
Polynesian,
and
26
students
are
Caucasian.
Ethnicity
Table
1.3
30
25
20
Hispanic
15
Polynesian
Caucasian
10
5
0
According
to
the
DRA,
1st
grade
students
should
be
at
a
reading
level
G
by
the
end
of
January.
Mrs.
Saxton
has
3
students
below
at
a
level
F,
2
students
on
level
G,
and
23
students
above
level
G.
Reading
Levels
Table
1.4
25
20
15
Below
G
On
G
10
Above G
5
0
Mrs.
Saxton
does
not
have
her
students
on
different
math
levels,
but
she
has
noted
that
4
students
are
struggling
with
math,
and
are
below
their
classmates.
Nineteen
students
are
on
target
and
5
are
above
their
classmates.
Math
Levels
Table
1.5
20
15
Below
10
On
Above
5
0
Modifications
and
Accommodations
Many
of
my
accommodations
will
be
given
as
a
whole
class
task,
but
they
directly
focus
and
meet
the
individual
needs
of
each
student.
While
teaching
my
unit,
I
plan
to
make
specific
accommodations
for
my
struggling
students,
my
student
with
an
IEP,
and
my
high
level
learners.
While
many
students
are
living
amongst
a
common
culture,
they
still
have
very
different
academic
background
knowledge.
Many
students
have
traveled
and
visited
different
areas,
others
have
not
been
outside
of
Utah.
I
will
access
their
different
experiences
by
providing
opportunities
to
share,
discuss,
and
teach
us
about
their
different
experiences
using
maps
in
diverse
locations
that
they
have
personally
been.
For
my
struggling
students
I
will
provide
multiple
examples
using
images,
a
variety
of
maps,
and
also
using
a
globe.
They
will
be
partnered
throughout
the
unit
with
others
they
can
work
efficiently
with.
My
IEP
is
medicated
for
ADHD,
when
she
takes
her
medication
she
can
accomplish
tasks
without
much
accommodation,
but
on
days
she
doesnt
take
her
medicine,
she
struggles
focusing,
staying
on
task,
and
talks
with
classmates.
The
accommodations
for
her
will
be
tasks
that
provide
chances
for
movement
and
participation
to
help
with
her
ADHD
as
well
as
partner
work.
She
will
also
have
opportunities
to
share
with
the
class
to
keep
her
behavior
intact
as
well.
The
high
level
learners
will
be
given
opportunities
to
explore
different
maps,
share
and
discuss
their
findings,
and
incorporate
the
cardinal
directions
throughout
their
daily
experiences.
More
explicit
and
specific
modifications
are
made
throughout
the
different
lessons,
and
can
be
found
in
Lessons
1-6.
These
modifications
and
accommodations
will
help
to
provide
differentiated
instruction
to
meet
the
individual
needs
of
all
the
students
in
the1st
grade
class.