Math/Ms. Howe- Whole Class Information -

§ Ethnicity: Caucasian, Latino, African Americans

§ Gender: 16 Females & 17 Males

§ SES: 8 students with Free/Reduced Lunch

§ ELL: 2 ELL Students (all Latino/CELDT 4's)

§ IEP: 1 ADHD students

Developmental Needs:
§ Readiness: Reading at grade level, some students need some pronunciation help and tips on textbook reading

§ Interests: Skateboarding, surfing, listening to music, socializing

§ Learning Profiles: Most students are visual learners (needing models/representations), auditory and kinesthetic are also prominent

§ Affective/Management Strategies: This class does not like a lot of homework or projects, but they don't mind working on problem solving problems together and having to think about them individually at home

§ Classroom Learning Environment: aesthetically pleasing (colorful/natural), word wall, mathematics facts that are helpful

Zack, 9th grader with ADHD
Identity: Caucasian male, lower-middle class, social/good communicator

Developmental Needs:
Need to build on algebra skills while learning geometry, good reader, organization lacking
Interests: surfing, football, social technology (phone/Internet)
Learning Profile: Zack is an auditory and collaborative learner, he needs a lot of practice and works well in a very logical organized classroom

Differentiation Strategies:
Content/Readiness: Set specific goals each week/semester. Give extra organizational help.
Process & Profile: If Zach finishes early, have him help others, and provide after task activities
Product/readiness: provide quiet space, allow social/collaborative projects
Progress monitoring Assessment:
Once a week, Zach will have an assignment to write about wether he met his weekly goal or not
Next Steps: I would continue to facilitate Zach's learning by setting weekly and long-term goals, completing homework checks for organization and his weekly progress assessments. He will also receive algebra practice periodically

Alejandro, 10th grade ELL
Identity: Hispanic, middle-class, math is a strong subject

Developmental Needs:
writing/speaking academic language needs help
Interests: basketball, skateboarding, technology
Learning Profile: visual and kinisthetic learner, often needs repetition or rewording

Differentiation Strategies:
Content/Readiness: Have iPads in class to translate and look words up
Process & Profile: need to model academic English and refer to word wall
Product/readiness: Often assess orally, give collaborative assignments, and allow re-takes on quizzes
Progress monitoring Assessment:
Provide practice tests and have him write about how he has improved weekly to work on math and English skills
Next Steps: Talk with Alejandro about his progress monitoring assessments and continue to teach how the iPad can help him improve his academic English.

Cindy, 9th grade SpEd

Identity: Caucasian, Middle Class, Autistic

Developmental Needs:


very good computational skills, good relationship with parents

Interests: Reading, drawing

Learning Profile: visual learner, likes to work alone

Differentiation Strategies:

Content/Readiness: Need to make sure that she is comfortable using technology for assignments

Process & Profile: need to visually and verbally model expectations

Product/readiness: Provide environmental structure that is predicatble and consistent

Progress monitoring Assessment:

Let her step outside if the class gets too loud for her, keep a clear and constant dialogue with her regarding feedback

Next Steps: Encourage her to be social. Ask her to be specific with needs
Biology/Mr. Dolnik
- Whole Class Information -
§ Ethnicity: Caucasian, Latino, African Americans, Asian/ Pacific Islander

§ Gender: 19 Females & 18 Males

§ SES: 10 students with Free/Reduced Lunch

§ ELL: 5 ELL Students (all Latino/CELDT all level 4 and one 5)

§ IEP: 3 ADHD students, 2 ED students, 1 Blind student

Developmental Needs:
§ Readiness: 95% are reading at grade level, some students need some pronunciation help with Biology academic Language and need assistance with their study skills (making notecards, etc.)

§ Interests: Skateboarding, Football, listening to music, socializing, Fashion

§ Learning Profiles: Most students are visual learners (needing models/ pictures), auditory is second most common, and kinesthetic is the least common

§ Affective/Management Strategies: This class despises homework and tests, but they enjoy group work and presentations

§ Classroom Learning Environment: Large room can fit 40+ students (6 stools on side), vocabulary wall, wall has many Biology and Agriculture posters, Plenty of space for laboratory activities

James, 9th grader ED (Emotionally Disturbed)
Identity: Caucasian male, middle class, charismatic student "D" Science Student

Developmental Needs:
Readiness: Frequent outbursts and occasional bouts of abrasive behavior are detracting from his work and the whole classes progress Interests: Football, Jokes, Cars
Learning Profile:Zack is an auditory and kinestheic learner. He learns through listening, speaking, and doing.

Differentiation Strategies:
Content/Readiness: Use as many football analogies as possible as well as many manipulatives/ lab activities to foster engagement with content.
Process & Profile: Determine best possible physical seating for class near James' vicinity. Instructor will need to establish clear and consistent goals and consequences for James' academic and behavior goals
Product/readiness: Informally assess visually and auditory. Formally assess via written assessments.
Progress monitoring Assessment: Have a "weekly check in " with James. Provide specific examples for Feedback.

Next Steps: Provide James with as many leadership opportunities as possible. He thrives as a leader. This keeps him active and away from opportunities of outburst. Continue "weekly check in's" until the end of the semester

Gabriella, 9th grade ELL
Identity: Hispanic female, lower middle-class, "C" Science Student

Developmental Needs:
Readiness: Writing/reading literacy skills need assistance
Interests: Dancing, Soccer, Talking
Learning Profile: Auditory Learner, learns by repeating things with her neighbors

Differentiation Strategies:
Content/Readiness: Incorporate "think pair share" activities so she may exercise use her verbal skills
Process & Profile: Instructor needs to model expectations for writing and graphing
Product/readiness: Informally assess visually and auditory, Formally assess via written assessments
Progress monitoring Assessment:
Have students write written self-reflections at the end of select assignments, they must write one thing they did well on, one thing they can improve upon, and how to improve upon it.
Next Steps: Talk with Gabby and provide her frequent opportunities for formative feedback regarding her writing. From here we can set goals together on what we want her to accomplish by the end of the semester