CLASSROOM ASSETS PROFILE TEMPLATE

INQUIRY INTO CLASSROOM NEEDS PART ONE:

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 white, non-hispanic, multiracial, and hispanic.

*Above is a snapshot of a list provided to CT with students registered ethnicity

In my classroom, there are a few students who have family members who only speak their home language at home, or very broken English.
Therefore, students only get access to English when they are in the classroom or for homework they take home. These students include: J.S.
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& J.P

There are many students in my classroom, such as J.Q., L. , A.C., that are heavily involved in student sports. This creates student bed-times
and amount of student sleep change. Plus, this correlates with parent influence. There are students with parents who are heavily involved in
students' day-to-day lives, while others have more loosely involved parental involvement.

All of the student groups bring diversity in the classroom in the fact that there are different cultural expectations and experiences that
students share with one another. In this, students are able to get a glimpse into how others live and their beliefs/culture.

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)

- Many students have at least 1 sibling, however there are also a few only children (such as B.C.)

- Every student falls into these three categories for their family structure: dual household, single-parent family, or blended family.

- Family structure can affect a students outlook on their life/family

- When at home many students (like A.C., J.Q., W.V.) have chores to complete when they get home. These chores include:
cleaning the room, helping wash dishes after dinner, helping clean the backyard, etc.

- Languages spoken in my classroom include: English & Spanish

- Some parents, like J.S. & J.P., have parents who can speak broken English but primarily Spanish.

- In my classroom, students play many sportings, including: soccer, baseball, flag football, softball, etc.

- When school ends, students go to various places, including: bussess, car pick-up, teacher bench, girls & boys club
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PERSONAL INTERESTS & ASSETS (add bulleted list based on data collected)

*Field interview notes done on 9/1

Personal Interests:

- Many students enjoy playing sports

- Students in this class play: volleyball, soccer, flag football, swimming, baseball, etc.
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- Many students love animals

- Many students enjoy playing video games

- Such as: Fortnite & Roblox

- Some students enjoy singing/music

- Some students enjoy art (drawing)

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

Literacy:

There are seven tier 2 & 3 students: E.S., J.S., K.T., A.C., M.M., Z.G., J.S. that need extra support in ELA

When compared to the state, district, and other classes scores, the students in this class scored a higher scale score.

*Score, Achievement and Points Earned on Grade 5 FAST ELA PM1 reporting sheet from the Florida Department of Education
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*Snapshot of students grade at the end of 4th grade from i-ready ELA

When it comes to reading, students need to work on: making predictions, inferring, understanding/decoding poems, etc. Knowing this, I can
create lessons that slowly incorporate this content (through asking higher order thinking questions).

Math:

There are seven tier 2 & 3 students: E.S., J.S., K.T., A.C., M.M., Z.G., J.S.

When compared to the state, district, and other classes scores, the students in this class scored a higher scale score. However, it seems that
the achievement levels are more spread out in my class than the others. In the others, there were more students who scored a Level 1 (the
percentages were a lot higher compared to my class). This means that I’d want to provide more one-on-one support to those students,
which can be through small group, providing more support during whole group lessons, etc.
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*Score, Achievement and Points Earned on Grade 5 FAST Mathematics reporting sheet from the Florida Department of Education

Content Areas/Other (specials):

Students excel in specials academically, however, there have been some students who have received behavior indicators in 4th grade. This
means that they were not exhibiting appropriate behaviors during specials. As of now, my CT does not have any information on if behavior
indicators today (but should get them soon)

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

_____ Text-based visual: overhead, text, worksheet

__X__ Graphic-based visual: pictures, diagrams, PowerPoint

_____ Auditory passive: teacher lecture/student listen

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

__X__ Individual: working independently

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

__X__ Sensory motor: manipulate, act out, incorporate movement, use gestures, incorporate food

__X__ Multisensory: performance, multimedia, lesson with high emotional content

__X__ Arts Medium-based: drama, dance, drawing, painting, etc.

_____ Grounded in student interest in ___________________

_____ Other _________________________________

Students are more engaged when the activity is hands-on and/or involves movement. While they can work independently with success, they
also love to work with a partner or their table group.

ARE THERE INDIVIDUAL STUDENTS WITH NEEDS UNIQUE FROM THOSE OF THE LARGER GROUP? ADD THEIR INITIALS & LEARNING
STRATEGIES NEEDED TO SUPPORT THEIR SUCCESS:

Two students (K.T. & B.C.) have been observed to excel more with individual or minimal cooperative activity

- K.T. is nonverbal, when she wants to communicate she writes what she wants to say

- On good days, many of the students actually work well with K.T. and she is more than willing to write down whatever she
wants to convey! However, on bad days, she does not always follow directions and does not want to always write down
everything

- B.C., most of the times, excels more when he works individually and is able to focus

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

What is the optimum lesson length for your class? 5-10 min. 15-20 min. 25-30 min. 30 minutes +

Other:

Even though students thrive in whole groups, they also do really well in small groups!

- In smaller groupings, there is more collaboration and more voices are heard. Students who usually wouldn’t talk in whole group will
talk in small groupings

While there are a few students who do not like sitting in a chair for long periods of time, overall, the class can last for a whole lesson

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

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:

Student Initials: K.T.

- Student is ESE

- Student is diagnosed with ASD (autism spectrum disorder)

- She works best with a one on one group size, however during whole group she may not participate but is usually listening and filling
out all the assignments happening
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- Her test scores can range from below level, on-level, and above level

- She has an IEP

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)? I can promote greater equity/social justice in my classroom by providing extra support (this
can be through standing near the student, spending more time on an assignment in a smaller setting, verbal redirection, etc.) to students
who need it. For example, K.T. may need more individualized support compared to other students to get the same lesson/activity done.
Plus, now that I know more about students' interests (Like video games & sports) I can try to implement these things into activities to make
it more engaging/fun for the students, which allows for them

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
things that I can leverage to increase student engagement (and thus, learning) is giving students the ability to have free time. During this
time, it is basically like a brain break. They are allowed access to their school laptops, which have many fun game websites that they enjoy.
My CT also has many board games available to the students during this time. If I tell my students that if they are actively engaged
throughout a lesson, they will be able to have some free time today. I also feel like I can try to find fun ways to work on content that
students have a hard time with (like making predictions, inferring, understanding/decoding poems). There is a lot of online resources that I
can use where I can find activities to print and implement in class.

What are some wonderings you have about promoting greater equity for your students within the classroom based on the data you have
collected? Something I was wondering more about are specific strategies that are more effective with gifted students to help them get more
out of lessons (especially during the boring ones). My students are great at communication and voicing their thoughts, however, when it
comes to writing – they lag. It takes them a while to put thoughts on paper. For example, my students are currently typing an essay in class
and some students (in four days) have only been able to put together (roughly) the introduction.

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.