Assignment 3A - Chris Arambula
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Assignment 3A - Asset Identification of Three Focus Students
Objective
This assignment aims to prepare you to consider the diverse needs of all your students when planning lessons. You’ll do this by selecting three students to focus on (described below either in your own classroom or from the case studies towards the end of this document – only select 3),
almost as “case studies.” By taking the needs of these three focus students into consideration, you will accomplish one of two things:
either account for all the special circumstances in your classroom (less likely) or, (more likely)
strengthen your “intervention muscle”: the collection of habits, thought-patterns, strategies, creativity and magic (!) required to respond to the varied needs of a group of learners. Deliverables
Three completed tables (one for each focus student). These are real-life students who are trusting that you will provide them with what they need to be successful. After reading the descriptors of each type of Focus Student (FS), think about what you know about each of them, learn what you can from others who know them, refer to available data (assessments, cumulative files, IEP folders, etc.) and make time to talk to each of them so that you can complete each FS profile. Spend the most time on the synthesis: considering each child’s
assets and needs. (Be sure to Read and Watch
the assigned resources before doing this part!)
DO NOT LIMIT YOURSELF TO SUGGESTED DATA TO REPORT; ADD ALL INFORMATION YOU FIND THAT YOU FEEL INFORMS YOU ABOUT THE FOCUS STUDENT PROFILE!
Aligned CLOs
All seven of the Course Learning Outcomes for ITL604 are aligned with this assignment. This is a great opportunity to synthesize your learning!
Resources (Read and Watch)
CalTPA Assessment Guide
(Differentiation Option: Use the Assessment Guide that corresponds with your credential – Multiple Subject, Single Subject or World Languages)
CalTPA Assessment Guide Glossary (at the back of the Assessment Guide)
ELPAC resources in Bb / SPED resources in Bb
An Asset-Based Approach to Education: What It Is and Why It Matters
Your Students Have Assets Not Deficiencies
TEDTalk: Temple Grandin, “The World Needs All Kinds of Minds”
Focus Student 1(FS1) EL Assets and Learning Needs
Choose a district-identified English learner
. This can be an English learner at any CELDT/ELPAC
level. If you have only re-designated English learners in your class, you may select one of them or select a student who
needs support for his or her language development based on either a Speech Designated IEP (not articulation) or based on literacy assessments.
In Week Four you will be taking this one step further and from learning more about your Focus Student you will then add two more columns: Need Identification and Support/Strategy Identification.
Focus Student 1(FS1) EL Assets and Learning Gaps Template
Focus on FS1’s:
Assets
Gap Identification
Current proficiency in reading, writing, and speaking/listening in English and mastery of the primary language (provide assessment data as well as qualitative insight)
-
AG is bilingual (Spanish First)
-
AG works and learns at her own
pace
-
AG works great with conversational English -
AG is below the average in Math Reading and Language but she is learning at her own pace
-
AG gets frustrated easily during learning, especially during non-
kinetic learning. Prior academic knowledge (include assessment data, progress monitoring
-
Kinetic Learning
-
Conversational English
-
Tutoring and Speech therapy
-
Easily frustrated with non-kinetic learning
-
Very close to family, not so much with anyone else. -
May need more time to adjust Social identity (student self-concept derived from a perceived membership in a
social group that is evident in classroom interactions)
-
Self identifies as Mexican
-
Is not the most confident with her peers or teachers yet.
-
Only is close to and trusts family
Cultural and linguistic resources and funds
of knowledge
-
Lives with Father and Sister
-
Spanish language and Mexican Culture
-
Very family oriented
-
Developing the conversational English and putting it in writing
-
Being able to pick things up a little faster once English and Spanish coincide.
Prior lived experiences and interests -
Being with family
-
Goes to Library
-
No other knowledge of AG
Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development)
-
Very dedicated and disciplined -
AG wants to learn and be successful
-
Be able to monitor her ability to grasp concepts -
The speed in which she learns might be of further evaluation Summarize FS1’s Assets and Gaps
AG is learning at her own pace and it definitely seems that she wants to improve her grades and assessments. She is a great kinetic and visual learner and she is giving her best
effort. She is very close to her family and may need to step out of her comfort zone in order to be more comfortable learning as well as being around her fellow students.
Focus Student 2 (FS2) Special Education
Choose a student taught in the general education classroom (i.e., not pulled out for instruction during the lesson for the content you will teach) who the district has identified as having a disability with an IEP or a 504 plan or a student identified for GATE who will be participating in the lesson. If there are no identified students in your classroom, select a student who has recently been referred for specialized support or who requires additional learning support in the general education setting.
When selecting Focus Student 2 in transitional kindergarten or primary grades classrooms where students have yet to be identified as having a special learning need, select a student who has been identified for support through the Multi-Tiered System of Supports (MTSS) process, who has recently been referred for evaluation, or who has gaps in the content area that is the focus of the lesson.
Focus Student 2(FS2) Assets and Learning Needs Template
Focus on FS2’s:
Assets
Gap Identification
Learning challenge (identified disability and IEP goals, focus of 504 plan or MTSS support, or need for greater instructional challenge through GATE) -ER does fairly well in Math and is passing Sciencce
-ER excels in PE
- He has good relationships with his peers - He is able to speak in English well
- ER has also shown strength and will power given his circumstances at home
- ER is hesitant and lacks confidence in his ability
- He does not get significant practice with English at home
- Reading and writing are not his strongest abilities. Prior academic knowledge (include assessment data, progress monitoring,
-
A in PE
-
B in Math
-
C in Science
-
Currently failing ELA
-
Reading and writing in English is difficult
Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
-
Mexican/Latino
-
Close to his siblings
-
Gets along with fellow classmates, especially since they share a lot of his
heritage and family values
-
Lack of culturally relevant pedagogy in the classroom leads to
ER’s disengagement. -
May be only willing to work with those of his heritage
Cultural and linguistic resources and funds of knowledge
-
Bilingual
-
Mexican Heritage
-
Family oriented
-
ER’s parents do not speak English at home
-
ER is hesitant on progressing in English
Prior lived experiences and interests
-
ER seems to enjoy friendships
-
ER seems to enjoy physical activity
-
Family tragedies definitely have shaped ER’s personality
-
Important to understand that hesitance from ER is due to his past
Assistive technologies as appropriate
-
N/A
N/A
Summarize FS2’s Assets and Gaps
ER is one who has had to overcome a lot of trauma at a young age. With that, ER has shown strength and progress. While he may not always be the most engaged in learning that is not culturally relevant, ER does do well in certain subjects of school. Although introverted, ER has
shown that he can be willing to engage and build relationships with his fellow students. ER is family oriented, and is proud of his Mexican culture.
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Focus Student 3 (FS3) Gaps
Choose a student whose life experience(s) either inside or outside of school may result in a need for additional academic and/or emotional support and whose behavior in class catches your attention (e.g., does not participate, falls asleep in class, remains silent, acts out, demands attention). Life experiences may include, but are not limited to, challenges in the home, community, or school as a result of discrimination, bullying, illness, loss of parents, divorce, trauma, homelessness, poverty, or incarceration, or as a result of needs as a Standard English learner; a migrant, an immigrant, or an undocumented student; or a student in foster care. Focus Student 3(FS3) Assets and Learning Needs Template
Focus on FS3’s:
Assets
Gap Identification
Life experience(s) either inside or outside of school that may result in a need for additional academic and/or emotional support -
JB’s mother is very supportive and assures he stays on pace
-
JB is an independent worker
-
JB is self motivated
-
JB does not have any siblings living at home with him
-
JB has moved schools multiple
times which makes getting a rhythm difficult
Prior academic knowledge (include assessment data, progress monitoring,
-
Prefers to work by himself
-
Advocates breaks for himself
-
Desires to be independent
-
Underperforming in math and
English
-
Does not like to ask for help
Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
-
Desires to be independent -
Self-motivated
-
Likets to work alone
-
He does not like engaging with other students
-
JB feels that he can’t ask questions because he will be thought of as different
Cultural and linguistic resources and funds of
knowledge
-
n/a
n/a
Prior experiences and interests -
likes computers and technology
-
likes to learn with timed breaks
-
Like to play with a fidget and use headphones
-
Does not like to be with other students
-
He “shuts down” when struggling with school
Developmental considerations (e.g., social-
emotional, typical and atypical child/adolescent development) -
Allow him to have a schedule
-
Give him resources ( computer, headphones)
-
Ease in social interactions
-
He does not like any form of feedback
-
He is uninterested in being with others
Summarize FS3’s Assets and Gaps
JB is constantly aiming to be independent and not “stick out.” He may frustrate himself when his unwillingness to accept feedback keeps him struggling. He likes a
routine and may “shut down” when that routine does not fall in to place. He receives support from his mother.
Focus Group Students (Examples / Case Studies)
Focus Group Student #1: AG Multiple Subject
AG has attended your school for two months now. Initially, she seemed to acclimate to the new school well. AG
is a first-grade bilingual student who demonstrated significant difficulty in early literacy skills and auditory processing. Using conversational English allows AG to keep up with the lessons. She learns best when she is able to take her time. AG benefits from visual instruction and she likes active games. AG is a learner who remembers information better by moving, carrying subjects in the hands, or playing. AG falls below the mean with is MAPs scores in the areas of Math, Reading and Language Usage. She has had difficulty with change and demonstrated a low frustration-tolerance, particularly when engaging in academic or non- kinesthetic related tasks. Services: Push In 150 minutes/weekly; Pull Out 375 minutes/weekly. In addition to Speech Therapy sessions.
Because of housing insecurity, AG has certain social-emotional needs that must be met in the classroom. She exhibits timid behavior and apologizes when she asks for help. She benefits from positive behavior affirmations. AG does not show confidence or personable skills with her peers or her teachers. Student self-
identifies as Mexican and has an older sister and lives with their father. AG has several cousins who attend the same school and with whom she is close to.
She stays after school almost every day for tutoring and homework help. She goes to the library every day. Focus Group Student #2: Single Subject SM
SM is a 10
th
grade student. He attended a traditional schooling for middle school and transferred from the same district. He has a very strong sense of self and appears to be comfortable in his own skin. He talks about his family and how much they have helped him and supported him. Being the oldest child, he has a sense of responsibility within this family. SM has been through very tragic life experiences including parental divorce, child abuse, homelessness, gang violence, and more. SM has been able to hold down a steady job at McDonald’s. He has a strong passion for music and rapping where he is able to express his emotions. He also loves to draw which helps him de-stress. SM’s fascination for cars and racing is utilized and implemented in the
class as an incentive to try his hardest and produce his best effort and work. SM continuously strives to work on given tasks and assignments during allotted classroom time. He is currently at or above grade level in all academic subjects.
SM has been approaching staff to inquire about means to improve his classroom assessment scores in hope of achieving higher grades. He has involved a peer in the routine of going to teachers during lunch to ask for makeup work. Student still shows a need for supports initiating academic conversations with peers during group collaboration. SM is a bit more extroverted than the other students. He maintains a healthy relationship with fellow students in extracurricular activities and will engage in conversation them with some consistency. SM’s parents do not speak English and thus, are unable to assist him in his English language development journey. Gap identification indicates SM is limited English proficiency. He can engage in dialogue/discussion of the English language with ease but struggles with reading and writing. He reads at a lower first grade level.
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Focus Student #3 – ER: EL Learner/Gen. Ed.
“No good deed goes unpunished” is a reflection of this student’s life. ER was born in Mexico to parents that succumbed when he was 4 years old. He is in the 7th grade at Rock Hill Middle School, an urban school located in East Los Angeles. As a result, his Los Angeles aunt adopted him along with his four siblings. However,
she passed away recently resulting in ER and his siblings being sent to foster parents. Due to speaking only Spanish with his parents and aunt, he has limited English proficiency. He takes pride in his
Mexican heritage and finds comfort in the experience he shares with many of his peers and their ability to converse in both English and Spanish. He can engage in discussion of the English language with ease, but struggles with reading and writing, most notably in the area of decoding. As a result of his foster parents only speaking Spanish, he does not speak English at home and does not receive support in his English language development at home. ER is a first-generation student that feels connected to the Mexican and Latinx presence and culture present within his community. He is able to communicate with fellow peers and bring his native language with him into
the classroom given majority of the students in the classroom are dual English and Spanish speakers ER’s fascination for cars and racing is utilized and implemented in the class as an incentive to try his hardest and produce his best effort and work. ER maintains a close relationship with his siblings, who offer him support
as he transcends adolescence ER’s introverted nature limits his interactions with his peers and chances to work with other students. ER is a bit more introverted than the other students. He maintains a healthy relationship with fellow students and will
engage in conversation them with some consistency -ER’s parents do not speak English and thus, are unable to assist him in his English language development journey. His classwork and curriculum may often not incorporate culturally relevant pedagogy or reflect relatable material, leading to disengagement of the lesson. He is familiar with all letters of the alphabet and their corresponding sounds but struggles in sound blending and decoding of multisyllabic words. As a result, he is hesitant to read out whole group given his limited vocabulary The following is some background to his academic level:
Limited English proficiency. He can engage in dialogue/discussion of the English language with ease, but
struggles with reading and writing –
Reads at a lower first grade level.
His current grade in ELA is a F but he does have a B in Math and a C in Science. He is passing his PE class
with a solid A
Focus Student #4 LC Special Ed. (Elementary)
LC is a highly intelligent and determined 5th grade student who is reading slightly below grade-level and has strengths in mathematics and science. His disability is in ED and SLD, which is linked to his outbursts and displays of violence. He is currently being served through a resource pull out model where he receives ELA support for one hour per day in the morning.
LC remains goal-oriented and works best when offered rewards to work towards, rather than consequences in response to undesired behavior. Through an analysis of his gaps, we recognize that he struggles to express his frustrations until he is highly triggered and needs additional supports in self-regulating and coping skills. LC’s disability is Specific Learning Disability (SLD) and Emotional Disturbance (ED)
Goal 1: LC will read accurately novel grade level multisyllabic words in context and/or out of context as measured by curriculum-based assessments
Goal 2: LC will use digital tools including keyboarding skills and internet to type 2 pages as measured by student work samples/teacher charted records
Goal 3: When given a frustrating situation, with one prompt, LC will utilize coping strategies and return to and remain on task with a calm body and mind for a minimum of 10 minutes Some of the assistive technology he uses include the following: an iPad, Google Classroom, and Speech-To-
Text. However, LC has a lack of patience with technology i.e. glitches in iPad or slow service will frustrate him. If
something takes too long to load, he will give up and refuse to work on it anymore. His interests include soccer and Fortnite. Mom is also active in her child’s education. She remains in contact with the teacher daily. LC’s lived/previous experiences of trauma are linked to violent and aggressive outbursts. He will refuse to participate in classwork or demonstrate appropriate and respectful behavior if triggered and off baseline. In terms of LC’s social emotional skills, he maintains healthy relationships with his peers. He has many friends and will participate in games and friendly competitions such as soccer with his peers consistently. However, LC fails to share his frustrations with teachers and administrators until he is completely off his baseline, which is hard to calm him once he is triggered. He also responds negatively to direct teacher instruction (in small group)
or when the teacher provides advice to him in front of other peers. Unfortunately, he resorts to violence such as throwing, punching, hitting, kicking and self-harm (banging his head against other items) when triggered. Interestingly, LC is proficient in mathematics and has no math goals. Although he may grow frustrated with certain questions, when prompted by teacher, he will get back to work and answer the question with little to no teacher support.
Assessment data shows that he will grow frustrated and upset if he perceives work as too difficult for him to complete.
His current grades include: A Math, C ELA, A PE, F Science, and Social Studies F.
LC is reading roughly at grade level but continues to work on decoding of multisyllabic words and is emerging in his ability to write paragraphs with supporting reasons. Focus Student #5 (JB Special Ed.)
J.B. is a male, EL student with autism who receives specialized academic instruction (special education) services within a collaborative setting (general education). He is currently in the 9
th
grade attending Johnson High School. He learns best when using headphones and playing with a fidget. J.B. is working on self-
regulating and self-advocacy. J.B. could benefit from taking notes online and additional instruction on math. He
learns best when in a separate setting and with timed breaks. He is interested in computers and technology.
JB comes from a single parent home with his mother and no siblings. He lives in San Diego, CA, the Lincoln Park neighborhood. He has transferred from different schools but within the same district about five times. His mom is very supportive of his work and makes sure his work completion is on pace. His IEP goals include the following:
By annual review, when prompted by an adult Jacob will demonstrate an increased ability to take perspectives by identifying how his conversation partner might feel about Jacob's own verbal and nonverbal communication and implementing a better alternative in 80% of opportunities with minimal adult support.
By February, when given a vocational task, Jacob will demonstrate the ability to stay on task for 15 minutes and complete the task with no more than 2 prompts, in 2 of 4 core classes as measured by teacher observations.
By February 2020, when given a set of 10 problems requiring division single-digit divisor and multiple digit multiplication, Jacob will solve with 80% accuracy in 3 out of 4 trials as measured by student work samples or teacher kept data. His IEP Services and Supports including the following:
Specialized Academic Instruction
Accommodations: o
Direction given a variety of ways o
Increased verbal response time
o
Preferential seating
o
Visual/picture supports
o
Calculator/multiplication table o
Study Sheets
o
Extended time for completing assignments and tests
o
Breaks
o
Repeated review/drill
o
Small group instruction
o
Fidget/sensory object/rocking chair
o
Reminders to listen with whole-body (eyes on speaker, body calm and turned toward speaker, voice quiet)
o
Clarification of abstract/non-literal language
o
Use of self-talk by adult to make their own perspective clear (i.e. "I feel frustrated because students are talking”) JB is independent and does not ask for help. He is self-motivated and will advocate for himself for breaks, etc. Possibly related to his autism, J.B. tends to spend most of his time by himself, rather than in groups or in large settings. He avoids social interaction and does not hold membership within the classroom. The following is JB’s academic information:
SBAC Math – Far Below Basic
SBAC ELA – Far Below Basic
MAPs (Measurement of Academic Performance) Fall ‘19
Mathematics – 204
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ELA – 220
ELA Grade – F
Math Grade - F J.B. doesn’t want people to think of him differently, so he doesn’t accept help often. This results in sustained struggle with academics, such as math which typically leads to him “shutting down.” His desire to be independent and not receive help has impacted his attendance, which has resulted in negatively impacting his ability to self-regulate as well as his grades. Focus Student #6 A.S. Bilingual
A.S is a 10
th
grade student. She is new to the region and has little connection to the students and community here. Her mother recently had to spend a few weeks in the hospital, and A.S. needed to be sent to Arizona for the duration. She struggles academically due to chronic absenteeism, with the additional weight of being an English learner with all English curriculum. AS and her family are bilingual: Spanish and English. Dad, Mom, and Angel all have varied levels of fluency in both languages. AS’s family is multi-ethnic: Central American and Mexican. Both parents have different religious practices. She tends to spend most of her time by herself during her appointment hours for coursework at her resource center. She avoids social interaction and does not hold membership within the classroom likely due to her chronic absenteeism as a result of her anxiety. Student is an excellent note-taker, and benefits greatly from laid out, color-coded notes. Student then can review these notes with tutors outside of school. Much of classwork is group discussion, and so this student may need extra prep to feel they can participate effectively. Assessment data shows that AS is an English Language Learner and has Limited English Proficiency. She will grow frustrated and upset if she perceives work as too difficult for her to complete. Parents both speak limited English, but Spanish is primarily spoken at home. Gap Identification indicates
Mathematics
Operations and Algebraic Thinking
Area of Need
Statistics and Probability
Strength
Reading
Literature
Vocabulary Acquisition and Use
Informational Text
During class A.S. is a student who benefits from taking notes. A.S. is successful at self-advocacy and usually asks for help when she needs it. She could benefit from additional time in the classroom and direct one-on-
one support for her academic fluency.