Our Students


For our combined Teaching Tolerance Unit, the whole class for each of our subjects (Biology, English, and Geometry), including students learning English and students with special needs, will be collaborating together and sharing learning through technology, visual and performing arts, and social justice and equity in a combined, co-taught service learning project, over the course of nine collaborative lessons.
 Biology English 

Whole Class Information:
Number of Students: 38
Demographic Information:
Ethnicity:
% Hispanic,  63
% Caucasians, 24
% African American, 5
% Others, 8
Gender: 22 males, 16 females
Free and Reduced Lunch: 5 students
ELL/Bilingual: 2 students
IEP/504: 2 students

Developmental Needs
Readiness: Most of the students are below or at grade level for reading and writing.  Many of the students need to hear the directions multiple times in order to complete a task.  Some students are disruptive, but are engaged during labs.  Some students do not finish their work in class nor do they complete their homework assignments.  67% of the students are currently receiving a D or F.
Interests: Most of the students have extracurricular activities.  Student interests include soccer, music, skateboarding, gymnastics, football, video games, kung fu, horseback riding, volleyball, basketball, softball, rugby, art, ROTC, band, wrestling and dance. 
Learning Profile: This group of students has different learning styles, multiple intelligences and abilities.  Based on the student survey, most students said they learn best by visualizing, doing and working in teams.  Students expressed the need for help in the areas of homework, time management, organization, simpler explanations, additional time and adding more visual components to the lessons.  They need opportunities to learn the content using many different strategies and need to review the content often.



Whole Class Information:
Number of Students: 42
Demographic Information:
Ethnicity:
% Hispanic,  35
% Caucasians, 38
% African American, 15
% Asian, 12
Gender: 22 males, 20 females
Free and Reduced Lunch: 5 students
ELL/Bilingual: 8 students
IEP/504: 7 students
Gifted: 2 students
Class Description
The class is an ethnically diverse group.  White students make up about half of the class.  The remainder of the class comes from African, Asian, or Hispanic cultures. 20 students are females, 5 of the students receive free/reduced lunch, 8 students are English Learners with either Spanish or Korean as their first languages, 5 students in the class have an IEP for a learning disability, 2 students have 504 plan, and there are 2 students who have been identified as gifted and talented.
Developmental Needs
Readiness: Students are mostly at grade level for their subjects.
Interests: Very social group, with interest in school activities: class consist of students in ASB, soccer players, clubs, cross country runners, artists, readers, swimmers, and a variety of outdoor athletics and musical talents.
Learning Profile: Most of these students work well in small groups, but there are a few that prefer to work independently, many are fairly easily distracted.
 
 Student Learning English  Student Learning English  

Name: Valeriano

Student information: Valeriano was born in Mexico and lived their until moving to the U.S. just before his freshman year.   Valeriano's parents both work.  He is the oldest of three kids.  Valeriano is designated as a CELDT level 2.  His native and dominant language is Spanish and Spanish is the language spoken at home with his family.  His overall academic skills are in the low range for his age.

Readiness: Valeriano has been designated as an early intermediate ELL.  He asks and answers questions by using simple sentences and writes answers to analysis/conclusion questions using simple sentences.  He needs improvement in the areas of reading, writing, speaking and vocabulary.

Interests: Valeriano enjoys playing soccer and video games.  However, he does not have too much time for leisure activities since moving to the U.S because he is busy with his studies.

Learning Profile: Valeriano was a good student in Mexico, according to school records.  He had above average grades.  He is very shy and rarely speaks in class.  Occasionally, he will ask for help during a lab.


Differentiation Strategies:

Content: Teacher provides student with notes, lab protocols and other literature before they are handed out in class.  Student will be able to read ahead of time to look up unfamiliar vocabulary or ask for clarification.

Content: Teacher includes strong visual components into the lesson material.

Process: Pair student with native English-speaking peer during the labs or group activities.

Process: Have student participate in small group activities to help student with oral communication skills.

Product: Assign drawing activities like the cell analogy poster to incorporate pictures to explain concepts.

Learning environment: Student sits next to native English-speaking peer.


Name: K.M.
Level: Intermediate, ELD proficiency level: i + 1 = early advanced
Student Information: Fifteen-year-old 10th grade Mexican American with Spanish as his first language.  K.M. has lived in the same house and district for his entire education. K.M. is literate in Spanish and can read either Spanish or English literature.  K.M.’s family speaks Spanish at home. K.M. doesn’t visit Mexico very often.  He can read and write in both languages; He uses Spanish with friends and family. He thinks in Spanish, and still moves in and out of two languages when learning in different content areas. He feels the most comfortable speaking, reading, and writing in Spanish.He loves to play video games and soccer. K.M. imagines himself attending a four-year college. K.M.’s strengths are humor, oral and visual skills, kinesthetic, his sense of friendship and community. K.M.’s weaknesses in English class are staying focused, grammar, spelling, writing, and syntax.
Identity: Fifteen-year-old, 10th grade, Mexican American. Spanish as his first language. He was born in San Diego, and his parents were born in Mexico. His father works in newspapers and media and his mother stays at home to take care of the younger siblings. Both of them didn’t graduate high school.  His extended family includes a brother, cousins, aunts and uncles, and grandparents. His other brother is 18 and lives at home with his girlfriend.College bound.
Developmental Needs
Readiness: K.M. is literate in Spanish and can read either Spanish or English literature.  K.M.’s family speaks Spanish at home. He can read and write in both languages; He uses Spanish with friends and family. He thinks in Spanish, and still moves in and out of two languages when learning in different content areas. He feels the most comfortable speaking, reading, and writing in Spanish.
Interests: He loves to play video games and soccer. K.M. imagines himself attending a four-year college. After a long day of school and soccer. This summer, to earn money, he would like to, “work with dad, cut grass, and sell things.” His favorite food is pizza (even though he thinks it’s not that good for him).
Learning Profile: K.M.’s strengths are humor, oral and visual skills, kinesthetic, his sense of friendship and community. K.M. weaknesses in English class are staying focused, grammar, spelling, writing, and syntax. K.M. doesn’t like English because, “I’m not that good at it.” He wants to learn, “how to spell better.” He likes to work in groups because, “I work better with others than by myself.” K.M. also said that in English class, “The writing could make the class hard for me.” K.M. doesn’t enjoy reading, “gets bored after about ten minutes,” and thinks “kids younger than I am read better than I do.” He does not have access to many books (English or Spanish) at home.
Differentiation Strategies
Content/Readiness: Provide graphic organizers and cloze notes. Provide information in Spanish and English.
Process/Interest: Work in a group with native English speakers and English learners who are achieving at the same level as him. Check for understanding.
Product/Readiness: Provide clear step-by- step instruction orally and visually. Provide models. Check for understanding.

 
 Student with Special Needs Student with Special Needs 

Name:Marcella


Student Information: Marcella has an IEP and is below basic in English and math.  She is a junior and did not pass biology as a freshman.  Her overall academic skills are in the low range for her age.  Her native language is English.  Her primary challenge is her struggle with literacy skills.  She is easily distracted and is unable to concentrate and stay focused.  She struggles with understanding subject-specific content.  


Readiness: Marcella failed Biology in her freshman year.  She is motivated to successfully complete the class as a junior.  Her parents encourages her to stay on top of things and complete all classwork on time.

Interests: Marcella is a very social person and likes to hang out with her friends after school and on weekends.  She likes to go to the mall to shop and hang out.  She does not participate in sports or clubs.

Learning Profile: Marcella is easily distracted and needs to focus on her classwork.  


Differentiation Strategies:


Content: Give student a checklist or rubric.

Process: Teacher pairs student with focused peer during the lab to keep student on task.

Process: Teacher routinely checks in on student during the lab and other activities to keep student on task.

Product: Break larger assignments into smaller, more manageable chunks.

Learning environment: Seat Samantha next to someone who is focused and not interested in socializing.

 Name: M.P.
Level: Tenth grade student with autism and Cerebral Palsy.
Student information: He transferred into the class at the beginning of the year from Portland, Oregon. He has two brothers and one sister. He prefers the company of adults, likely because of his autism, but has found a small niche of students in the class with whom he belongs. He is an advanced reader. His penmanship is impaired by his constant shaking. He readily shares in class, is outgoing, and participates with enthusiasm.
Identity: M.P. speaks English as his first language and he’s Caucasian. Lower-middle class. Loves the outdoors, travel, and his family.
Developmental Needs
Readiness: He struggles with processing speed, working memory, illegible handwriting, and near-sightedness. M.P. reads above grade level.
Interests: He loves reading. M.P. wishes he could read more in class. M.P. loves music, is an artist, hikes, and loves the outdoors.
Learning Profile: M.P. is funny, but sometimes doesn’t know why. He made friends quickly after transferring from a different state. He actively participates and enjoys class, group, and paired conversations.
Differentiation Strategies that have worked in the past
Content/Readiness: Provide copy of notes and feedback. Allow him to correct his mistakes. Provide vocabulary with images and definitions.
Process/Interest: Group M.P. with understanding and kind peers who understand his autism. Repeat instructions, give him extended time,   and check for understanding.
Product/Readiness: Check in to confirm understanding. Access to word processing software and computer.
 
Geometry Geometry 

Whole Class Information

Number of Students: 31
Demographic Information:
Ethnicity:
% Hispanic,  45
% Caucasians, 26
% African American, 19
% Others, 10
Gender: 19 males, 12 females
Free and Reduced Lunch: 10 students
ELL/Bilingual: 3 students
IEP/504: 2 students

Developmental Needs:  Most of the students
Readiness: Many of the students read at grade level.  The students are comfortable reading through PowerPoints for lectures on their own.  The students do struggle with figuring out what is being asked of them so it is important to have clear direction for the students and provide opportunities for the students to learn how to raise the capacity of the students to analyze directions on their own.
Interests Many of the students are interested in getting doing well in school but also are uninterested in what they see as meaningless work.  This can come up with homework assignments that don't have a purpose.  Students have a wide range of personal hobbies from snow boarding to drawing.  We have athletes, academic scholars and artists all represented in the class.
Learning Profile: The students in the class often need a wide range of learning needs.  Some of the students need to take extensive notes and simply learn that way, while others simply listen because they don't need to write things down.  Many of the students prefer not to talk during class which makes group work challenging.  There have been a variety of group activities tried to build a stronger sense of community but they have been unsuccessful in breaking the silence of the classroom. 

Whole Class Information


Demographic information:

 22 female students

16 male students.

The ethnic background of the students consist of 27 Hispanic, 1 Japanese, 1 Asian Indian, 1 African American, 1 Vietnamese, 1 Korean, 1 Persian, 1 Chinese, 1 Scottish, 1 Israeli, 1 Polish, 1 South Asian


Interests:The students are interested in many things. A few being: Badminton, tennis, soccer, swimming, reading, singing, dance, clubs, martial arts, volunteering, baking, horseback riding, guitar, animals, music, drawing, sleeping, eating, etc.

Learning Profiles: Kinesthetic, Individual, working in groups, and visual.

Number of students: 38

 
Student Learning English  Student Learning English  

Student information:  These three EL students have all been fairly successful academically.  Two of the three have raised their CELDT scores but now need to focus on their grades for their other classes.  They are in the middle of being reclassified but it seems there are some things still to be done for that to happen.  The students are driven want to be successful students.  Their parents don't all speak English, therefore the language spoken at home is mostly Spanish, but the students are still able to communicate in English without any trouble. 


Readiness: The students score proficient, early advanced, and advanced on reading, writing and speaking scores.  They are all relatively quiet in class and therefore it is best to check in with them on a regular basis to ensure understanding. 


Interests: These students all seem to want to do well in class.  The students are often quiet but driven to do their work.  When asked what their interests are either were unresponsive or commented on their academic goals. One student enjoys drawing but claims to spend a lot of time doing homework.



Learning Profile: As stated previously, the students are all driven but perform in different ways.  All three are very quiet.  One spends his time not writing things down, but does seem to be doing fairly well in class.  Another student prefers to sit quietly and read through the slides.  All three of them have positive attitudes and are striving to do more, but simply need access to the information and learning opportunities.  One student comes from a Spanish speaking home and works hard.  Student wants to do well and performs above average in class.   



Differentiation Strategies:

Content: Powerpoints are provided online, as well as in class, and students can refer back or read ahead as necessary.  Students have visuals to accompany materials along with occasional dialogue to personify the materials.  Content uses various fonts, colors, and formatting to focus on certain aspects of the slides and bring emphasis to more important concepts.

Process: Students are able to review their own work and the teachers work through documentation throughout the class.  The students are able to take pictures as necessary and save them to an online account along side their notes.  Students are given time to review or read ahead during the class as a way of allowing to gauge their own learning needs and succeed.

Product: Students are able to represent their work and thinking in whatever ways they feel is best but also demonstrate their learning through online tasks during class.

Learning environment: Students are given ample time to discuss things with peers, in groups or with the class.  Students are provided with iPads in order to have access to slides and lectures, but also to take pictures as necessary.  Students are able to submit materials online during class.  Students have access to videos and tutorials, as well as internet research to further their independent practice.

 


Y.T.

  1. Readiness Level- Early Intermediate. Yusuke has received a CELDT score when tested at the 7th grade level of 1 for reading, a 2 for writing, a 3 for listening, a 3 for speaking, a 0 for comprehension, and a 0 for CELDT criterion.
  2. Learning Profile- He is a visual and kinesthetic learner. He does not speak out in class to offer contribution to class discussion. He does collaborate in groups.
  3. Interest- Yusuke is interested in water polo and swimming. He also plays golf with his parents. He enjoys reading books written in Japanese.
Differentiation Strategies:
Content/Based on Readiness, Learning Profile or Interest – The warm up exercise is pre-printed for more clarification this way the ELL can read it at his own pace. The definitions/notes are written and spoken so he can hear it and see it to increase language acquisition.
Process/Based on Readiness, Learning Profile or Interest - Students are working independently or with a partner in order to clarify what each student or students need based on their level. Working with a partner helps the ELL by talking and getting feedback in an informal setting.
Product/Based on Readiness, Learning Profile or Interest – The work collected will show the students ability to use the notes and work with a partner to understand the material.


 
Student with Special Needs Student with Special Needs 
 

Readiness: Of the two students, one reads at grade level and the other has challenges expressing his understanding so his readiness is unclear.


Interests: Students are interested in video games, spending time with friends, some sports, etc. 

Learning Profile:  Students work best individually and prefer it that way.  One of the students has autism and therefore has a hard time interacting with others, and actually prefers to work alone.  The other student has moments of anger and other moments of tranquility.  The students both work well independently but need to work on their communication skills.


Differentiation Strategies:


Content: Students are given access to slides outside of class via internet. Students have visuals to accompany materials along with occasional dialogue to personify the materials.  Content uses various fonts, colors, and formatting to focus on certain aspects of the slides and bring emphasis to more important concepts.

Process: Students are able to submit materials online during class.  Students have access to videos and tutorials, as well as internet research to further their independent practice.

Product: Students are able to represent their work and thinking in whatever ways they feel is best but also demonstrate their learning through online tasks during class.

Learning environmentStudents are able to work independently on various tasks and move at their own pace.  Students are provided with iPads in order to have access to slides and lectures, but also to take pictures as necessary.  Students are able to submit materials online during class. 

 

A.C.

  1. Readiness Level- Alyssa can read at the 7th grade level. Comprehension is challenging for her. She can write multi-paragraph essays, with errors in spelling, mechanics and sentence structure (run-ons). She is making good progress in mathematics.
  2. Learning Profile- Visual, working in groups
  3. Interest- clubs, painting, sleeping, dance, babysitting
Differentiation Strategies:
Content/Based on Readiness, Learning Profile or Interest - Students were able to take notes that were on the board and ask questions if they did not understand. Seeing the notes and hearing them simultaneously addresses the issue of being a visual learner. Having the notes available online for pre-printing helps the SN students stay on track and keep up with the class. If they are hesitant to ask questions the teacher will walk around and make sure everyone understands.

Process/Based on Readiness, Learning Profile or Interest- when walking around we will make sure these students understand or able to give them more examples to practice.

Product/Based on Readiness, Learning Profile or Interest- Students will be able to collaborate with their partner in order to discuss the topic and help each other.
 

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