13 Feb Part 1: Teacher Inquiries After reviewing the Class Profile, address the following in a 250-500 word response; Describe questions you would have about your teaching ass
Part 1: Teacher Inquiries
After reviewing the “Class Profile, address the following in a 250-500 word response;
- Describe questions you would have about your teaching assignment before it begins, including any requests for additional information.
- Describe questions you would have for fellow teachers and administration.
- Identify additional information you would like to have before the end of the first week of school.
- Provide a rationale for each inquiry by citing both the “Class Profile” and a minimum of two additional scholarly resources in your responses.
Part 2: Classroom Environment
In 500-750 words compose a response for the following:
- Describe a minimum of three possible ways to structure the classroom setting to meet the needs of the students from the “Class Profile.”
- Describe a minimum of two possible ways to structure a class period.
- Describe a minimum of three instructional strategies and materials, including accommodations and/or assistive technology, that could be employed to meet the curricular content needs of your students in both the English language arts and math classes.
- Describe two collaboration strategies to use when working with the classroom paraprofessional assisting you in meeting the needs of the students in the resource room setting.
- Provide support for your responses by citing both the “Class Profile” and a minimum of two additional scholarly resources in your responses.Sp
Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Ethnicity |
Gender |
IEP |
Service Need of IEP |
Year in School |
Reading Performance Level |
Math Performance Level |
|
Andy |
No |
Low SES |
White |
Male |
Academic |
Reading Comprehension |
10 |
Two years below grade level |
One year below grade level |
|
Beth |
No |
Mid SES |
White |
Female |
Behavior/Emotional |
Task Completion/ Executive Functioning Disorder |
9 |
One year above grade level |
Two years below grade level |
|
Christy |
No |
Mid SES |
White |
Female |
Emotional Disturbance |
Social Anxiety |
10 |
At grade level |
Two years below grade level |
|
Drew |
No |
Low SES |
White |
Male |
Academic |
Dyscalculia |
10 |
At grade level |
Three years below grade level |
|
Ella |
No |
Mid SES |
White |
Female |
Academic/Behavior |
Calculations/ODD |
10 |
Grade level |
Two years below grade level |
|
Emma |
Yes |
Low SES |
White |
Female |
Emotional Disturbance |
Depression |
9 |
At grade level |
Two years below grade level |
|
Lebron |
No |
Mid SES |
African American |
Male |
Academic |
Dyslexia |
10 |
Two years below grade level |
One year below grade level |
|
Manuel |
Yes |
Low SES |
Hispanic |
Male |
Academic |
Computation |
10 |
One year below grade level |
Two years below grade level |
|
Sarah |
No |
Mid SES |
White |
Female |
Academic/Behavior |
Nonverbal learning disability |
9 |
Two years below grade level |
Two years below grade level |
|
Thomas |
ELL |
Low SES |
Hispanic |
Male |
Academic/Behavior |
ASD/Communication |
10 |
Two years below grade level |
Two years below grade level |
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