KSDE Standard 2 artifact Portion of KPTP

Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page) Specific Descriptions Student Characteristics Indicate whether this was for the Specific Implications For Instruction Whole Class (W) and Subgroup (S) Whole Class (W) and Subgroup (S) Intellectual Characteristics W S W S - Including readiness, Overall, students in the According to the Special Half of the class is on Collaborate with the cognitive abilities, learning class are at a readiness Education teacher, 5 level with math concepts Special Education needs, developmental levels, level that corresponds students out of 8 in this and half are below target. teacher on the 5 students etc. with 3rd grade subgroup receive Special Because the unit will be a to ensure their needs are curriculum. There is a Education services. Of review of second grade met. 2 of them are wide range of cognitive those 5, 2 students are at skills, provide working at a kindergarten abilities among the a kindergarten level in differentiation in both level in math, and the students, with several math, and the other 3 are enrichment (for those who other 3 are at second students with learning at an early second grade have mastered the grade level. Provide needs. Developmentally, level. One of the 5 concepts and skills) and differentiation such as students is identified as support for struggling using smaller numbers ADD. Of the remaining 3 learners. for computation. Provide students who are not read aloud receiving Special accommodation as Education services, one needed for the word is identified with ADHD. problems. All but 2 students in this subgroup are also tested well below target scores in AIMSweb reading test. W S W S Previously demonstrated Base on AIMSweb In this subgroup of 8 Half of the class is on Collaborate with the academic performance/ testing the majority of the students, 5 of them have level with math concepts Special Education ability: class meet the on level been identified with and half are below target. teacher on the 5 students % Above standard __0%__ third grade Fall target learning disabilities and Because the unit will be a to ensure their needs are % Meets standard __62%_ with math concepts and have IEPs. Those 5 review of second grade met. 2 of them are % Below standard _38%__ application, but they are students, plus 2 others, skills, provide working at a kindergarten

not above level in math.

also scored well below target level on their reading R-CBM test. The outlier is one student whose reading R-CBM scores are higher than the others.

differentiation in both enrichment (for those who have mastered the concepts and skills) and support for struggling learners.

Social Characteristics - Including emotional, attitudinal, motivational, etc.

W For the most part this class likes to work together cooperatively, and most of them are motivated to learn. Most of the students show an average third grade level of maturity and emotional development.

Personal Characteristics - Including physical, social,

W The majority of the students come from

S Several students in this group show behavior problems because of poor academic skills. Some of those behavior problems include refusing to be on task, easily frustrated when they do not understand the task, attempt to divert teachers attention during instruction time to avoid learning etc. For the few students who try their best to learn, they occasionally hide their lack of comprehension by copying other students actions or answers without understanding why. S Half of the students in

W Utilize cooperative learning groups to ensure engagement of all students.

level in math, and the other 3 are at second grade level. Provide differentiation such as using smaller numbers for computation. Provide read aloud accommodation as needed for the word problems. S Consider helping the students in subgroup with focusing issues by utilizing Bal-A-Vis-X exercises before instruction. Provide instructional activities with movements. Break down instruction into small chunks. Utilize the paraeducator for one-onone support.

W Provide activities with

S Consider helping the

individual experiences, talents, language, culture, family and community values, etc.

blended families biological parents have separated and may have stepparents or only single parents. My cooperating teacher noticed the class is artistically inclined. There is a variety in physical built and appearance among the students in the class, with some students (mainly girls) being quite petite but no particular student being extremely tall for this age group. About a quarter of the students wear glasses. I noticed the students enjoy movements, and according to the Special Education teacher, one student has ADD and another student has ADHD.

the subgroup wear glasses. The two students identified with ADD and ADHD are in this subgroup as well. There is a variety in physical built and appearance with students in the subgroup.

movements and incorporate art activities with the math. Break down instruction into small chunks for the students with needs. Allow students with vision needs move as needed to see the smartboard and white board.

students in subgroup with focusing issues by utilizing Bal-A-Vis-X exercises before instruction. Provide instructional activities with movements. Break down instruction into small chunks. Allow students with vision needs move as needed to see the smartboard and white board.