Names, dates, location, and other details have been changed or removed to protect student privacy.

The
numbers in no way correlate to the students described in this chart.
Student

Description of Student
1 becomes disengaged quickly
when the answer is not readily
available. Her frustrations are
often an obstacle to her
success, but she is capable of
meeting the same objectives as
her peers.
2 has a consistently positive
attitude. Receive special
education in services for
speech, literacy, and math. He
attempts to complete all
assignments without hesitation.
3 is often a distraction to others
and is consistently off task.
Completes work quickly, but
makes rash mistakes.
4 is very bright and is willing to
apply herself to more difficult
material. She enjoys helping
others and does so without
instruction.
5 is successful in most
assessments. He does well
when the class is quite, but if
there is any opportunity to
avoid work he does.
Great attitude, very bright, and
works well independently. She
is very unorganized though and
gets lost easily if instructions
arent clear enough.
7 is one of the top performers
on assessments in all subjects.

How do I meet the unique cognitive, behavioral, and/or

cultural needs of each student?
When working with 1, I encourage her to fall back on her strategies.
She begins most questions with I cant. I remind her that she can she
just has to go back to what she can do. For example, if she cant
multiply by twos I remind her she can skip count by 2s.

I use differentiated learning and provide him with either different

assignments or accommodations when he is in our class. He really likes
reading aloud even though it is very difficult for him. When his stick is
drawn, I stand by him and read with him.
I have recently discovered that 3 is capable of focusing on tasks when
he is assigned a specific job in which he feels responsible for. As a
motivation for completing his course work, I will create a job that he
can do. I would like to work on more strategies and assessments that
will encourage him to complete his work without an alternative end
goal.
When arranging seating I try to put 4 next to someone who will
welcome a little help. This helps motivate her and improves her focus.

I do my best to create an environment where learning is the prime

objective. I manage classroom behavior to ensure each student has the
opportunity to focus on his work.
I provide only one direction at a time and wait for each student before
continuing. I will have students such as 6 repeat the instructions back
to me.
To keep his interest and continue his growth I use a student driven
learning approach with 7. He often will ask more complex questions

Names, dates, location, and other details have been changed or removed to protect student privacy. The
numbers in no way correlate to the students described in this chart.
He is engaged and enthusiastic
through out the day.

10

11

12

Very smart. Reads above a third

grade reading level and does
well in all subjects. It is
especially difficult finding age
appropriate and interesting
books at her level. She enjoys
helping others and will even
volunteer her strategies to the
class.
9 avoids difficult tasks, but
when given extra guidance
performs well. She does better
when given special attention by
the teacher. She has test
anxiety and does not like
participating in front of the
class.
10 has a great attitude towards
learning. She makes a
consistent effort to complete
her assignments to the best of
her ability. While it often takes
her more time to understand
the material, she is capable of
meeting all objectives. She
receives special education
services in math.
Great attitude towards learning.
Is motivated by participation
and rewards.
12s first language is broken
English. Her family is from the
Mexico. She receives special

during class. When possible I will address them with the entire class,
but if not I encourage him to look into it further on his chrome book or
will speak with him during independent work time. I provide him with
more in-depth material to fuel his quest for information.
I use my knowledge of childrens literature to help find books that she
can enjoy and challenge herself with. I find opportunities for her to
answer more difficult questions or help others.

When 9 seems like she is getting worked up over an assignment I will

try to talk with her or give her a break to deescalate the situation. Also,
I give her the option to whisper her answers to me or the person sitting
next to her during class discussions.

I often will give more time for students such as 10 to answer especially
difficult answers. If I see that some of my students are not catching on,
I will rephrase and emphasize different parts of the questions until I am
sure that at the very least they understand the question itself.

11 loves being recognized and will do just about anything for a good
job. I make a point to provide her with frequent and consistent
feedback. I also use ClassDojo in my classroom as a rewards system.
I set consistent and clear expectations with 12. When she hands
something in I check for word sense. Does she have the beginning or
ending sounds of words? Does she have separate words. Did she

Names, dates, location, and other details have been changed or removed to protect student privacy. The
numbers in no way correlate to the students described in this chart.

13

14

15

16

education services for ELA,

Math, and speech. She often
will write random letters down
instead of words. However, she
is capable of writing
phonetically. She enjoys
drawing and is very talented.
13 does well in all subjects He
seems especially concerned
when he doesnt finish work
and will rush to finish it quickly
as opposed to correctly.
14s success seems to be highly
influenced by those around
him. When he sits next to a
student who is attentive and
hard working he follows along,
but when he is near someone
who is the least bit distracting
he is also distracted. He does
not have a very supportive
home life and seems to be
craving validation.
15 has a difficult family life. We
have recently been informed
that he has anxiety about
school. He is often absent.
When in school he is easily
distracted and will not ask
questions about material he
doesnt understand.
16 performance is average but
he is very concerned with
school. When he does not
understand something or is
unable to finish an assignment
promptly he begins to doubt
himself and struggles more.

make an effort to copy the examples on the board? If not, I give her a
new paper and we work on it together.

I set high expectations for all of my students. With 13 I make a point to

check his work as soon as he hands it in and he knows he will have to
correct it if he didnt do his best.
I work with 14 to promote his understanding of his own capabilities. I
make it a point to listen to him and follow up with what he tells me
each day, so that he knows he is a valued part of our class.

I assess frequently and in a variety of different ways so that even when

students dont ask questions, I know where they are at with the
material. I try to make it a point that students dont feel like they are
taking too big of a risk by asking questions.

Whenever I teach I try to connect the material with past knowledge and
provide a lot of scaffolding. If 16 is struggling with something
independently we will revisit the examples and look at how he can use
them to finish his work. When he is just not getting something I will
give him an alternative assignment and research other ways to explain
the material to be sure that I am teaching him the best way I can.

Names, dates, location, and other details have been changed or removed to protect student privacy. The
numbers in no way correlate to the students described in this chart.

17

17 succeeds in all subjects on

formal assessments. During
class he often blurts out. He
has had quite a few behavioral
problems address outside of the
classroom (cafeteria, recess,
bathrooms). He is new to the
school and seems to be
influenced easily by other
students negative actions.

Before I begin a lesson that I think will be especially trying for 17 I will
talk to him about what the expectations are. I also make a point to
encourage him to make good choices and reward him when I see hes
made an especially difficult choice. Also, Ive recognized that if I give
him a job to do when he is done with his work he is more focused on
getting his work done.