Ashley Bolin

9/15/16
Learner Inventory

For the past few weeks I have had the opportunity to learn about my students through

assessments, observations, and discussions. I gained insight on their strengths, needs, and

interests. In terms of strengths, there are many intelligent young minds in the class. According to

MAP testing scores, a handful of students scored above the 75th percentile and two students were

labeled as gifted. Almost half of the class is either reading above grade level or close to it. All of

the students try their best in their schoolwork, even those who struggle academically and

behaviorally. Overall, the students follow directions, rules, and routines well. There are even a

few students who serve as excellent role models for their peers. All of the students are sweet and

caring children. There is a deep sense of concern for the well being of their peers. They are also

always willing to help someone in need. There are several students in the class that I consider to

be skilled artists. Their artwork is creative and detailed. Mother Theresa once said, You can do

what I cannot do. I can do what you cannot do. Together we can do great things. As a teacher I

must remember the value of each of my students strengths because they are powerful tools for

the success of my students.

A common need many of the students struggle with is remaining on task. There are also

several students who struggle remaining quiet when told to do so. I must remind myself at times

I am teaching six, seven, and eight year olds; several of whom have ADHD. Requiring students

to remain on task for an extended period of time and remain silent is an unrealistic expectation to

have- especially for this age group. There are many skills that must be taught and developed over

time, and unfortunately, they are not built-in factory settings. In terms of academic needs, there

are several students who struggle in various content areas. These students are currently receiving
services, such as intervention. Mrs. Stanton and I are continuing to assess all of the students to

identify more specific areas of need.

At the beginning of the year the students completed a reading interest inventory. The

results of the inventory provided me with rich information on the students interests in regards to

reading. I discovered that many of the students enjoy reading nonfiction books; some even prefer

nonfiction to fiction. Common book series mentioned were Junie B. Jones, Stink, and Elephant

and Piggie. Many, if not all, enjoy being read to by a parent or teacher. Also over one fourth of

the students prefer reading aloud instead of to themselves. Through conversations with the

students I learned that many enjoy learning about animals. When asked what their favorite

animal was, most of the students answered dog or cat. It has become more clear each day Im in

the classroom that many of the students enjoy learning; they are interested in learning new things

and furthering their knowledge on topics they have already learned about. This love for learning

that many of the students possess is what I hope to nurture.

In terms of grouping strategies, there are many I would use based on the students

learning style preferences; the wide range of abilities in the class; and the social nature of the

students. At the beginning of the year the students completed a learning style inventory. One

question asked whether students preferred working independently, while another question asked

if students preferred working with a partner or in a group. Four out of the twenty three students

preferred working independently. Six out of the twenty three students preferred working with a

partner or in a group. Thirteen out of the twenty three students didnt have a preference. Based

on the results of the learning style inventory, I will make sure to provide opportunities for

independent, partner, and group work.

 The ability levels in the class span over a wide continuum and differ across subject areas.

In order to address the individual needs in the class, I will group students based on similar skill

levels as well as mixed skill levels. Grouping students based on a similar skill level is good for

differentiation, for example, for reading groups and RtI (Response to Intervention). By mixing

students with varied skill levels teachers can provide students the opportunity to support one

anothers learning.

The students in the class are very social and allowing them opportunities to socialize, for

the most part, reduces talking during inappropriate times. Although preselecting partners and

groups can be academically beneficial, allowing students to occasionally choose their partners

and groups can be beneficial as well, both academically and socially. Student choice is an

effective strategy when, unfortunately, the teacher typically makes most of the choices

throughout the day. Since there are several students in the class who struggle remaining on task, I

will group students based on behavior. For example, students who struggle staying focused may

be grouped with a student(s) who can model appropriate behavior. I will also separate students

who feed off of another students inappropriate behaviors.

According to the Illinois Report Card website, Colene Hoose Elementary maintains an

average enrollment of 500 students with an average class size of 26. As stated on the Colene

Hoose website there are 30 general education teachers, 17 special education teachers, 27

paraprofessionals, 12 support staff, and 3 administrators. The racial and ethnic diversity of the

students at Colene Hoose has stayed fairly consistent over the past five years, with the only

exception being a slight rise in the Asian population. The most recent data provides the following

information in regards to racial/ethnic diversity at Colene Hoose: 57.7% of students are white;

27% are Asian; 7.1% are African American; 5.4% are two or more races; and 2.9% are Hispanic.
In terms of socioeconomic status, the website states that 22.5% of the students are considered

low income. Illinois Report Card considers students to be low income if they meet one or more

of the following criteria, eligible to receive free or reduced-price lunches, live in substitute care,

or whose families receive public aid. The percentage of students who are considered English

Language Learners (ELL) has increased over the past five years. In 2011 only 2% of the students

at Colene Hoose were considered ELL; the percentage increased to 9% within a four year span.

Student mobility has also increased with the most recent data showing 20% student mobility.

Colene Hoose is unique in the fact that it offers two specialized special education programs: the

Specialized Services program (formally known as the Cognitively Impaired program) and the

Emotionally Disturbed program. According to the Illinois Report Card website, 11% of the

students at Colene Hoose receive specialized services through an Individualized Education Plan

(IEP). At Colene Hoose there is a culture of diversity and acceptance

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12
10
8
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2
Exceeds Meets Below Warning

MAP Testing(Reading)
**Scoreunavailablefor 3 students**

12
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10
9
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5
4
3
2
1
Exceeds Meets Below Warning

MAP Testing(Math)
**Scoreunavailablefor 2 students**

4
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2
1
F G H I J K L M N O P Q

ReadingLevels
**Scoreunavailablefor 1 student**