July 26, 2023

Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integra

Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integrating cross-curricular content into English language arts (ELA) lessons. Students who face learning challenges related to literacy skills often have similar struggles in other content areas such as math, social studies, and science. Since students’ reading, writing, speaking, and listening skills and abilities vary widely in all classrooms, it is important to identify how poor literacy skills can negatively affect performance in other curricular areas and select intervention, remediation, and differentiation strategies that can be applied across disciplines. This can support teachers in meeting the unique literacy needs of each student and help them work toward becoming proficient in literacy and more successful in all the content areas.

Carefully review the data for each student in the “SPD-581 Class Profile.” Assume the students in the “Class Profile” are in the grade level that you are most interested in teaching. Using the data from the “Class Profile,” complete the “SPD-581 Cross-Curricular Unit Plan” template as directed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

Class Profile – A

Student Name	English Language Learner	Socio-economic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid SES	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High SES	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid SES	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid SES	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low SES	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid SES	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid SES	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid SES	White	Male	No	None	Grade level	At grade level	At grade level	Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions. 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Data should drive instruction and, as a best practice, teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integra

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