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 integratin
Assessment Description
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.
solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.
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 |
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