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English 12 Section
Spanish I Section
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Students Descriptions:
Isaac ELL/Beginning has a 504 for Bleeding and Fatigue,
Tommy has 290: Specific Learning Disability (deficit in the area of attention), Anthony has 320: Autism, Special Learning Disability and ADHD/ADD,
Cristina ELL/ Early Intermediate,
Abraham ELL/ Intermediate.


Isaac: 10th grade English Language Learner
Culture: Mexican
Language: Spanish
SES: Lower class
Family: Isaac lives with his mother and sister.
Readiness: Isaac has trouble with reading and writing. Reads at an 7th grade level. Isaac is very shy.
Interests: Listening to music
Learning profile: Isaac is a Visual learner.
Affect: Isaac is shy. He is well appreciated by his friends.
Management: Isaac works best in groups where he can receive help by his peers.

Differentiation Strategy:
Provide student sentence started to facilitate his writing.
Student is to sit near the teacher.
Provide student with graphic organizers to help him with the new vocabulary.
Classroom Health Care Plan:
Modify activity to prevent complications.
No contact sports.
If need of restroom requested, student is to utilize restroom in health office.
Student should have a buddy system at all times.
Notify Health Office Immediately.



Tommy: 10th grade
Culture: White
Language: English
SES: Lower middle class
Family: Tommy lives with his mother, father and two little sisters.
Readiness: Tommy is in the average range for calculation and writing samples. He is below in the other academic areas: Broad Reading and Math, Letter-word identification.
Interests: Tommy gets along well with his peers and teachers. He is helpful in class.
Affect: Tommy is very social and makes him an effective member in small groups.
Management: Tommy enjoys working in groups.

Differentiation Strategy:
Read all subject test items (except reading tests, especially math word problems)
Allow additional time on all subject tests.
Seat near the teacher during all subject lessons.
Allow typewritten or computer printed (subject/s) assignments.
Simplify complex directions for all subjects verbally.
Provide a written outline or presentation notes for all subjects.
Provide student with a visual representation when tasks are given auditory, in all classes.
Allow processing time when directed to initiate tasks in all classes.





Anthony: 11th grade
Culture: White
Language: English
SES: Lower middle class
Family: Anthony lives with his mother and father.
Readiness: Anthony is within the average range for letter Word identification, reading fluency, calculation, writing fluency, and applied problems. Anthony is below the average range in Math fluency and passage comprehension.
Interests: Anthony is enjoying his English class and is doing well. Anthony is interested in computers, electronics.
Learning profile: Anthony does very well in class lessons that are interactive or hands on.
Affect: Anthony communicates with other students and staff appropriately.
Management: Anthony works best individually than in small groups.

Differentiation Strategies:
Break all academic assignments into smaller segments.
Allow frequent 5 minute breaks during class.
Anthony will receive prompts from the teacher to stay on task.
Seat near the teacher during all academic lesson.
Simplify and repeat complex written directions verbally.
Allow double time to complete all academic assignments.
Give take-home tests for all academic classes.
Reduce homework assignments in half as long as it will not affect mastery/skill level.
Read test questions aloud.
He will receive multiple-choice tests for math class, which will contain larger print, as well as three answer options for each question.



Cristina: 10th grade English Language Learner/ Early Intermediate
Culture: Mexican
Language: Spanish
SES: Lower middle class family
Family: Cristina lives with her mother and father. Her grandparents live in Mexico and she and her family visit them in the summer.
Readiness: She has been in the United States for one and a half years and she has been classified as Early Intermediate English Learner. She is literate in Spanish and reads Spanish literature. Her report cards from her school in Mexico indicate above average grades.
Interest: Literature, and drawing.
Learning Profile: Cristina is great analyzing and has strength in her writing abilities.
Affect: Cristina is somewhat shy but is well liked and works well in small groups.
Management: When working in groups Cristina needs to work with others that will stay on task.

Differentiation Strategies:
Note taking: Note taking helps Cristina’s readiness and understanding of the material. The written reflection assesses her writing abilities and proper usage of the new vocabulary words.
Highlighting vocabulary: Cristina benefits from highlighting new words, knowing the words definition and reading the words in context in order to expand her vocabulary.

Abraham: 11th grade English Language Learner/ Early Advanced
Culture: Mexican
Language: Spanish/English
SES: Low socioeconomic status
Family: Abraham lives with his parents, two brothers, an aunt and uncle.
Readiness: He is fluent in Spanish and becoming proficient in English. He tested Early advanced overall. Advanced in speaking and intermediate in writing.
Interest: Abraham often engages with every group in the class, and can be seen as a bit of a clown.
Learning profile: He has strong speaking skills and is intermediate in writing.
Affect: Abraham is a very social person; he likes to sit in front of the classroom.
Management: Abraham works best in groups and prefers social interaction to individual group work. He can often be overly talkative and needs to be reminded to stay on task.

Differentiation Strategies:
Class discussion: Abraham’s learning profile benefit from discussion where he improves his speaking skills by using new vocabulary words to express his ideas. (Progress)
Reading article and writing assignment: Abraham benefits from opportunities where he can read and reflect on the content of the assignment.