Demographics/Class Profile Chart
Teachers and
Assistances
Total/%
Ms. L
Comments/Anecdotal Notes
- Intern
Speech specialist
RTI Intervention specialist
Other available resource professionals:
Social worker
ESE specialist
ELL specialist
Class size
Boys
Girls
STUDENT
DEMOGRAPHICS
African American
Caucasian
Hispanic
Asian American
Multiracial
Free/reduced lunch
English language
learners
RtI
Students receiving
Tier 2 RtI reading
instruction
Students receiving
Tier 2 RtI math
instruction
17
8
9
9
3
4
1
------3
To be determined…
All students speak English as first language, though
Spanish is spoken at home.
RTI groups Undefined until further notice…
Students receiving
Tier 3 RtI reading
instruction
Students receiving
Tier 3 RtI math
instruction
Students with
Exceptionalities
Total students
exceptionalities
Gifted
First names only, relevant
accommodations/modfications
---
Learning Disabilities
Social/emotional
disabilities
1 possible
Other disabilities
Speech-5
Language2
Speech &
Language1
Students with 504
plan
Students with IEP
Student has been reviewed though not staffed
(diagnosed) Student has been distinguished as IND:
Intellectual Learning Disability—accommodations are
not defined.
7
1 student repeated kindergarten
Number of students
retained
3
2 students re-attending first grade
Students
Description
KB
NB
Speech
High achiever/ social leader/ can influence
others
High level/ Nonconformist/ slight behavioral
challenges
High level/ high achiever/ social leader
Easy to get along with, trouble completing
work
Speech IEP/ ELL
Difficulty completing work
Requires social/emotional support
Difficulty completing work
Requires social/emotional support
-Intervention/ accommodations
Retainee/ Speech/ language
Difficutly completing work (showing
improvement)
Speech-ELL
Retainee
High level/ quiet student/ anxious to conform
Speech- IEP
Quiet student/ in need of social/ emotional
support
ELL
High achiever/ social leader/ can influence
others
Retainee
Easy to get along with, has trouble completing
work
Speech- IEP/ difficulty completing work
JB
IC
KG
CH
AH
ZJ
JK
AL
KM
CO
YQ
JS
KS
RTI 3
RTI 2
RTI 2
RTI 3
RTI 3
RTI 3
RTI 3
RTI 2
RTI 2
RTI 3
MS
AS
Requires social/ emotional support
High level/ High achiever/ Social leader/ can
influence others
Physical Environment
RTI 3
Rationale:
Above is a photograph of my imaginary and perfect classroom that I created with my
collaborating group members. We were assigned the task of creating our own classroom
however we saw fit with the main idea of effective instruction and overcoming behavioral
hurdles in the classroom. Together we came up with this. Our seating arrangement allows us,
the teacher, to look into the eyes of each student easily and often during whole group instruction.
The classroom size is adequate enough to enhance cooperative learning, yet small enough to
individualize instruction effectively. Though not thoroughly visible, we have included numerous
learning centers and collaborative group areas. We have a large library stocked with books,
ample computers and tablets for learning, a comfortable reading area for students, a science
corner, a math area, an “office” for students who need a moment to self-reflect on their choices,
ample storage, and an abundance of wall space to hang student work, student achievements,
classroom rules and procedures (which were created with and by students), and an abundance of
inspirational learning tools (anchor charts). The space is considered accommodating and safe for
all students. Plants are present in the room to increase oxygen-flow and add beauty and life to
the space. Our guinea pigs are located near the large windows for ample sunlight.
The student arrangement was constructed in a way to enhance learning and avoid
behavioral mishaps. Higher level students are mixed in-between students requiring more
assistance or guidance (in regards to academics and/or behavior). The instructional learning
styles of each student can be met with the seating arrangement. Students have the ability to work
cooperatively with partners or ask for/ offer assistance among their peers. This plan was created
to allow students to make effective choices in the classroom. Students can work independently
or cooperatively whenever needed. According to Levin & Nolan, “a student can learn to make
good choices only if he [she] has the opportunity to make choices” (89). Our classroom gives
students the opportunity to make choices about their learning and behavior within our classroom.
The playing cards included in this diagram are present to portray the different learning
styles and abilities of the students. The neighboring photograph explains an activity that allowed
us to match the card descriptions within the appropriate student placements. Please see second
photograph for more details.
The constructivist approach to this classroom allows students to have a voice in their
learning and offers them the opportunity to become autonomous learners; learners responsible
for their own self-governing and responsibilities. I look forward to setting up this classroom in
my first year of teaching and seeing how well my students excel within the physical space.
Clayton, M. K, & Forton, M. B. (2001). Classroom spaces that work. Thunder Falls, MA:
Northeast Foundation, Inc.