School Community: There are 677 students enrolled at this elementary school.

Out of that 677 enrollment 466 students are on free/reduced lunch. There are 271 African American students in the school, 187 Latino students, 203 Caucasian students and 16 Asian students. There are 293 males students at this elementary school and 384 female students. Out of the 677 students, 187 are ESOL students and 57 students have an IEP The school community seems to be very flexible and willing to help the diverse population of students. Teachers are willing to change their procedures due to a large majority of students with needs being pulled throughout the school day. The teachers in the school are a solid relationship with one another which really sparks learning in the school. Classroom Factors: In this third grade classroom the desks are set up in rows facing the front of the room where the teacher does most of her teaching. There are three rows and the students are arranged in no particular order. Even though the arrangement is random, there are three students that were moved recently due to behavior issues. The teachers desk and table are located at the front of the classroom.. These are used for Guided Reading groups to meet, homework to be checked and any additional use needed. The SmartBoard is located at the front of the classroom as well as the classroom rug. Students sit on the rug for most of the classroom lessons. Also located at the front of the classroom are the classroom rules and consequences the word wall, the schedule for the day, and which activity the students will be going to that day. The rules are read and signed by each student in the classroom. These rules are located in the students notebooks and also sent home to each family. In this third grade classroom there is not much group work. Some students

are grouped during independent work to get extra help if needed. The schedule varies during the week. Located on the left side of the classroom are the students cubbies, a file cabinet that holds the units to be taught and substitute folders. There is also a podium located at the door. As the student arrive for the day they write down which lunch number they would like. At the back of the classroom are the classroom computers, the bathroom and some additional teaching resources the teacher may use throughout the week. The class schedule changes throughout the week due to resource pull out, ESOL and GATAS. The third grade teacher wants to make sure every student receives the help needed outside the classroom and still gets the resources needed in class to be successful. Students are able to use the four computers during Guided Reading when it is their groups turn. Parent Involvement: In this third grade classroom the teacher takes a variety of measures to keep parents/guardians involved throughout the year. At the beginning of the year a letter is sent home with every student. This letter describes classroom procedures, supplies, methods of grading, academic content for the year and information about the teacher. There is a school agenda that every student receives and each week the teacher stamps the agenda and students must bring it back on Monday signed. There is a classroom website that students and parents have access to. Traditional methods are used in this classroom such as interims, report cards, conferences, phone calls and open house. There is minimum parent involvement in this classroom. Out of twenty four students only three parents communicate with the teacher on a regular basis. Routines and Procedures:

Students will arrive in the classroom around 7:35 am. They will unpack their book bags, and then start on morning work located in morning work folders or found on the podium next to the door. The teacher will check homework and assist students who need help during morning work. Bathroom: There is a bathroom located in the classroom. Students are able to use the bathroom as long as they have finished their work and when the teacher is done teaching. They may not go during instruction and they must always ask permission to go. Jobs: Students have jobs throughout the week. One student will take the lunch and breakfast count to the cafeteria and bring back breakfast for those who want it. Another student will take op the trash before time to review Morning Work. In the morning before all of the students have entered the classroom, three students will gather all of the pencils and make sure they are sharpened. Every student has to keep their desk clean and place their chair on their desk at the end of the day. Afternoon procedures: On Monday/Tuesday/Wednesday/Friday the teacher picks up the students from whichever activity they have that day and brings them back to the Blue Hall for dismissal. The students packed up their belongings before they left for activity. On Thursdays the students will gather their supplies row by row and wait for their agenda to be stamped. When every student is packed up they will gather on the colorful rug and wait for afternoon announcements. The students will then line up at the door and wait to be dismissed to their designated areas.

Students Demographics and Characteristics: Overview of Student Demographics

Total Number of Students Total Number of Male Students Total Number of Female Students Caucasian Students African-American Students Hispanic Students Students receiving ESOL students Students who receive Speech Services Students pulled out for math intervention Students involved in Learning out Loud Students in Resource Students in Gifted and Talented Students below grade level Reading Students on grade level Reading Students above grade level Reading Students below grade level Math Students on grade level Math Students above grade level Math RTI students Allergies

24 13 11 6 10 8 3 1 2 7 1 3 9 13 1 7

13 3 2 1 (milk, dairy, eggs)

There are two students who are in Tier 2B. These two students are currently being progressed monitored through RTI strategies since they are in the lowest 20th percentile

according to MAP scores. The teacher placed these two students in reading groups designed to meet the individual and unique needs of the student. These students are taught using a variety of instruction when needed including, technology and oral and group work. Accommodations for ESOL students are note taking, reduced choices on multiple choice tests, fill in the blank notes, vocabulary instruction prior to lesson, high interest/low vocabulary texts in reading groups, Spanish to English dictionaries, and oral administration of tests. There is one student who gets pulled out of class for most of the day for resource. This student has a severe learning disability and does not participate in whole class lessons. This student is also medicated for ADHD (Attention Deficit Hyperactive Disorder) This student takes test and completes other assignments outside of the classroom. Three of the students in this third grade classroom are pulled out once a week for GATAS. This third grade class seems to benefit more with a linguistic teaching approach. The students are engaged the most during classroom discussions. This class would not do well with small group work, but rather whole group lessons. Students in this class will complete independent work when it is due. Data that was collected from my student interest surveys shows that a majority of my students like visual representation. This will shape the way my lessons will be taught. During lessons I will make sure students have a visual to look at. Using visual representation will also give the ESOL students a resource to look at during lessons. I hope using visual representation will keep the students more engaged and more willing to participate in class discussions. The students MAP scores from the winter show that nine students are below grade level in reading. The RIT scores range from, 149-178. The norm score for reading in third grade is a 195. These students are placed in reading groups and some are pulled out for extra help. The

students MAP scores from winter show that seven students are below grade level in math. The scores range from, 174-189. The norm score for third grade in math is 199. These students are pulled out for extra help throughout the week. Instructional Implications: The implications I will make to make sure my teaching reaches every students needs will depend on the students learning styles and interest. Since there are ESOL students in this third grade classroom I will make sure to use the strategies the teacher uses throughout the day. The strategies are, note taking, reduced choices on multiple choice tests, fill in the blank notes, vocabulary instruction prior to lesson, high interest/low vocabulary texts in reading groups, Spanish to English dictionaries, and oral administration of tests. I have also noticed that working one on one with these particular ESOL students is a great way to serve their learning needs. The two students in Tier 2B benefit from group work. In my lesson that will be taught I will make sure to incorporate some type of group work to meet the needs of these students. These two students also seem to benefit from incorporating technology. The lessons I plan will have technology implemented for these two students. This third grade classroom has a great number of below average readers based off of the latest MAP scores. Using shared reading will benefit the student who need extra guidance. Shared reading will also support the needs of the ESOL students. Based off of the students surveys this third grade class is really interested in the arts. As I am planning lessons for this class I will make sure to implement the arts as much as possible. The arts will also plays as a tool used to engage students in the lesson that day. The students in this class seem to really enjoy whole class discussions.