Student Needs Chart ED 450

Student ----

Description of Student ---- is a responsible student far beyond her years. She has special needs because she is diabetic but this in no way slows her down. She is a normal or on grade level student. She does struggle from time to time but can grasp most content rather quickly. Socially she is very adept. This skill mostly helps her, but can often delay her finishing her work on time. ---- is an on grade level 4th grader, and her in class behavior is great. She is never afraid to ask questions, and she is an active participant in activities. She has many friends but is very conscious about staying on task during class time. Where she does need help is in understanding. She often has questions on things other students grasp quickly. ---- is a very social student and although this does not hurt her it distracts others. She works quickly and she grasps content quickly. She has active input in topics and often becomes an unspoken leader in groups. ----is a student that struggles with reading, writing, and math. He is only in our room for social studies. During social studies he shows off how much he likes to be in the room. He is quiet, but often has input, and is never afraid to ask a question. ---- is a very intelligent student. She works hard and often finishes tasks

How are you applying your knowledge and skills to meet the unique cognitive, behavioral, and/or cultural needs of each student? ---- may be a responsible 4th grader but she still needs some reminding. On occasion she gets wrapped up in her school work and forgets to test her blood sugar. To help her with this I remind her; however, I always give her the opportunity to think of it on her own. To give myself and any other teachers a reminder she places her testing bag on the desk so it is in constant view. Any parties, or snacks in class are either pre-figured into her day by her mother or we provide her with a free snack and send her home with the other one for her mother to decide on. To keep her on task simple verbal or visual reminders are very useful.

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----s behavior is not an issue although it does benefit her to work with others. She is an auditory learner and to help her grasp concepts it just takes some rewording of questions. Often I just re-read a question to her or have her read it out loud to me and then it clicks with her and she is able to proceed. She is a slower worker, but this is because she is taking her time on understanding what questions are being asked and thoroughly reading directions. This is an asset to her but limits the time that she can work with others. To help ---- and other similar students we often work alone for a few minutes and then split into pairs or groups. Verbal reminders help ---- to stay on task. I also rig random groups and put her with students that will need her help. After completing assignments she often becomes a helper and answers questions other students are having. To let other leaders emerge in group projects and discussions I assign her a task such as time manager or recorder, and this way she is still an active member but others get the chance to speak and lead. Helping ----read is the main thing. If he understands what you are asking he has no trouble coming up with an answer. To help ----I often pair him with an above level reader, and I always read through questions with the entire class. Visual and auditory demonstrations benefit him a great deal as well.

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---- needs responsibility. She is the type of student that is always seeking to learn and broaden her horizon. Giving her in class tasks helps her to stay motivated and apply her

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early. Without being told she helps others and is always paying attention. She is also a great role model for other students and gives disruptive students a nudge to pay attention. ---- is a very kind student that gets along with everyone. She is not an excessive talker but I have to keep her on task more than average. She is a very teachable student. She often has questions that slow her progress on assignments. ---- is very excitable and talkative. She often misses things in directions because she is not paying attention or reading carefully. Her grades are good but she has the potential to do even better. Her attitude toward school is positive and she does work very hard when on task. ---- is a very high energy student. He struggles with writing and staying on task. He is a great student to have in groups and helps to facilitate discussion. His questions are usually very valuable to the class and help to clarify ideas others are struggling with. ---- is above grade level in most every area. He likes to work by himself and becomes irritated quickly if he is paired with a struggling student. He is very social and distracts others quite often. He is friendly but if he is not challenged he can becomes irritable and disruptive.

talents in a useful manner. I have also altered questions to allow her to stretch her abilities. I often look to her or use her as an example when the rest of the class is off task. This provides a standard to the other students while recognizing ----s hard work and positive behavior. Simple looks or a hand on ----s desk gets her back on track quickly. Wait time is very important with ----. When you ask her a question she often stares into empty space but is working out a response in her mind. She is a slower worker but is very calculated in her answers. Her questions often make me think more in depth and I use examples of real life situations to help her comprehend.

I capitalize on her excitement using her enthusiasm to build the rest of the classs. Asking ---- to repeat the directions to me usually answers any questions she has. To help her stay on task, I have moved her desk in the class. This has seemed to work rather well. She still has other students to feed off but her close friends are no longer a distraction to her. Rewarding her for great work or thanking her for her enthusiasm builds her confidence and increases her interest in her assignments.

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Taking breaks when ---- gets too wound up benefit him a lot. Asking him to take a moment to compose himself in the hall when he is disruptive makes a huge difference for the rest of the lesson. Getting him involved in lessons and finding ways for him to talk are ways I have found to use his energy effectively. In writing he does not struggle with the mechanics; however, he has trouble thinking what to write. Giving him graphic organizers and having him make lists to organize his thoughts help him help himself. Since he has such great input on lessons I call on him often which allows for great questions and also keeps him focused on the lesson. I try not to pair ---- with struggling students one-on- one but I strategically place him in groups so he is leveraged into helping without having to fully shoulder the load. If he is engaged he is not disruptive, so giving him tasks and using him in lessons solves a few problems at once. I have coached him a few times for lessons that require a student to go against the grain or to be singled out. He seems to love these and I always give him the option to say no if it would make him uncomfortable. I have also used alternate assignments for when he finishes class work ahead of schedule.

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---- struggles with reading, writing, and math and is only with us for social studies. She often comes up with stories which are untrue. Filt----g out the truth with her can be tricky but often you can tell when she is fabricating. She often fakes injuries to try to get out of school work. Getting her to turn in assignments is also a struggle. ---- is a very nice student and helps others where and when she can. She often distracts herself during lessons with hidden toys. ---- is a student who is seeking a little extra attention right now. He has some family issues and naturally it carries over into school. He is very disruptive and appears to do it just for attention. He makes noises and constantly interrupts me when I am teaching. He is a student who has the potential to do the coursework but at the moment it is hard for him to concentrate. School seems to be a release from his daily stressors. He does not seem to care about how poorly he is doing on assignments. Instead he is highly invested in his relationships with other students and teachers. ---- has a bit of an ego. He often thinks he is right and I love his confidence in his work. He is right about half the time but that never deters him. He is an active, enthusiastic participant in most lessons and loves to teach others what

Going along with what ---- says until the truth becomes clear is the path I have taken. Then I talk to her about what is really going on. The same approach is done with her fake injuries. I closely monitor her to make sure she is okay; however, when it is time for recess she is suddenly healed or feel better. Making sure her desk is clear and that it remains shut throughout the lesson helps to keep her on topic. Engaging her in lessons takes a little more effort. Repeating the directions to her and asking her questions about the assignment usually help. Often she just need something read to her. Involving her in activities boosts herself confidence and keeps her on task.

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Constant reminders and verbal expectations are useful with ----. Lately I have been outlining my exact expectations for lessons just for his benefit. These expectations are ones that the students are already aware of and should not need reminding of. I have talked with him about speaking out of turn and being deliberately disrespectful. He admitted what he was doing was a distraction to others and that he is having problems staying on task. I spoke to him about making good decisions, placing himself next to people he can work with productively, and removing himself from situations when he starts to feel like he is being disruptive. This has worked, and I have heard him tell his friends that he cant stand with them in line and he removes himself from the situation. He also refused to talk to one of his best friends in the hall. I witnessed this and gave him reinforcement for his decision making. ---- is very capable of doing coursework, it is just a matter of keeping him focused. Often I make more eye contact with him during lessons than I would normally with a student to give him the feeling I am just teaching to him. This seems to work well and he pays attention because I am giving him attention, but in this case it is in a positive way. Patience with ---- is the greatest asset. I know he is having a rough time at home and I do my best to make sure he is having a great time at school in the hopes that he will find solace in his school work. He is an easy enough student to work with; I have had barely any problems with him. He does not like to show his work particularly in math, and this is mostly where he becomes frustrated with me. He tries to do too much in his head and the numbers get mixed up. His process is right but the outcome rarely is. He knows how to do the problems, but tries to do too much in his head. I have made deals with him in the past when he turns an assignment into me. The deal was that if he got an A without showing work and he

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he has learned. He struggles admitting he is wrong, and getting him to go back and correct his mistakes can be a struggle. ---- is a student who is a bit wiggly as he is always moving and he get lost in thought and says things that have nothing to do with our lesson. ----s outbursts are not for attention, and he feels bad about them and will always look ashamed and apologizes. His academic work is very good and he enjoys the mental challenge. I am sad to say I dont know much about ----. She has gone on two vacations, been sick, and has had a relative die in the time I have been in the classroom. She is a quiet student and from what I can tell a hard worker when she is there.

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---- is a shy student. She Is very quiet and does not go out of her way to be involved or help others; however, if asked she is more than willing to participate. She struggles with reading but is a very hard worker. I have never had a problem with her being disruptive. She is always very nice to people but needs to come out of her shell.

could verbally tell me how he did it I would accept the assignment, but if it was anything less than an A he would have to go back and show work for all of them. He has never come out on top in these deals and he has started to show his work. As a result of showing his work it takes him a bit longer but he gets more of them right. ---- has what I call a wiggle pad on his chair so he can move without moving. It helps but he is still very active. Naturally I try to get him moving in activities. I have noticed that the more he moves the better he can think. Allowing him to move to a quiet place in the room to work with a clipboard is an adaptation that is simple and allows him his freedom without disrupting the other students. As for his verbal disruptions I give him more leeway than with other students because he really cant help it. He does have medication which helps; however, I always leave him the option to take a break if he feels like he is being over stimulated. He loves school so this is not a path he often takes, and this is where I step in and ask him to take minute to compose himself. It works quite well and he comes back in ready to work. ---- is out of her groove. She needs to get back into a routine. She has many assignments that she has to make up because of her absences. She seems to dislike being at school; however, it is hard to blame her when she has a pile of work waiting for her when she comes to school. I have talked with her and had the opportunity to work one-on-one with her. She grasps content quickly and is very good at math. When she has been involved in group activities she is a very dynamic, taking a calm demeanor and transferring it to the group she is in; for this reason I strategically place her in groups with students whom need this type of interaction. Keeping her on a schedule is key and I feel that when she does get back into her routine she will catch up quickly. Boosting ----s confidence is something I have been working on. I often look at her paper to see if she has the correct answer to a question or problem and then call on her to share with the class. Since I know the answer she has is correct I can give her recognition in front of the entire class. I also brought in a microphone and hooked it up to the computer for students like ---- who are a little shy. The microphone is intimidating but fun and shyness is a barrier that should be crossed now rather than later. ---- is in a dance club so having her perform in front of the class with her friends is also a way to boost her confidence. When ---- is stuck or has a question she has trouble pin-pointing what the problem actually is. To help in this situation I give lots of wait time and ask leading questions. Once the problem is out in the open she is very teachable, and works diligently to correct her mistake.

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---- is a student that stands out in a good way. She is kind to everyone and is an active participant in class. She volunteers to help out when needed and takes her school work very seriously. She works hard and asks questions that help her understand what she is struggling with. She does have some struggles with reading but is not too far below the grade level. Her positive attitude and work ethic are a major advantage when she is having difficulty with a concept, question, or problem. ---- is a very energetic student who is great at making friends. ---- enjoys and excels at math; however, he struggles when it comes to writing. He is often disruptive not because he is off task but because he has so many thoughts about the topics we are discussing he starts to blurt out.

Helping ---- is easier than helping others. She has the attitude that she wants to help herself. I have given her very basic questions in the past to help her get on the right track when she is struggling. The lack of detail in the questions and comments I ask seems to drive her forward; she likes the struggle of figuring out the answer on her own and learns more from it. She is a very independent student who works best when she is by herself. Like all students she does benefit from being in a group or pair and her social skills are very present in these types of situations. I try to pair her up with students whom I think she can help and also benefit from. She is often a great source for me when I am looking for useful student insight. I call on her to share her opinions and thoughts because she always has something to contribute to the conversation.

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---- is a student who struggles with reading, writing, and math. As a result she is only with me for social studies. She is quiet in an attempt to blend in. She often has a stuffed animal in her hands which is more of a distraction to others than it is to her.

----s energy is useful and I take any opportunity I can to get him out of his seat. He loves being in front of the class and enjoys when I use him as an example. He also learns from this. The movement of activities is more effective at cementing the ideas of the lesson than auditory or visual examples. When ---- is being disruptive it is because he is engaged in the lesson and it just takes a word, look, or hand on his desk for him to settle down. When he is quiet is when I need to keep an eye on him. His silence tells me that he is off topic. If he finds a task undesirable, he will amuse himself be quietly letting his mind wander. It is not uncommon to see him staring off into space. At times like this I ask him leading question to get him back on track. His lack of interest in writing is often cured by letting him type his work on the computer, his kinesthetic/ tactile personality goes right along with this. ---- is happier expressing his ideas in a type of activity that requires more movement than putting pencil to paper. Reading is a huge hurdle for ----. Reading questions out loud while she follows along is a simple way for her to relay the information. She also has trouble writing what she means. Allowing her to verbally explain what she means is more effective than trying to decipher her written thoughts. If she says it out loud and then writes it she tends to capture more of what she was thinking than if she had jut written it. Because of her needs she is always statically placed in the classroom so myself and others can help her quickly, quietly and effectively. I dont mind the stuffed animal and I think it is more of a security blanket for her when she is feeling uncomfortable in a situation. When it does become a distraction I simply ask her to put it away and she does without hesitation.

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---- is a student who is having problems both in school and out. Socially he says he doesnt want or need friends, but his actions are contradictory. He is a capable student if he would only apply himself. He becomes frustrated almost instantly and will quit at the first sign that an assignment wont come easily. He uses toys to cause distractions and makes a scene when asked to put it away. Talking with ---- is a struggle, his thoughts are dark and he is very distant at times. He seems almost depressed.

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---- struggles with reading and writing and is only in our classroom for half the day. ---- does not have a lot of friends even though he is very nice. He enjoys sharing his ideas and thoughts but has trouble organizing them so they make sense. He seems to struggle with conversation and organizing his thoughts even when talking about something that just occurred. He often is fiddling in his desk or is very off topic, and this causes disruptions and distractions. He very much plays to his life experiences to help him in every situation and will help others when he is able. ---- is a student who loves school and

The main thing with ---- is to try and build his self-confidence up which is hard because at the slightest sight of trouble it comes crashing down. When he becomes controversial and defiant the best thing to do is to wait him out. I have recently been giving him steps when he says he cant or wont do something. I explain what the first step is and that we are not going to worry about anything else until step one is completed. Breaking up tasks seems to take some pressure off him and he is able to focus on completing one thing rather than the entire assignment at once. This has been particularly helpful in math. Wait time is very crucial to ----s education. If you just walk away or allow him to not do his work then he has won. Asking him a question and waiting for a response is key, and it has taken him five minutes of silence before I get a response, an answer, or for him to begin to do his work; however, after that he starts to work independently. ---- is a daily challenge and what works with him this week may not work the next. It is crucial to keep trying new things to motivate him, and to also let him know you are not giving up. Patience is the key. When ---- is being a distraction the best thing to do is to calmly talk to him and give him very specific directions. At the same time he needs to be told what will happen if he continues and what his options are. He has been making good decisions when faced with these types of situations. As I outlined he is a capable student academically, if we can fix these problems his grades will naturally respond as well. Academically ---- is struggling. He tries so hard to stay on task but his mind and hands wander. I often say the directions to him and then ask him to repeat them back to me so I know he heard them. This does not mean he understands them so I always follow this up with the question what do you have a question on? This seems to help him organize what he needs to do. Giving him a gesture when I see his desk open is my way of keeping his eyes on me and also reminding him of what he should or should not be doing. A simple way of keeping him on task is just sitting by him while he works. ---- also comes back from recess, lunch, and other classes very late. To help curve this I have outlined when it is appropriate to use the restroom and what the protocol is when in the hall. This has also had positive effects, and he has been getting better at being in the class room on time.

Helping ---- is always very quick. Her mistakes or struggles become clear to her very

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learning. She often turns in extra math sheets because she loves it so much. She is good at social interaction and has many qualities of a natural leader. This is the role she plays in many of her groups. ---- often finishes tasks early and quickly moves onto more challenging work. She loves to teach what she has learned and is very good at helping others. ----

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quickly and when she does get stumped she rises to the challenge and works hard to overcome the problem. When she does require assistance on a problem I am very basic in my instructions. This allows ---- to figure out the answer on her own. She usually is so far ahead of the class that even if she does get stumped she still finishes on time. Her natural leadership comes in useful during lessons for both herself and others benefit; however, I have given her a task such as task manager, or time keeper so other students can emerge as a leader. Allowing her to teach others is to her benefit as well since she gets the opportunity to see the work more than once and the students get peer-to-peer interaction. I have also given her extension sheets when she finishes early or when she has shown that she already knows what the rest of the class is doing. She responds to this very well and enjoys the challenge. ---- is a student who has trouble ---- does work hard and is rarely a distraction to others; it is mainly just keeping her on concentrating. She is distracted very task. To keep ---- engaged in lessons I often use more eye contact with her than with easily and is hard to get back on track. other students, especially when I am giving important directions or making a key point. Academically she struggles mostly She loves group work and I think it benefits her as long as she is in the right group. because she is not paying attention Distractions are a very big for ----, and making sure her desk is clear and that she is during lessons. She does struggle with prepared for the lesson helps although it takes some extra time. I have also spoken to reading; however, she is very her about being organized and it is something we are working on. Her lack of motivated in math. ---- often forgets to organization skills make it difficult for her to be on time for class and also hard to find turn in assignments even when they assignments in her desk. We have taken time to put assignments in the correct spot and are done, and organization is a big issue also to remove distractions from her desk. Verbally modeling what she should be going with her. on is the strategy I find helps her. For example I might say ---- what do you need to take home tonight? Do you have your homework? Assignment book? Boots? Gloves?... ---- is making huge strides when it comes to reading. Finding her a book that matches her personality is something I have helped her with; however, she is mostly responsible for her progress in that area. ---- works hard and is rewarded with I have rarely had to help ---- and his questions usually make me think more than normal. great grades and friendships. He is I always try to answer his questions without giving him the direct answer. He is usually so always willing to lend a helping hand to far ahead of the rest of the class that he can afford the extra time to figure out the both his classmates and the teacher. He answer on his own. When he grasps a concept quickly or when it is apparent that he is able to help other students without making himself seem superior. He uses already knows how to do the assignment I have given him extension sheets. He seems to respond well to these and they keep him engaged. When placing ---- in a group for an his abilities to complete tasks quickly and efficiently. He is the type of person activity I never have to think too hard about where to put him. He responds to any who can lead a group by saying very situation, he is willing to step up and become a leader but is just as comfortable taking little and his influence can be felt when

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he is working with others.

the sideline approach and giving useful insight. Whether he emerges as the leader or not he is always an influential part of the group.