This assignment aims to prepare us to consider the diverse needs of all our students when planning lessons. We’ll do this by selecting three students to focus on (described below either in your own classroom or from the case studies towards the end of this document – only select 3), almost as “case studies.” By taking the needs of these three focus students into consideration, we will accomplish one of two things:
- either account for all the special circumstances in our classroom (less likely) or (more likely)
- strengthen our “intervention muscle”: the collection of habits, thought patterns, strategies, creativity, and magic (!) required to respond to the varied needs of a group of learners.
Deliverables
Three completed tables (one for each focus student). These are real-life students who are trusting that you will provide them with what they need to be successful. After reading the descriptors of each type of Focus Student (FS), think about what you know about each of them, learn what you can from others who know them, refer to available data (assessments, cumulative files, IEP folders, etc.) and make time to talk to each of them so that you can complete each FS profile. Spend the most time on the synthesis: considering each child’s assets and needs. (Be sure to Read and Watch the assigned resources before doing this part!)
DO NOT LIMIT YOURSELF TO SUGGESTED DATA TO REPORT; ADD ALL INFORMATION YOU FIND THAT YOU FEEL INFORMS YOU ABOUT THE FOCUS STUDENT PROFILE!
Resources (Read and Watch)
- CalTPA Assessment Guide (Differentiation Option: Use the Assessment Guide that corresponds with your credential – Multiple Subject, Single Subject or World Languages)
- CalTPA Assessment Guide Glossary (at the back of the Assessment Guide)
- ELPAC resources in Bb / SPED resources in Bb
- An Asset-Based Approach to Education: What It Is and Why It Matters
- Your Students Have Assets Not Deficiencies
- TEDTalk: Temple Grandin, “The World Needs All Kinds of Minds”
EL Assets and Learning Needs
Choose a district-identified English learner. This can be an English learner at any CELDT/ELPAC level. If you have only re-designated English learners in your class, you may select one of them or select a student who needs support for his or her language development based on either a Speech Designated IEP (not articulation) or based on literacy assessments.
In Week Four, you will be taking this one step further, and from learning more about your Focus Student, you will then add two more columns: Need Identification and Support/Strategy Identification.
Focus Student #3 – ER: EL Learner/Gen. Ed.
“No good deed goes unpunished” is a reflection of this student’s life. ER was born in Mexico to parents that succumbed when he was 4 years old. He is in the 7th grade at Rock Hill Middle School, an urban school located in East Los Angeles. As a result, his Los Angeles aunt adopted him along with his four siblings. However, she passed away recently, resulting in ER and his siblings being sent to foster parents.
Due to speaking only Spanish with his parents and aunt, he has limited English proficiency. He takes pride in his Mexican heritage and finds comfort in the experience he shares with many of his peers and their ability to converse in both English and Spanish. He can engage in discussion of the English language with ease but struggles with reading and writing, most notably in the area of decoding. As a result of his foster parents only speaking Spanish, he does not speak English at home and does not receive support in his English language development at home.
ER is a first-generation student who feels connected to the Mexican and Latinx presence and culture present within his community. He is able to communicate with fellow peers and bring his native language with him into the classroom, given the majority of the students in the classroom are dual English and Spanish speakers.
ER’s fascination for cars and racing is utilized and implemented in the class as an incentive to try his hardest and produce his best effort and work. ER maintains a close relationship with his siblings, who offer him support as he transcends adolescence.
ER’s introverted nature limits his interactions with his peers and his chances to work with other students. ER is a bit more introverted than the other students. He maintains a healthy relationship with fellow students and will engage in conversation with them with some consistency -ER’s parents do not speak English and, thus, are unable to assist him in his English language development journey.
His classwork and curriculum may often not incorporate culturally relevant pedagogy or reflect relatable material, leading to disengagement from the lesson. He is familiar with all letters of the alphabet and their corresponding sounds but struggles in sound blending and decoding of multisyllabic words. As a result, he is hesitant to read out to the whole group, given his limited vocabulary.
The following is some background on his academic level:
- Limited English proficiency. He can engage in dialogue/discussion of the English language with ease, but struggles with reading and writing –
- Reads at a lower first grade level.
- His current grade in ELA is a F but he does have a B in Math and a C in Science. He is passing his PE class with a solid A
Focus on FS3’s: Current proficiency in reading, writing, and speaking/listening in English and mastery of the primary language (provide assessment data as well as qualitative insight)
Assets:
ER speaks English well and engages in dialogue and discussions easily. Communication with his peers shows a solid foundation in spoken English.
ER has a good grasp of conversational English, which can be helpful in social situations.
As a result of growing up in a Spanish-speaking environment, ER has a strong foundation in the language.
Due to his knowledge of Spanish, ER is likely to be comfortable communicating in the language.
Gap Identification:
ER has trouble reading, especially multisyllabic words. His reading level is below grade level, suggesting a foundational skill gap.
ER has trouble writing. He probably has spelling, grammar, and composition problems, but the extent of these isn’t stated.
Despite his spoken Spanish proficiency, ER might not have strong Spanish writing or reading skills. This is important to consider, especially when thinking about language transfer.
Focus on FS3’s: Prior academic knowledge (including assessment data, progress monitoring)
Assets:
ER’s B in Math and C in Science show he can excel in certain subjects. Based on these grades, he has a good understanding of these topics.
ER’s A in PE shows his ability to excel in physical activities and his ability to excel in areas that align with his interests and strengths.
Gap Identification:
As indicated by ER’s lower first-grade reading level and F grade in ELA, he has a big gap in his English language skills. This seriously hinders his academic progress.
ER’s difficulty decoding multisyllabic words points to a reading gap. His reading comprehension and literacy could be suffering because of this.
Even though it’s not detailed, the mention of writing challenges suggests spelling, grammar, and composition gaps. It might be hard for him to express himself effectively in writing because of these challenges.
Focus on FS3’s: Social identity (student self-concept derived from perceived membership in a social group that is evident in classroom interactions)
Assets:
The strong connection ER has to his Mexican and Latinx heritage gives him a sense of belonging and identity. The connection to his culture could boost his confidence and self-esteem.
His ability to communicate in both Spanish and English allows him to connect with his peers who have similar language backgrounds. A sense of pride and inclusion can come from this bilingualism.
ER’s fascination with cars and racing provides him with an interest that sets him apart. In the classroom, using this interest can boost engagement and self-esteem.
He has a support system that can positively impact his self-concept thanks to his positive relationships with his siblings. Having their support can make it easier for him to deal with challenges.
Gap Identification:
A lot of ER’s interactions with peers and opportunities for collaborative learning could be limited by his introversion. This could affect his self-confidence and ability to participate in group discussions.
While ER has a good relationship with his fellow students, his introversion might make it hard for him to form deeper connections.
A lack of culturally relevant pedagogy or relatable material can make ER disengage from lessons. In the classroom, this disengagement might cause a negative self-concept.
Focus on FS3’s: Cultural and linguistic resources and funds of knowledge
Assets:
ER’s strong connection to his Mexican and Latinx heritage is a rich cultural resource. His heritage gives him a unique perspective and background that can enrich classroom discussions.
ER’s ability to speak Spanish and English is a valuable linguistic resource. In addition to allowing him to communicate with diverse peers, bilingualism helps him navigate between languages.
ER’s passion for cars and racing is a unique asset. In addition to being motivating and engaging, this interest can lead to learning opportunities in other subjects as well.
There are a lot of dual English-Spanish speakers in the classroom, so he can connect with people who share his linguistic background. A community like this can be a great source of support, understanding, and cultural exchange.
Gap Identification:
Because ER’s foster parents mostly speak Spanish, he doesn’t have much exposure to English at home. As a result, he might lose confidence and have trouble speaking English.
A lack of culturally relevant pedagogy and material in his classwork could make it hard for him to connect his cultural background to his learning. His engagement and self-identity could be affected by this gap.
Focus on FS3’s: Prior lived experiences and interests.
Assets:
With his Mexican and Latinx cultural upbringing and close relationships with his parents and siblings, ER has a lot of lived experiences that shape his worldview.
ER’s passion for cars and racing serves as a significant asset. Using this interest can increase his engagement and motivation and help him connect learning to his life.
The fact that ER maintains positive relationships with his peers suggests that he has valuable social skills and can learn collaboratively.
Gap Identification:
The Spanish-speaking environment at home may limit ER’s language development, especially outside of the classroom, because he doesn’t have much English exposure.
It might also be harder for ER to connect his experiences with his academic learning if he doesn’t have culturally relevant material.
Focus on FS3’s: Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development)
Assets:
ER’s close relationship with his siblings provides a strong support system. This indicates healthy social-emotional development and the ability to form meaningful connections.
He’s motivated by his love of cars and racing. As a result, he has developed intrinsic motivation, which is important to his cognitive and emotional development.
ER’s ability to speak Spanish and English demonstrates cognitive flexibility and linguistic development, which are assets in his overall development.
Gap Identification:
Due to his introverted nature, ER might have a hard time interacting and collaborating with others. This could impact his social-emotional growth and communication skills.
The lack of cultural relevance or relatable content in ER’s lessons could hinder his cognitive and emotional development.
Because ER has limited English exposure, there’s a risk of language delays. This can impact his academic and social progress.
Summarize FS3’s Assets and Gaps
ER’s rich cultural heritage as a Mexican/Latinx descendant complements his bilingualism in Spanish and English. His enthusiasm for cars and racing serves as a motivating force. His relationships with his siblings and peers show that he’s socially adept. However, English reading and writing challenges and limited exposure to English at home pose obstacles. The lack of culturally relevant content and introverted tendencies are also a problem.
Special Education
Choose a student taught in the general education classroom (i.e., not pulled out for instruction during the lesson for the content you will teach) who the district has identified as having a disability with an IEP or a 504 plan or a student identified for GATE who will be participating in the lesson. If there are no identified students in your classroom, select a student who has recently been referred for specialized support or who requires additional learning support in the general education setting.
When selecting Focus Student 2 in transitional kindergarten or primary grades classrooms where students have yet to be identified as having a special learning need, select a student who has been identified for support through the Multi-Tiered System of Supports (MTSS) process, who has recently been referred for evaluation, or who has gaps in the content area that is the focus of the lesson.
Focus Student #5 (JB Special Ed.)
J.B. is a male EL student with autism who receives specialized academic instruction (special education) services within a collaborative setting (general education). He is currently in the 9th grade attending Johnson High School. He learns best when using headphones and playing with a fidget. J.B. is working on self-regulation and self-advocacy. J.B. could benefit from taking notes online and additional instruction on math. He learns best when in a separate setting and with timed breaks. He is interested in computers and technology.
JB comes from a single-parent home with his mother and no siblings. He lives in San Diego, CA, in the Lincoln Park neighborhood. He has transferred from different schools but within the same district about five times. His mom is very supportive of his work and makes sure his work completion is on pace.
His IEP goals include the following:
- By annual review, when prompted by an adult, Jacob will demonstrate an increased ability to take perspectives by identifying how his conversation partner might feel about Jacob’s own verbal and nonverbal communication and implementing a better alternative in 80% of opportunities with minimal adult support.
- By February, when given a vocational task, Jacob will demonstrate the ability to stay on task for 15 minutes and complete the task with no more than 2 prompts in 2 of 4 core classes as measured by teacher observations.
- By February 2020, when given a set of 10 problems requiring division single-digit divisor and multiple-digit multiplication, Jacob will solve with 80% accuracy in 3 out of 4 trials as measured by student work samples or teacher-kept data.
His IEP Services and Supports include the following:
- Specialized Academic Instruction
- Accommodations:
Direction is given in a variety of ways
Increased verbal response time
Preferential seating
Visual/picture supports
Calculator/multiplication table
Study Sheets
Extended time for completing assignments and tests
Breaks
Repeated review/drill
Small group instruction
Fidget/sensory object/rocking chair
Reminders to listen with whole body (eyes on the speaker, body calm and turned toward the speaker, voice quiet)
Clarification of abstract/non-literal language
Use of self-talk by adults to make their own perspective clear (i.e., “I feel frustrated because students are talking”)
JB is independent and does not ask for help. He is self-motivated and will advocate for himself for breaks, etc. Possibly related to his autism, J.B. tends to spend most of his time by himself rather than in groups or in large settings. He avoids social interaction and does not hold membership within the classroom.
The following is JB’s academic information:
- SBAC Math – Far Below Basic
- SBAC ELA – Far Below Basic
- MAPs (Measurement of Academic Performance) Fall ‘19
- Mathematics – 204
- ELA – 220
- ELA Grade – F
- Math Grade – F
J.B. doesn’t want people to think of him differently, so he doesn’t accept help often. This results in sustained struggle with academics, such as math which typically leads to him “shutting down.” His desire to be independent and not receive help has impacted his attendance, which has resulted in negatively impacting his ability to self-regulate as well as his grades.
Assets and Learning Needs Template
Focus on FS5’s: Learning challenge (identified disability and IEP goals, focus of 504 plan or MTSS support, or need for greater instructional challenge through GATE)
Assets
JB has an IEP, which denotes an understanding of his individual needs.
Rather than just getting a general education, JB gets tailored instruction tailored to his needs.
The accommodations for his learning style and preferences have already been identified, including visual supports, extended task time, and small group instruction.
It’s been identified that JB benefits from headphones, fidgets, taking notes online, and timed breaks.
When JB needs a break, he can advocate for himself.
For JB, there are specific, measurable goals for social interactions, vocational tasks, and math.
Gap Identification
Both JB’s math and ELA scores are below basic. There’s a clear discrepancy between his current performance and grade-level expectations.
According to his IEP goal, he has trouble understanding how others perceive his verbal and non-verbal communication.
Another IEP goal highlights staying on task for longer periods, which might indicate attention or focus problems.
In spite of an IEP, JB refuses assistance because he wants to be viewed as independent, making the plan’s provisions questionable.
The IEP suggests social challenges in understanding others’ perspectives and building relationships within the classroom.
Combining JB’s need for frequent breaks with the IEP goal regarding vocational tasks suggests he has trouble staying focused.
Focus on FS5’s: Prior academic knowledge (including assessment data, progress monitoring)
Assets
SBAC and MAP scores give us a clear picture of JB’s academic performance and are a really good way to gauge where he is academically.
Multiple test scores show that JB’s academic progress has been tracked over time, so any progress or regression can be seen.
Gap Identification
JB scored “Far Below Basic” in Math and ELA on the SBAC. Compared to grade-level expectations, he has a significant deficit in both foundational skills and understanding.
Even though we have specific scores, such as 204 in Math and 220 in ELA, we don’t have benchmarks or grade-level norms to compare them to. However, given other data, it’s likely these scores are below grade level.
Adding to the concerns raised by his standardized test scores, JB has “F” grades in Math and ELA.
We have some scores, but there’s no clear indication of how they’ve changed over time or in relation to any interventions.
JB’s Math and ELA skills aren’t broken down into more specific areas like reading comprehension, algebraic understanding, etc. It would be easier to tailor interventions if we had this kind of info.
Focus on FS5’s: Social identity (student self-concept derived from perceived membership in a social group that is evident in classroom interactions)
Assets
When JB requests breaks, it shows he’s self-aware and self-confident enough to understand and voice his needs.
In his desire to work alone and not be perceived differently by others, he seems to value independence.
The fact that JB doesn’t want to be seen differently shows his awareness of societal perceptions.
Gap Identification
JB spends much time alone and doesn’t feel like he belongs in the classroom. Avoiding social interaction may indicate feelings of isolation or exclusion.
He may feel out of place or unsure of his role in group settings because of his autism and other factors.
As a result of his desire not to be different, he refuses help, further isolating him from peers and educators.
The fact that JB doesn’t want to be treated differently suggests a perception that he’s separate from the norm. It could mean he’s struggling with his self-concept.
His IEP goals around verbal and non-verbal communication hint at challenges in effective interpersonal interactions, which can impact his social identity.
Focus on FS5’s: Cultural and linguistic resources and funds of knowledge
Assets
Being an EL student suggests that JB speaks another language in addition to English, which can be a valuable resource both cognitively and culturally.
JB’s mother supports his work, indicating a household that values education. The culture at home can be a foundation for academic success.
Living in San Diego, CA, especially in the Lincoln Park neighborhood, JB might have a unique perspective on local culture, events, and community.
Having transferred schools multiple times and still being engaged academically (despite challenges) shows adaptability, a valuable life skill that draws from various experiences across schools and settings.
Gap Identification
JB might have trouble mastering academic English as an EL student, affecting his performance in subjects and assessments that rely heavily on language skills.
Multiple transfers can lead to a sense of disconnection or a lack of rootedness in any one school.
There’s no information about JB’s family’s traditions, values, and practices, which are crucial to his cultural resources.
Focus on FS5’s: Prior lived experiences and interests.
Assets
JB likes computers and technology. A tool like this could serve as a motivator and help contextualize learning.
It appears that JB’s mother consistently ensures his work is completed on time, indicating a stable and supportive home environment.
There have been five transfers within the same district for JB. A level of resilience can be seen in his ability to adapt to new environments and continue his education.
Despite challenges, JB is independent and self-motivated, demonstrating he has internal resources that drive him forward.
Gap Identification
JB’s frequent school transfers might have kept him from building long-term relationships with peers and teachers.
Possibly related to his autism and frequent school changes, JB spends most of his time alone and doesn’t engage in social activities. There might be missed opportunities for social development and collaborative learning because of this limited social interaction.
Due to the lack of siblings and limited interactions in school, he might feel isolated, which can affect his overall well-being.
Despite the mention of his interest in computers and technology, we don’t know how (or if) this interest has been integrated into his learning.
Focus on FS5’s: Assistive technologies as appropriate.
Assets
JB learns best when using headphones. By removing the background noise, he can concentrate better and learn better through auditory methods.
He can concentrate better when he’s playing with a fidget. Many students with attention or sensory needs can benefit from fidget tools, and JB seems to like them.
There’s a note about JB taking notes online. The flexibility of multimedia integration, as well as the ability to customize his notetaking, makes digital note-taking a great tool.
JB can overcome math challenges with calculators and multiplication tables.
Visual/Picture supports can help in his understanding and retention of information.
Structured study tools like study sheets can be beneficial for review and revision.
Gap Identification
There’s no mention of software designed for students with autism, like visual scheduling apps, communication boards, or social story apps.
Given JB’s ELA challenges, tools like text-to-speech software or apps that highlight and read aloud might be useful.
Although a calculator is mentioned, there are more specialized math programs for students with learning challenges. Using these could help JB understand math concepts in a more structured and interactive way.
His IEP focuses on self-regulation, so digital tools or apps that track and motivate positive behavior might be helpful.
With his interest in technology, gamified and interactive learning platforms might motivate and engage him better.
Summarize FS2’s Assets and Gaps
JB has a diverse set of strengths and needs. An IEP with well-structured goals and accommodations shows a tailored approach to his learning. He values independence, showcases self-advocacy, and has a pronounced interest in technology. Due to his status as an EL student, he may possess bilingual skills, and his mom supports him, which is key to his educational success. As a resident of San Diego’s Lincoln Park neighborhood, he brings a unique set of experiences, complemented by an evident resilience, as demonstrated by his ability to adapt to school changes. JB, however, faces some notable challenges: he’s underperforming in math and ELA, which his frequent school changes might aggravate. His reluctance to accept help or participate in group activities could indicate a problem with social identity. Although he uses basic assistive technologies, there is a gap in the integration of specialized tools that could help him learn and communicate better. Basically, JB is a resilient learner with many strengths, but he also needs more nuanced support to succeed academically and socially.
Gaps
Choose a student whose life experience(s) either inside or outside of school may result in a need for additional academic and/or emotional support and whose behavior in class catches your attention (e.g., does not participate, falls asleep in class, remains silent, acts out, demands attention).
Life experiences may include but are not limited to, challenges in the home, community, or school as a result of discrimination, bullying, illness, loss of parents, divorce, trauma, homelessness, poverty, or incarceration, or as a result of needs as a Standard English learner; a migrant, an immigrant, or an undocumented student; or a student in foster care.
Focus Student #6 A.S. Bilingual
AS is a 10th-grade student. She is new to the region and has little connection to the students and community here. Her mother recently had to spend a few weeks in the hospital, and A.S. needed to be sent to Arizona for the duration. She struggles academically due to chronic absenteeism, with the additional weight of being an English learner with an all-English curriculum.
AS and her family are bilingual: Spanish and English. Dad, Mom, and Angel all have varied levels of fluency in both languages. AS’s family is multi-ethnic: Central American and Mexican. Both parents have different religious practices. She tends to spend most of her time by herself during her appointment hours for coursework at her resource center. She avoids social interaction and does not hold membership within the classroom likely due to her chronic absenteeism as a result of her anxiety.
The student is an excellent note-taker and benefits greatly from laid-out, color-coded notes. The student then can review these notes with tutors outside of school. Much of classwork is group discussion, and so this student may need extra prep to feel they can participate effectively. Assessment data shows that AS is an English Language Learner and has Limited English Proficiency. She will grow frustrated and upset if she perceives work as too difficult for her to complete. Parents both speak limited English, but Spanish is primarily spoken at home. Gap Identification indicates
- Mathematics
- Operations and Algebraic Thinking
- Area of Need
- Statistics and Probability
- Strength
- Reading
- Literature
- Vocabulary Acquisition and Use
- Informational Text
During class, A.S. is a student who benefits from taking notes. A.S. is successful at self-advocacy and usually asks for help when she needs it. She could benefit from additional time in the classroom and direct one-on-one support for her academic fluency.
Focus Student 6 (FS6) Assets and Learning Needs Template
Focus on FS6’s: Life experience(s) either inside or outside of school that may result in a need for additional academic and/or emotional support.
Assets:
AS is bilingual and comes from a multi-ethnic Central American and Mexican background. This gives her a unique worldview and linguistic skills that can be useful in various academic settings.
AS’s ability to ask for help shows resilience and self-awareness.
Despite their own struggles, AS’s family has sought tutoring and other resources for her outside of school.
Gap Identification:
The fact that AS is new to the area can make her feel lonely and make it hard for her to connect with peers, negatively affecting her academic performance and emotional health.
During her mother’s recent hospitalization, AS went through an emotional upheaval, which led to her being sent to Arizona. These experiences can be emotionally traumatizing and cause anxiety about a parent’s well-being.
She misses academic content due to her frequent absences, which makes keeping up with her peers and coursework tough.
Being an English Language Learner with an all-English curriculum can be tough. As Spanish is the main language at home, AS might not always get the support or exposure she needs to improve her English.
AS spends most of her time alone during her coursework at her resource center and avoids social interactions, possibly due to her absenteeism and anxiety. As a result, she might be unable to work cooperatively, and her mental health might be affected.
Due to her parents’ different religious practices, AS might have internal conflicts or feel torn between them, leading to emotional stress.
Focus on FS6’s: Prior academic knowledge (including assessment data, progress monitoring)
Assets:
Note-taking is AS’ strong suit, and she benefits greatly from structured, color-coded notes. Better comprehension and retention are made possible by this skill.
AS’s strengths in reading include literature, vocabulary acquisition, and informational text. They’re key areas for understanding other academic content.
Whenever AS struggles, she asks for help, which is crucial in academic settings to get her needed support.
By reviewing her notes with tutors outside of school, AS shows that she’s proactive about her education.
Gap Identification:
AS is identified as an English Language Learner, which means she may struggle with English-heavy subjects or complex language.
AS’s assessment data shows gaps in math, especially operations and algebraic thinking, as well as statistics and probability.
Her regular absences could have reduced her exposure to classroom experiences and affected her grasp of various subjects.
Group discussions make up a lot of the classwork. A lack of preparation or reluctance to participate could hinder AS’s learning, especially if group interactions are the primary mode of instruction.
When AS thinks work is too hard, she can get frustrated and upset. She might be discouraged from trying harder tasks or seeking help because of this emotional and academic gap.
Focus on FS6’s: Social identity (student self-concept derived from a perceived membership in a social group that is evident in classroom interactions)
Assets:
With her Central American and Mexican heritage and her bilingualism in Spanish and English, AS has a rich cultural and linguistic background. It can enrich classroom discussions about culture, language, and heritage.
Due to her parents’ different religious practices, AS is exposed to various beliefs and traditions, making her more open-minded and understanding.
Gap Identification:
Due to AS’s newness, she may feel like an outsider, struggling to fit in with the established social circles.
Because of her chronic absenteeism and anxiety caused by it, AS avoids social interaction and doesn’t fit in the classroom. As a result, she’s less likely to form and maintain social connections with her peers.
Despite being bilingual, being an English Language Learner in a predominantly English-speaking classroom can sometimes feel inferior or different. Due to her limited English skills, AS might feel reluctant to participate in discussions.
AS’s multi-ethnic and religious background can be a source of internal conflict, especially if she feels torn between different aspects of her identity.
AS might be labeled or perceived in certain ways by her peers due to her frequent absences, which can affect her social identity.
Focus on FS6’s: Cultural and linguistic resources and funds of knowledge
Assets:
AS’s family’s ability to speak Spanish and English is a huge asset. In addition to helping cognitive development, this can help her understand different perspectives.
Her Central American and Mexican heritage gives her a rich tapestry of cultural experiences, traditions, stories, and worldviews.
Having different religious practices in her family gives AS a broader understanding of faith, spirituality, and traditions.
Having a bilingual and bicultural family means AS can learn, understand, and experience the world in various ways, which can enrich her classroom experiences.
Gap Identification:
AS’s limited proficiency in English and the dominant language in her school environment can hinder her ability to take advantage of academic and social opportunities.
She might have trouble reconciling her rich cultural and linguistic background with her school’s dominant culture and language.
A curriculum and classroom resources that don’t reflect AS’s cultural background may make her feel undervalued.
Having Spanish not valued or utilized in academic settings might make AS feel that a significant part of her linguistic identity is not appreciated.
Focus on FS6’s: Prior experiences and interests
Assets:
During her mom’s hospitalization, AS had to adjust to being sent to Arizona. Although tough, she might have gained resilience and adaptability from this experience.
The fact that AS takes structured, color-coded notes indicates a systematic approach to learning and potential interest in visual arts.
AS actively seeks help when she needs it, which shows she understands the importance of self-advocacy.
Reviewing her notes with tutors outside of school shows AS has experience with, or at least is open to, external academic support.
Gap Identification:
It’s possible AS avoids social interactions because of prior experiences or she hasn’t had many positive social engagements to boost her confidence.
AS might have missed out on school events, extracurricular activities, and other opportunities to develop her skills and interests because of chronic absenteeism.
It’s possible AS hasn’t had the chance to explore hobbies, sports, or activities that could help identify and cultivate her interests.
Since she’s new to the region, she might be unfamiliar with local customs, activities, or opportunities.
Focus on FS6’s: Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development)
Assets:
AS’s ability to ask for help when needed is an essential developmental asset. It indicates maturity, self-awareness, and self-efficacy, which are valuable adolescent skills.
Her resilience and ability to cope with challenges such as moving to a new region, family medical issues, and academic struggles show AS’s coping mechanisms.
Gap Identification:
AS’s avoidance of social interactions and tendency to spend most of her time alone may indicate social-emotional challenges. Developing interpersonal skills and emotional intelligence during adolescence depends on regular social interactions.
There’s both a short-term and a long-term developmental impact to chronic absenteeism. In addition to negatively impacting academic progress, missing school hurts social interaction and engagement, which are important for holistic adolescent development.
Perceiving tasks as too challenging might indicate self-esteem issues or a fixed mindset, where challenges become threats instead of opportunities.
AS might face development challenges in her linguistic and cognitive processes as an English Language Learner. Academic settings can be challenging when you’re navigating two languages, especially if one isn’t so good.
AS might feel unstable or conflicted because of the different religious practices within the family and recent stressors, like her mother’s hospitalization.
Adolescence is a time of identity formation. Finding a sense of belonging or establishing an identity in a new region without familiar connections can be tough, especially if there are cultural or linguistic barriers.
Summarize FS3’s Assets and Gaps
Having a bilingual background in Spanish and English gives AS a rich cultural and linguistic background. Her exposure to varied religious practices in her family makes her open to different perspectives. Moreover, her resilience, evident in her adaptability during family struggles, and her self-advocacy skills, evident in her ability to seek help when needed, are commendable. AS’s inclination towards structured, color-coded notetaking further demonstrates her systematic approach to learning.
However, there are a few gaps that need to be filled. As a result of her chronic absenteeism and anxiety, she’s not only having trouble academically but also socially and emotionally. This, combined with her limited English proficiency and reluctance to socialize, puts her at a disadvantage in a mostly English-speaking classroom. Her reaction to challenging tasks also suggests she’s got self-esteem issues. Her family dynamics, especially recent stressors like her mother’s hospitalization and navigating varied religious practices, could also add emotional strain during a pivotal time in her life. Her challenges are amplified by adjusting to a new place without familiar connections, especially at a time when she’s figuring herself out.
Assignment Grade: 30/30
