CWS

Part I: Identification of Learning/Learner Characteristics

Instructions: After speaking with your cooperating teacher and reflecting on your classroom
as the semester begins, respond to the following prompts. Complete your responses in
paragraph format (12 font/double spaced) adhering to all writing conventions (indicator 19) and
criteria as indicated on the rubric.

Your Evaluator will provide feedback within BbLearn. You will also receive an auto-email from
Qualtrics with the results (points only) of the evaluation. You must earn a minimum score of
“4” on this submission.



1. Describe the background information of the students in your classroom (characteristics of
the community, school, grade-level team, and students). Include any specific needs related
to learner development (i.e., diversity, Special Education IEPs, 504s, ESL students, gifted/
remedial programs) and any relevant characteristics beyond the classroom that may
impact student learning.



My student teaching placement is at Entz Elementary, which is a Title 1 school in the Mesa

Public School District. The parental involvement and community turn out do not make Entz feel

like other Title 1 campuses I have worked in. My first week on the campus was filled with

interactions with parents volunteering for a “Welcome back Breakfast”, an A.R. party for the

students who met their reading goal last semester, and even parents who volunteer their time to

make copies or grade for teachers. I was highly impressed at the parental support that is given

and the volunteer turn out. The community at Entz is dedicated to supporting students.

I will be completing my student teaching in a fourth grade class. There are twenty-five

students. The classroom is split between twelve female students and thirteen males students. A

majority of the students identify as Caucasian, one student identifies as African-American, and

three students who identify as Hispanic. Only one student marks English as their secondary

language at home, but has already tested proficient in English at school. The school provides free

breakfast in the morning to all students, the number of students who bring their lunch varies each

 CWS Part I: Identification of Learning/Learner Characteristics

day, but eight students qualify for free or reduced lunch. The diversity in the classroom does not

separate the class. Students are grouped into table teams, and the interactions between students in

the class seem to be positive.

The academic levels of students vary from three students who are approaching grade level, to

five students in the Gifted and Talented Program. The class has three students who have IEP’s,

two of whom only have accommodations that apply for testing. The school has a resource room

on campus for students with 504 plans, which only one student in the class I am working in is

required to visit. There is a male student who is on a behavioral modification plan but is also in

the process of being transferred into the GUS (Growing Up Successfully) program. Although

there is a diverse range of student needs, the school offers resources to accommodate each of

them. My cooperating teacher also understands the students very well and provides a learning

environment that is effective.

My cooperating teacher is Carol Smith. Carol has been teaching off and on, taking time off to

raise her family, but been consecutively teaching at Entz for the last 7 years. The fourth grade

team works cooperatively and is mostly headed by Robbie McKay and Michelle Mullenaux.

Those two teachers have the longest teaching experience, so they share resources, lesson plans,

and time to help the other team members. The fourth grade team also works to create a “Fun

Friday” activity. The grade level team is split between 2 study hall rooms, and 2 activity rooms.

The team works together to focus on the grade level’s learning; therefore the students have the

attention of four teachers to help their learning needs.

 CWS Part I: Identification of Learning/Learner Characteristics

2. What resources and technology are available in your classroom that you might be able to
integrate into your chosen content area for this specific assignment? (Consider how
technology is used to support and measure student learning in your classroom.) *If
technology is not available at this time, what steps would you take to identify, locate, and
integrate technology in a future instructional setting?

The technology provided in the classroom I am working in is sufficient for whichever subject

area I choose. All of the fourth grade classrooms are provided with a computer cart, and in my

specific classroom there are 31 computers. The classroom I am working in also has a document

camera, Epson projector, and a smart board. The school provides A.R. online to perform reading

tests, and IXL for students to work on math. The school provides learning software and also the

proper hardware to utilize it.

I feel I would mostly use my own personal laptop to connect to the projector. I personally

enjoy teaching off interactive Powerpoints like Popplet. I enjoy having my resources and

examples readily presentable and stored on an online site so that they are available. I would use

Google Classroom so that the students can have access to review the lessons later, double check

on assignments, and contact me with any questions.

Most students have access to computers, tablets, or at least a smartphone to reach the

resources provided by the school and used in the classroom. A printer is something most students

say they don’t have access to, but the fourth grade team has a laser printer students can use.

Students are required to email the sources to their teacher before printing.

The technology provided is helpful in measuring student learning because of the individual

student growth tracking available in the software provided. Student profiles in Accelerated

 CWS Part I: Identification of Learning/Learner Characteristics

Reader (A.R.) show which books a student read, their reading comprehension test scores, and

makes reading recommendations based on their scores. IXL is a math program that students can

choose a variety of games, or activities, to interact with math concepts they are learning in the

classroom. Teachers can access these and make recommendations, provide assistance, or adjust

lesson plans based on this information.

My cooperating teacher uses the information on these programs to provide individual student

goals for each quarter, which she goes over with parents at conferences. The A.R. system is

based on the students the ability to reach a certain number of points while reading books at a

certain reading level. As a teacher, I can review a students previous quarter results, and

differentiate the reading level and points accordingly. IXL is a math program that works in a

similar fashion. I would use the results found there in order to recommend students to work in a

small group setting for re-teaching or enrichment with an aide during math. I feel the resources

available in the classroom allow for students to interact with material at their own pace, and the

resources still provide teachers proper information to help the needs of each student.