Levin Daniel Caltpa c1 s1 A Gettingtoknowyourstudentsss

Instructional Cycle 1
Multiple Subject and Single Subject

Getting to Know Your Students Template
Step 1: Plan
Directions: Provide the information listed below about your whole class, their assets and learning needs,
classroom context, and each of the three focus students by responding to the following prompts (no more than
9 pages). To protect the privacy of the focus students, refer to these students as Focus Student 1 (FS1), Focus
Student 2 (FS2), and Focus Student 3 (FS3). Type your responses within the brackets following each prompt.
Do not delete or alter the prompts.
Whole Class
1. Description of Students’ Assets and Learning Needs
a. prior academic knowledge related to the specific content you plan to teach
[ Students have a basic understanding about the concepts of choice and opportunity. Students
have United States history and world history knowledge from prior classes which is beneficial
because economics is a study of people and choices. Furthermore, the students’ prior
knowledge benefits them as we discuss economics on a national and global scale. Additionally,
the students know how the United States monetary system works and understand prices. Price
is an integral part in many lessons of economics. ]
b. English language proficiency levels (Standard English learners and English learners)
[There are no Standard English learners in the classroom. There are two identified English
learners in the class. One tested at level four on the oral language and written language
portions of the English Language Proficiency Assessments for California. The student is
well developed in all four categories, listening, speaking, writing, and reading. The other
English learner tested at level three on the oral language and written language portions of
the English Language Proficiency Assessments for California. They earned moderately
developed scores on the written, reading, and listening sections while earning well
developed scores on the speaking section of the test. The rest of the students are able to
exchange information and ideas with others through oral collaborative discussions on a
range of social and academic topics. Students are able to listen actively to spoken English
in a range of social and academic contexts. Students are able to express information and
ideas orally and in written assignments. Students are capable of applying varied and
content specific vocabulary to effectively convey ideas ]
c. cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived
from cultural experience)
[ All of the students come from Hispanic families and culture. Community is an important part of
their culture so we do a large amount of group work to create a community in the classroom.
We use group work because they are comfortable completing tasks with others. Their
culture is referenced and incorporated into lessons when possible so the students can relate
to the subject. Also, we use students knowledge of money, customer service, budgeting,
wants, and desires in economics. The students prior knowledge of consumerism is
Copyright © 2019 by the California Commission on Teacher Credentialing Page 1 of 6

1900 Capitol Avenue, Sacramento, CA 95811 9 pages maximum
All rights reserved. V02.1
beneficial to economics because it helps the students in understanding the basic economic
principles of supply and demand. ]
d. prior experiences and interests related to the content you plan to teach
[ Students have an understanding of consumerism. Students that have work experience have
the benefit of seeing consumerism from both sides, the producer and the consumer. This
helps them in understanding supply and demand. They understand the concepts of wants
and needs. Students prior experience of picking one item over another or picking do attend
one event rather than another is used to understand the concept of opportunity cost, a major
principle of economics.]
2. Contextual Information for the Class
a. grade level(s)
[It is a twelfth grade class.]
b. content area
[It is an economics class.]
c. classroom setting (face-to-face, online, hybrid)

[The classroom setting is face-to-face]
d. resources and materials you have access to and plan to use in the lesson
[The teacher has access to a computer, projector, and the internet. All to be utilized during the
lesson. Also, the teacher uses a whiteboard and markers to model how to complete
economics graphs. The students use pen and paper to take notes.]
e. number of students:
i. total number of students (whole class) [There are 37 students in the class.]
ii. number of identified English learners [ There are two identified English learners in the class.
]
iii. number of Standard English learners [ There are zero Standard English learners in the
classroom. ]
iv. number of students with an IEP [There are four students with an IEP.]
v. number of students with a 504 plan [There is one student with a 504 plan.]
vi. number of students identified for GATE [There are zero students identified for GATE in the
class.]
f. dual-language setting, if applicable; indicate setting and language of instruction:

bilingual [N/A] one-way immersion [N/A] two-way immersion [N/A]

Focus Students
3. Description of 3 Focus Students’ Assets and Learning Needs
IMPORTANT NOTE:
To protect the privacy of the focus students, refer to these students throughout your
submitted evidence as Focus Student 1 (FS1), Focus Student 2 (FS2), and Focus
Student 3 (FS3). Remember: Do not use an actual school name, the names of other adults
in the classroom who support students, or the names of any students in the evidence you
submit for Cycle 1.
Focus Student 1
a. current proficiency in reading, writing, and speaking/listening in English and mastery of the
primary language
[ FS1 most recent English Language Proficiency Assessments for California results are from the
2018-2019 school year, FS1’s junior year of high school. FS1 earned an oral language score of
level three, with moderately developed listening skills and well developed speaking skills. FS1
earned a written language score of level three, with moderately developed reading and writing
skills. ]
b. prior academic knowledge related to the specific content you plan to teach
[ FS1 has an understanding of the concepts of opportunity and choice. They have knowledge of
world history and world relations from prior history classes. Also, they have knowledge of United
States history as well. Both are beneficial in economics because we discuss economic
principles and markets on a national and global scale. We discuss economic programs, such as
social security, welfare, and unemployment. FS1 has knowledge of these three topics because
they were covered in their previous United States history class. ]
c. social identity (student self-concept derived from a perceived membership in a social group
that is evident in classroom interactions)
[ FS1 is introverted but prefers to work in small groups. They are often pleasant and do not get
frustrated when facing a difficulty in class. FS1 gets along with all other students in the
classroom. FS1 is quick to look to a group member or teacher for clarification. ]
d. cultural and linguistic resources and funds of knowledge

[ FS1 is from a Mexican family and their culture is heavily community based. We do many
group activities and collaborative learning to create a community in the classroom. FS1 works
for their uncle and with other family members. They have experience being a contributing
member of a team. FS1 is an English learner with well developed speaking skills. We utilize his
strengths for assignments and assessments.]
e. prior experiences and interests (as they relate to the content you plan to teach)
[ FS1 works at their uncle’s chorizo shop. They have experience working with people and
experience with how businesses make decisions based on supply and demand, an important

principle in economics. FS1 has experience with key factors that influence supply and demand,
such as cost of raw materials, cost of labor, number of local competitors, and price. ]
f. developmental considerations (e.g., social-emotional, typical and atypical child/adolescent

development)
[ FS1 is soft-speaking and introverted. However, they work well in small groups and prefer to
complete tasks in that manner. They are a visual learner and like to see how things work before
attempting. ]
Focus Student 2
a. learning challenge (identified disability and IEP goals, focus of 504 plan or MTSS support, or
need for greater instructional challenge through GATE)
[ FS2’s learning disability in the area of auditory processing affects their ability to progress in the
general education program by making it difficult for them to process, comprehend, and retain
information presented orally in an efficient and timely manner.
● IEP Goals
○ Expression
■ When FS2 is in their academic classes, they will express themselves
using complete English sentences including nouns, verbs, adjectives and
prepositions when engaging in conversation with an adult 80 percent of
the time in four out of five trials as evidenced by teacher charted records
and/or teacher created/standardized tests.
○ Listening Comprehension
■ When FS2 is asked to repeat directions and/or recite stories heard in their
academic classes, they will be able to retell the stories with 80 percent
accuracy four out of five trials as evidenced by teacher charted records
and/or teacher made tests and/or standardized assessments.
○ Work Completion
■ When FS2 is given an assignment in an academic class that is
understood by them as evidenced by teacher student interaction, FS2 will
complete the assignment to the best of his ability 80 percent if the time on
a daily basis as evidenced by student graders and/or teacher charted
records. ]
they were covered in their previous United States history class.]
[ FS2 is shy and introverted. They do not mind working in small groups but prefer to have some
portion of individual work. FS2 gets along well with all of their classmates. ]


[ FS2 is from a Hispanic family and culture, it is a culture that values the importance of
community and working together. Their culture is referenced and incorporated into lessons with
group activities and collaborative learning.. FS2 does well with retaining information through
reading comprehension. ]
e. prior experiences and interests related to the content you plan to teach
[ FS2 has a history of high achievement in social science classes. They show an eagerness to
learn economics. ]

development)
[ FS2 is shy and introverted, however, they have typical adolescent development. They
work well with others but prefer to complete most tasks individually. They are a
hands-on learner and learns best by repeating a task. ]
g. assistive technologies as appropriate

[ FS2’s learning disability is with auditory processing so they receive the presentations on
Google Slides to follow along. They include a script of the lecture with key points in bold font so
they can read along with the presentation. Also, all videos watched in class are provided on
Google Classroom and FS2 can watch on their chromebook with headphones and subtitled
text.]
Focus Student 3
a. life experience(s) either inside or outside of school that may result in a need for additional
academic and/or emotional support
[ FS3 lost their father abruptly during their first year of high school. They have been a good
student and is friendly to their peers but they have stated that sometimes they think of their
father and get very emotional. Also, they can get emotional if an example is used in the class
like, “When your Dad buys this…” Better to use the term parents. ]
they were covered in their previous United States history class. Also, FS3 stated they have read
many articles relating to economics because they want to become an economist one day, like
their father was. ]
[ FS3 is a leader inside the classroom and in sports. They have been a member of the varsity
soccer team all four years of high school. They are an introvert that other students seem to
trust and seek out for group work. ]

[ FS3 comes from a Hispanic family and culture. Their culture is referenced and incorporated
into lessons when possible. Their culture places a high value on community and working
together, both are valued in the classroom as well. There are many group activities and
collaborative learning activities FS3 thrives working in groups and excels as part of a team. ]
e. prior experiences and interests related to the content you plan to teach
[ FS3 stated that their father was an economics major so it is their goal to do well in this course.
Also, they stated they have done a fair amount of outside reading of economic articles because
of their desire to become an economist. ]

development)
[ FS3 is introverted but works very well with others. They are often the leader in their groups
and classmates look to them to guide their group towards success. There are days when they
seem sad and struggle to initiate individual work but it never seems to impact their ability to
work with others. ]


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Instructional Cycle 1

Multiple Subject and Single Subject

Copyright © 2019 by the California Commission on Teacher Credentialing Page 1 of 6

2. Contextual Information for the Class

c. classroom setting (face-to-face, online, hybrid)

f. dual-language setting, if applicable; indicate setting and language of instruction:

Copyright © 2019 by the California Commission on Teacher Credentialing Page 2 of 6

d. cultural and linguistic resources and funds of knowledge

Copyright © 2019 by the California Commission on Teacher Credentialing Page 3 of 6

f. developmental considerations (e.g., social-emotional, typical and atypical child/adolescent

Copyright © 2019 by the California Commission on Teacher Credentialing Page 4 of 6

d. cultural and linguistic resources and funds of knowledge

f. developmental considerations (e.g., social-emotional, typical and atypical child/adolescent

g. assistive technologies as appropriate

d. cultural and linguistic resources and funds of knowledge

f. developmental considerations (e.g., social-emotional, typical and atypical child/adolescent

Copyright © 2019 by the California Commission on Teacher Credentialing Page 6 of 6

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