Description
For this assignment you will create a mini-unit plan using the COE
Lesson Plan Template, containing three consecutive lesson plans designed
for the students outlined in the “Class Profile.” Identify an
elementary grade level, social studies, and arts standards of your
choice to focus your unit plan on. You may adapt any previous
assignments in the creation of this mini-unit plan.
In your unit, design the three lesson plans to:
- Address 1-2 social studies standards across the lesson plans.
- Address at least one Arts standard in at least one lesson plan.
- Use a variety of teaching strategies and technologies that encourage
the students’ development of critical thinking and problem solving. - Use strategies that create opportunities for students’ active
engagement in their learning and promote a supportive learning
environment. - Incorporate the use of digital resources to promote effective
verbal, nonverbal, and media communication techniques while creating
opportunities for active inquiry, collaboration, and supportive
interaction in the elementary classroom.- Integrate formative assessment techniques in the first two lesson
plans of your mini-unit and a summative assessment in the last lesson.
Within your summative assessment, be sure to measure all four DOK levels
and assess each standard identified in all lessons. - Use differentiated strategies to meet the needs of all students in the “Class Profile.”
- Integrate formative assessment techniques in the first two lesson
- Use a variety of teaching strategies and technologies that encourage
Along with the unit, submit a 250-500 word summary rationalizing your
instructional choices, arts integration, and summative assessment
choice.
APA format is not required, but solid academic writing is expected. Must be free of plagarism.
Running head: Benchmark Lesson Unit Plan
1
Benchmark
Name
Grand Canyon University: ELM 350
Date
Running head: Benchmark Lesson Unit Plan
2
Rationale (min. 250 words)
•
Explain the Arts and SS connection for the unit. What digital resources did you use for
the unit and why?
•
How did your teaching strategies demonstrate critical thinking and problem solving, as
well as encourage student engagement? What role did differentiation play in that design?
•
Do you feel your summative assessment was designed to fully engage students in the
content and meet their instructional and motivational needs? Explain.
College of Education Lesson Plan Template
Lesson Plan 1/3
Teacher Candidate:
Grade Level:
Date:
Instructional Plan Title
I.
Planning
1. Lesson Summary and Focus: In a few sentences, summarize the lesson.
2. Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
3. Standards/Objectives: Identify the standard used. Remember to have at least 2 SS
standards and 1 Arts standard for this unit
4. Specific learning target(s) / objectives: After the lesson the students will be able to….
5. Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development
of critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
Running head: Benchmark Lesson Unit Plan
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
Some Ideas for Troubleshooting
1.
2.
3.
6. Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
7. Materials, Equipment, and Technology: List all materials, equipment, and technology
you will use. Please provide more detail for the technology that will be used to engage
and support students who are below grade level, at grade level, and above grade level.
II.
INSTRUCTION
A. Opening
1. Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
2. Anticipatory Set: This is your introduction. This should connect to what was learned,
and excite them for what they are going to learn. Here is a link to help: What teaching
strategies did you use to encourage elementary students’ development of critical thinking
and problem solving?
Running head: Benchmark Lesson Unit Plan
4
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for those
what you will teach. This
the students will do during
below level and
should be so detailed;
the lesson. This should be
ELL:
anyone could teach it. Use detailed and match up to
2. Teaching
a numbered list for each
the numbered list in your
strategy for those
step.
“I DO” section.
above grade
level:
3. Activity for
those that finish
early:
III.
ASSESSMENT
1. Formative assessment:
2. Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
3. Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand the
concept and close the lesson?
College of Education Lesson Plan Template
Lesson 2:
Planning
Running head: Benchmark Lesson Unit Plan
5
Lesson Summary and Focus: In a few sentences, summarize the lesson.
Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster, and
standard(s) (click here to view them).
Specific learning target(s) / objectives: After the lesson the students will be able to….
Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development
of critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
Some Ideas for Troubleshooting
1.
2.
3.
Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they
understand the meaning of the academic language terms?
Materials, Equipment, and Technology: List all materials, equipment, and technology you will
use. Please provide more detail for the technology that will be used to engage and support
students who are below grade level, at grade level, and above grade level.
INSTRUCTION
Running head: Benchmark Lesson Unit Plan
6
Opening
Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
Anticipatory Set: This is your introduction. This should connect to what was learned,
and excite them for what they are going to learn.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for those
what you will teach. This
the students will do during
below level and
should be so detailed;
the lesson. This should be
ELL:
anyone could teach it. Use detailed and match up to
2. Teaching
a numbered list for each
the numbered list in your
strategy for those
step.
“I DO” section.
above grade
level:
3. Activity for
those that finish
early:
ASSESSMENT
Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
Running head: Benchmark Lesson Unit Plan
7
College of Education Lesson Plan Template
Lesson 3:
Planning
Lesson Summary and Focus: In a few sentences, summarize the lesson.
Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster,
and standard(s) (click here to view them).
Specific learning target(s) / objectives: After the lesson the students will be able to….
Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development of
critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the
chart below
Analyzing the Situation
1.
2.
3.
Academic Language
Some Ideas for Troubleshooting
Running head: Benchmark Lesson Unit Plan
8
Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
Academic Language Key Functions: Explain why students need to know those
vocabulary term
Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
Materials, Equipment, and Technology: List all materials, equipment, and
technology you will use. Please provide more detail for the technology that will be
used to engage and support students who are below grade level, at grade level, and
above grade level.
Grouping: Identify grouping that will be used for your lesson to support your
students’ learning needs.
INSTRUCTION
Opening
Prior Knowledge connection: Explain how this lesson will connect to what the
students already know. Why is it meaningful?
Anticipatory Set: This is your introduction. This should connect to what was
learned, and excite them for what they are going to learn.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for
what you will teach. This
the students will do during
those below
should be so detailed;
the lesson. This should be
level and
anyone could teach it. Use detailed and match up to
ELL:
a numbered list for each
the numbered list in your
2. Teaching
step.
“I DO” section.
strategy for
those above
grade level:
3. Activity for
those that
finish early:
ASSESSMENT
Running head: Benchmark Lesson Unit Plan
9
Summative Assessment: How will you assess the students have mastered the lesson
content?
Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
Homework: Include an activity to build the home/school connection.
Running head: Benchmark Lesson Unit Plan
Reference
10
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
White
Female
No
Tier 2 RTI for
Reading
White
Female
No
Diabetic
White
Female
No
None
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Kent
Mid
SES
Low
SES
Grade
level
© 2016. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
None
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
White
No
Emma
Parental
Involvement
At grade level
Med
No
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
White
Male
Noah
No
Low
SES
White
Male
Sharlene
No
Mid
SES
White
Female
Sophia
No
Mid
SES
White
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
Student Name
At grade level
White
No
Mason
Purchase answer to see full
attachment
1
Benchmark
Name
Grand Canyon University: ELM 350
Date
Running head: Benchmark Lesson Unit Plan
2
Rationale (min. 250 words)
•
Explain the Arts and SS connection for the unit. What digital resources did you use for
the unit and why?
•
How did your teaching strategies demonstrate critical thinking and problem solving, as
well as encourage student engagement? What role did differentiation play in that design?
•
Do you feel your summative assessment was designed to fully engage students in the
content and meet their instructional and motivational needs? Explain.
College of Education Lesson Plan Template
Lesson Plan 1/3
Teacher Candidate:
Grade Level:
Date:
Instructional Plan Title
I.
Planning
1. Lesson Summary and Focus: In a few sentences, summarize the lesson.
2. Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
3. Standards/Objectives: Identify the standard used. Remember to have at least 2 SS
standards and 1 Arts standard for this unit
4. Specific learning target(s) / objectives: After the lesson the students will be able to….
5. Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development
of critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
Running head: Benchmark Lesson Unit Plan
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
Some Ideas for Troubleshooting
1.
2.
3.
6. Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
7. Materials, Equipment, and Technology: List all materials, equipment, and technology
you will use. Please provide more detail for the technology that will be used to engage
and support students who are below grade level, at grade level, and above grade level.
II.
INSTRUCTION
A. Opening
1. Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
2. Anticipatory Set: This is your introduction. This should connect to what was learned,
and excite them for what they are going to learn. Here is a link to help: What teaching
strategies did you use to encourage elementary students’ development of critical thinking
and problem solving?
Running head: Benchmark Lesson Unit Plan
4
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for those
what you will teach. This
the students will do during
below level and
should be so detailed;
the lesson. This should be
ELL:
anyone could teach it. Use detailed and match up to
2. Teaching
a numbered list for each
the numbered list in your
strategy for those
step.
“I DO” section.
above grade
level:
3. Activity for
those that finish
early:
III.
ASSESSMENT
1. Formative assessment:
2. Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
3. Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand the
concept and close the lesson?
College of Education Lesson Plan Template
Lesson 2:
Planning
Running head: Benchmark Lesson Unit Plan
5
Lesson Summary and Focus: In a few sentences, summarize the lesson.
Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster, and
standard(s) (click here to view them).
Specific learning target(s) / objectives: After the lesson the students will be able to….
Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development
of critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
Some Ideas for Troubleshooting
1.
2.
3.
Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they
understand the meaning of the academic language terms?
Materials, Equipment, and Technology: List all materials, equipment, and technology you will
use. Please provide more detail for the technology that will be used to engage and support
students who are below grade level, at grade level, and above grade level.
INSTRUCTION
Running head: Benchmark Lesson Unit Plan
6
Opening
Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
Anticipatory Set: This is your introduction. This should connect to what was learned,
and excite them for what they are going to learn.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for those
what you will teach. This
the students will do during
below level and
should be so detailed;
the lesson. This should be
ELL:
anyone could teach it. Use detailed and match up to
2. Teaching
a numbered list for each
the numbered list in your
strategy for those
step.
“I DO” section.
above grade
level:
3. Activity for
those that finish
early:
ASSESSMENT
Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
Running head: Benchmark Lesson Unit Plan
7
College of Education Lesson Plan Template
Lesson 3:
Planning
Lesson Summary and Focus: In a few sentences, summarize the lesson.
Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster,
and standard(s) (click here to view them).
Specific learning target(s) / objectives: After the lesson the students will be able to….
Teacher Notes:
a. What teaching strategies did you use to encourage elementary students’ development of
critical thinking and problem solving?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c. Address three issues that might occur while delivering the lesson using the
chart below
Analyzing the Situation
1.
2.
3.
Academic Language
Some Ideas for Troubleshooting
Running head: Benchmark Lesson Unit Plan
8
Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
Academic Language Key Functions: Explain why students need to know those
vocabulary term
Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
Materials, Equipment, and Technology: List all materials, equipment, and
technology you will use. Please provide more detail for the technology that will be
used to engage and support students who are below grade level, at grade level, and
above grade level.
Grouping: Identify grouping that will be used for your lesson to support your
students’ learning needs.
INSTRUCTION
Opening
Prior Knowledge connection: Explain how this lesson will connect to what the
students already know. Why is it meaningful?
Anticipatory Set: This is your introduction. This should connect to what was
learned, and excite them for what they are going to learn.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching
step by step directions of
step by step directions of
strategy for
what you will teach. This
the students will do during
those below
should be so detailed;
the lesson. This should be
level and
anyone could teach it. Use detailed and match up to
ELL:
a numbered list for each
the numbered list in your
2. Teaching
step.
“I DO” section.
strategy for
those above
grade level:
3. Activity for
those that
finish early:
ASSESSMENT
Running head: Benchmark Lesson Unit Plan
9
Summative Assessment: How will you assess the students have mastered the lesson
content?
Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
Homework: Include an activity to build the home/school connection.
Running head: Benchmark Lesson Unit Plan
Reference
10
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
White
Female
No
Tier 2 RTI for
Reading
White
Female
No
Diabetic
White
Female
No
None
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Kent
Mid
SES
Low
SES
Grade
level
© 2016. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
None
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
White
No
Emma
Parental
Involvement
At grade level
Med
No
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
White
Male
Noah
No
Low
SES
White
Male
Sharlene
No
Mid
SES
White
Female
Sophia
No
Mid
SES
White
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
Student Name
At grade level
White
No
Mason
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