kbt2 Differentiated Instruction: Task One Western Governors University (6pages)

Differentiated Instruction: Task One In the provided class profile, this class consists of 30 students from diverse backgrounds. Of these 30 students, roughly 20% are Hispanic, 20% are Black, Roughly 55% are White, and the remaining students are of Asian or Indian descent. In addition, these students vary in Socio- economic status, special needs, and grade level. The latter varies widely, from one grade-level below proficiency, to two grade-levels above proficiency. Moreover, roughly 25% of students qualify for FRED (Free and Reduced Lunch), an indicator of lower economic status. Among these students, five have special needs requiring accommodation. These needs include: ELL students, language disability, math disability, and a student with Asperger’s Syndrome. When this lesson begins, students have been in school for long enough to be comfortable with daily routines and expectations. The classroom arrangement is in such a way that the teacher can easily move throughout the classroom unimpeded. Students who have IEP’s will sit closer to the front of the room.Toward the back of the room is the teacher’s desk and there is also a counter where students retrieve and submit their work. Vicente Flores: Curriculum and Instruction Plan Analysis and Modifications According to WIDA Performance definitions, a student who performs at Level 2 in English Language Proficiency should be able to “Process, understand, produce, or use: (A) general language related to content areas (B) phrases or short sentences (C) oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one-to multiple step commands, directions, questions, ore a series of statements with sensory, graphic, or interactive support” (Western