Directions Please Review Information Regarding Classroom And Demograp ✓ Solved

Directions: Please review information regarding classroom and demographics of school and complete the attached chart. The school is located within Miami-Dade County, Fl. This is due within 15 hours. Alegbra 1 Class: 27 students (Demographics) 74% Hispanic 11 % Black 3.7% White 3.7% Other 25.9% Students are ELL (English Language Learners) 22% (Learning Disabled i.e autism, varying exceptionalities, specific learning disorders and speech impairment) 66.66 Receive Free Lunch (within 130% federal poverty level) 7.4% Receive Reduced Lunch (within 185% federal poverty level) 7.4 are ineligible for free or reduced lunch due to income limits being above poverty level (middle class) The School receives Title 1 Funding (please research title 1 funding) The School is a career and technical vocational college as well as Magnet High School.

It is a school of choice, meaning students are bused within a 20 mile radius if accepted. The school does not have any sports since it is a technical college and magnet school. Students are able to play sports at any local school of choice. The neighborhood is low-income. Part 2: The teacher utilizes interactive engagement using the Promethean Board as well as Nearpod and MyHRW.com which is an online interactive E-Book.

Due to covid-19 regulations the classroom is in a dual-modality with 30% percent of students being in school physically and 70% MSO (my school online). Research the ethical issues that may be encountered in marketing and designing a product as well as in conducting market research. Prepare an 8- to 10-slide Microsoft® PowerPoint® presentation with speaker notes or audio. Include the following in the presentation: · An introduction slide · Ethical issues businesses may face in the market research process · Ethical issues businesses may face in setting the price and promoting the product · Ethical issues a business may face in a global setting and how they differ from domestic concerns · A conclusion slide · A references/citations slide Clinical Field Experience A: Assessment Strategies for Diverse Students Chart Part I: Gathering Classroom Data Directions: Allocate at least 5 hours in the field to support this field experience.

Observe your mentor teacher and in collaboration with your mentor teacher review the areas below to obtain the data needed based on your mentor teacher’s class. No names should be used to protect the confidentiality of all students. Classroom Data 50-100 Words Describing Class Demographics (i.e., racial or ethnic demographics, socioeconomic status, funding, level of community support, facilities and infrastructure, etc.) 50-100 Words Describing Individual Students’ Learning Needs (i.e., numbers and specific needs of students who are English learners and/or who receive special education services and any other forms of diversity you encounter) Part II: Instructional Planning and Assessment to Meet the Needs of Your Classroom Directions: Now that you have gathered data based on your mentor teacher’s class, answer the following reflective questions.

Each response should be supported with at least one scholarly source – at least three scholarly sources in total. In words , discuss evidence-based instructional strategies, resources, and technological tools you would use to support the students in the mentor teacher’s class. How would you use these strategies, resources, and technological tools to meet the needs of all students in the class? Provide specific examples based on the classroom profile. Provide at least one academic in-text citation to support your response.

In words , describe one learning activity you would implement to engage the mentor teacher’s students in multiple ways that allows all students to demonstrate their knowledge and skills. Identify an aligned state or national standard for the activity. Include at least one academic in-text citation to support your response. In words , describe one assessment you might implement based on the learning activity from your response above. How does this assessment support your mentor teacher’s students and their diverse learning needs?

How does this assessment engage students in multiple ways of demonstrating knowledge and skills? Provide at least one academic in-text citation to support your response. References © 2019 Grand Canyon University. All Rights Reserved © 2019 Grand Canyon University. All Rights Reserved.

Paper for above instructions

Classroom Demographics and Student Learning Needs

Demographics Overview
The Algebra 1 class at the Miami-Dade County vocational Magnet High School consists of 27 students. The student demographics indicate a diverse classroom, with 74% identifying as Hispanic, 11% as Black, 3.7% as White, and 3.7% as Other. Unfortunately, a significant 25.9% of students are English Language Learners (ELL), reflecting the multicultural makeup of the school. Additionally, 22% of the students are classified as having learning disabilities, including autism, various exceptionalities, specific learning disorders, and speech impairments. With 66.66% of students receiving free lunch and others qualifying for reduced lunch, it is evident that many students are from low-income families (U.S. Department of Education, 2021). The school relies on Title 1 funding, which addresses the needs of low-income students by providing additional resources aimed at improving academic achievement (U.S. Department of Education, 2022).
Individual Students’ Learning Needs
Students in this Algebra 1 class present an array of learning needs. A significant percentage, 25.9%, are ELL students, which requires tailored instructional strategies and training for the teacher to effectively support language development within the context of mathematical concepts (Echevarría et al., 2017). Additionally, the 22% of students with special educational needs demand differentiated instruction that aligns with their Individualized Education Programs (IEPs). Instruction must accommodate various learning modalities, whether visual, auditory, or kinesthetic, to create an inclusive environment that fosters success for all students (Tomlinson, 2014). This diverse population includes students with speech impairments and varied exceptionalities who may require modifications in instructional material, assessment methods, and classroom activities (Miller & Redd, 2014).

Evidence-Based Instructional Strategies

To meet these diverse needs, evidence-based instructional strategies are essential. One strategy that could be employed is the use of Universal Design for Learning (UDL). UDL principles advocate flexibility in teaching methods and materials to cater to diverse learning preferences (CAST, 2018). In this classroom, for example, the integration of technology through platforms like MyHRW.com can offer interactive resources that allow students to access content through multiple means, whether visual, auditory, or kinesthetic. This approach not only offers scaffolding for ELLs who may struggle with English language proficiency but also promotes engagement for all students (Hattie & Donoghue, 2016).
Implementing small group instruction can also help meet the individual needs of students. By grouping students based on their skill levels, the teacher can provide targeted supports. For instance, ELL students can work in groups that include fluent English speakers to facilitate language acquisition while simultaneously mastering algebra content (Vygotsky, 1978). Incorporating graphic organizers and visual aids can further support comprehension and retention, especially for ELL students and those with learning disabilities (Swanson et al., 2017).

Engaging Learning Activity

One specific learning activity to engage students would be a mathematics project where students create a budget for a fictitious event, such as planning a school dance or college trip. This activity incorporates real-world applications of algebraic concepts such as solving equations and calculating expenses (CCSS.MATH.CONTENT.HSA.CED.A.1). The project aligns with the Common Core State Standards for Mathematics and allows students to demonstrate their understanding through collaboration, creativity, and critical thinking (Cohen et al., 2016). Students will work in heterogeneous groups, allowing ELL and special needs students to participate meaningfully while ensuring peer support.
The activity would also include discussion prompts to encourage students to articulate their mathematical reasoning in English, developing both their language skills and their understanding of algebra (Heck et al., 2018). Peer-to-peer interactions and the use of collaborative tools like digital spreadsheets can enhance engagement and understanding while accommodating various learning styles (Fuchs et al., 2014).

Assessment of Learning

To assess student learning from the budgeting activity described, a project rubric could be designed to evaluate both the mathematical content and the presentation of their project. The rubric would include criteria for mathematical accuracy, teamwork and collaboration, creativity, and clarity of presentation (Killion, 2017). Furthermore, the assessment should allow for multiple forms of demonstration, such as written reports, oral presentations, and visual displays (Frey et al., 2018).
By employing different modes of assessment, students can showcase their understanding in diverse ways that resonate with their strengths and learning preferences. This approach not only supports the unique learning needs of each student but also encourages students to engage deeply with the material, as they can express their knowledge in a format that feels accessible.

Conclusion

In conclusion, the demographic realities of the Algebra 1 class in Miami-Dade County require thoughtful consideration of diverse learning needs and tailored instructional strategies. By leveraging technology, small group instruction, and engaging learning projects that align with educational standards, all students can progress academically while being supported in their language development and special needs. With a focus on inclusive practices and multiple avenues for assessment, the learning environment can promote success for every student in a way that acknowledges their individuality.

References

1. CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org
2. Cohen, M. J., & Niss, M. (2016). Designing focused learning experiences in mathematics. School Science and Mathematics, 116(3), 121-127.
3. Echevarría, J., Vogt, M., & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model. Pearson.
4. Frey, N., Fisher, D., & Hattie, J. (2018). Visible Learning for Literacy, Grades K-12: Strategies to Create Independent Learners. Corwin.
5. Fuchs, L. S., & Fuchs, D. (2014). Peer-assisted learning strategies: An evidence-based practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities. Guilford Press.
6. Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. Review of Educational Research, 86(2), 195-221.
7. Heck, D. J., & Heller, J. (2018). Cultivating effective classroom discourse among English learners. The Mathematics Teacher, 111(5), 374-381.
8. Killion, J. (2017). Assessing and Supporting Student Learning: A Weaving of Perspectives. In J. K. McLuhan & K. R. McMahon (Eds.), Improving Student Learning: Lessons from Research. Academic Press.
9. Miller, S. P., & Redd, C. (2014). Educating Students with High-Incidence Disabilities. Pearson.
10. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.