Mrs. S. has a class of 22 kindergarten students; one student is a retainer from last year. The class is equally divided between boys and girls. The class has had a stable roster since the second quarter, gaining just one student and losing two. This is different from other kindergarten classrooms that have gained and lost many students in recent months. Four students are on a speech IEP, and the one new student was recently placed on an IEP for math and behavior issues. The class is quite diverse in both ability and racial composition. Although there are many Hispanic students in the class, there are also Caucasian, African American, American Indian, and Korean students. The classroom is made up exclusively of students who speak only English. The class has some of the academically highest students in the grade, but also some of the lowest. The school itself is a Title 1 school, where all students receive free breakfast and lunch because many students qualify for free lunch under government standards. Some students receive food assistance to help their families get through the weekends. S uses a color chart to monitor his students' behavior. Each child has a clip with their name written on it. Each child starts their name with green and moves up or down the chart depending on the choices they make throughout the day. The colors are blue for "excellent", green for "good", yellow for "warning", orange for "stop and think", and red for "hot lava". At the end of the day each child has a communicator that is sent to and from home and which is marked with the end of day color. This allows parents to see what kind of day their child has had and any quick notes from Mrs. S. This system of man... middle of paper ...... ications in his behavior plan and academic expectations when necessary. In most cases every child is treated equally, each held to a high level of behavioral excellence that can be more easily achieved. By dividing the class into groups based on academic needs, each student is taught at their own level. Conducting formal student assessments frequently allows her to monitor each student's progress and take action if and when necessary. Her students seem to not only do their best to please her, but also because they have become intrinsically motivated to always do the best they can, both academically and behaviorally. (2000). Early identification: normal and atypical development. Retrieved April 4, 2012, from LD Online: http://www.ldonline.org/article/Early_Identification:_Normal_and_Aphysical_Development