DEMOGRAPHIC PROFILE

Create a profile of the school, and classroom where you will are assigned for the mentorship. The report should be a

narrative description of school, and classroom combined with tables created to display the statistical information.

Part I – Introduction

Describe the demographic characteristics of the school and of the assigned school system. Also, compare demographic

data for the school with the data for the school system. Most of this information is available from school and/or school

system personnel. It may also be available on the school district website. The report is not limited to, but should include

the following (in cases where not available, leave out) While not all statistics and resources may be found for your school,

you should have a wide representation of the following:

School

 Student population by race/ethnicity/gender

 % of students receiving free/reduced lunch (school and system wide)

 Demographic profile of the teaching staff, if available

Part III – The Classroom

Provide a narrative description of the classroom setting. Include general information such as the grade level, the

subject(s) taught, the number of students, and the organization of the classroom and the students for instruction. Briefly

describe the ways in which the needs of diverse learners are met, such as accommodations made for special needs

students and how advanced learners are challenged (additional details should be in your lesson plans).

 % of students receiving free/reduced lunch (if available)

 % of students receiving special education services

 Description of students with special needs and the resource support available

 English Language Learners in the classroom

Part IV – Reflection

Discuss how the information about the school system, school, and classroom helped you to create a supportive classroom

environment that was culturally inclusive and relevant to all students.

twenty-four delightful fourth graders. The total school population at Washington Elementary is 750.

Maryville is located in Independence County, a community in southwestern Virginia. The primary industries are mining

and agriculture. There is a community college in the county and two universities within an hour’s drive.

Part II– The School and the Community

The Independence County School System has one comprehensive high school, three middle schools, and six elementary

The chart below shows the diversity among the students attending schools in the county. The student body at

Washington Primary is more diverse than the statistics reported for the system.

The teaching staff of the school system does not reflect the diversity among the students. There are 2241 teachers in

county for grades Pre-K-12. Washington has a teaching staff of 27.

Teacher Diversity for School System and School

Independence County annually spends $8485.53 per student, compared to the state average expenditure of $9654.10 per

student. The number of students receiving free lunch or reduced is 83%, compared to 56% for the entire school system.

The public transit available in this community includes a commuter rail station and a city bus system. There is a public

library located .5 miles from the school. Within a five mile radius there is a community college. Major industries and

businesses represented and provide for jobs. GEICO remains the largest private sector employer in Stafford, with more

than 4,000+ employees. Other top employers in Stafford County with more than 1,000 employees include the Federal

Bureau of Investigation, U.S. Department of Defense and Wal-Mart Associates. The food service distributor McLane Mid

Atlantic and Stafford Hospital – Mary Washington Healthcare each employ over 500 employees.

reduced lunch. The children present five racial and ethnic groups, as shown in the table below.

Race & Ethnicity of Students in the Classroom

There are a few parents who regularly support the classroom teacher in a variety of ways ranging from preparing teaching

materials to tutoring the children. Two of the children have been identified as gifted and participate in the after-school

enrichment program. Several children (5) have been identified as special needs students, and each has an IEP that

spells out the accommodations the child needs. These students receive services through the special needs resource

support structure in place at the school. There are two special education resource teachers in the building, and an ESL