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Lucy is energetic and active. She has a hard rime sitting still for long periods of time and works best when there is a physical element. She loves talking with her friends and when it is her turn to be line leader for the class. Her favorite times of the day are story time, and when her teacher does math games where it feels like more of a game than math! Her teacher knows that Lucy and her classmates need lots of movement to make learning doable for them, so there are movement breaks in between lessons. There are also frequent opportunities for the class to do imaginative play to build communication skills.

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Brandon needs lots of physical activity to help make it through the day in his class, he often works standing up so he can move his body around while the teacher is talking. He loves to write, however he is still developing his ability to space letters when he is writing so it may be a little hard for others to read. He is better at focusing soon tasks than he was at 4, and can focus for about 20 minutes now. He loves his teacher, who he likes to ask permission from before he does most tasks. He likes to read, and sometimes reads aloud to himself during solo reading time. If you ask him about a character he is reading about he may give you the whole plot of the story. He often incorporates stories he has read into his play, and will pretend the playground is alive with monsters and other fantastical creatures. Brandon's teacher provides lots of opportunities for him to move, be imaginative, try new things, and begin to see new perspectives.

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This is Maribel, she is a little clumsy and often comes back from lunch with food on her clothes. She knows how to count on her fingers and often uses her hands as tools in day to day activities. Maribel is very ambitious and sometimes things do not go as she hoped. Her and her classmates are very competitive and sometimes their teacher catches them trying to break game rules in order to get ahead. She loves cats and uses enthusiastic language when she goes on her long tangents about her favorite cats. Her favorite time of the day is when she gets to do art, where she loves to draw imaginative creatures, or you guessed it, cats. Her classroom can get pretty loud with the sounds of her and her classmates talking excitedly to one another. Her teacher has the class' artwork up al around the room and it makes Maribel feel very accomplished. Her teacher provides ample time to move, explore, and practice new skills in the classroom.

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Jackson loves to play sports like soccer and baseball, and because of his developing coordination he is actually one of the best on his team. His teacher often notices that he works with his head down on the table and gets very close to his papers. Jackson has a best friend with whom he does everything with, however they sometimes argue when one strongly dislikes something. Him and his friends love to pass notes in a code language they made up, and their teacher noticed and made an activity about coding the next week in class. Jackson sometimes can interrupt the class to ask what a word means and get clarification on a topic. He sometimes can be a perfectionist and get upset when he makes mistakes. He often works hard oh his vocabulary tests and finds them enjoyable. His teacher notices the class loves learning new vocabulary and provides a word of the day on the board, along with a picture to demonstrate the meaning. Jackson is used to PowerPoints being shown by his teacher as well as working with other students in his class.

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Miguel is an energetic jokester. He often times needs an outlet in class to help him focus. He is very proud that he has recently developed the skill of holding his pencil the way his dad does. He is a good friend and will stand up for his classmates if he thinks something is unfair. He likes to make jokes in front of the class as a means of getting approval from his peers. Miguel is good at paying attention if he has movement breaks, and can remember things he has learned if given a physical resources as well. He is in charge making sure him and his little sister gets off at the right bus stop on the way home from school, and he takes this responsibility with much pride. However once or twice they have had to walk an extra block when they got off too late. His teacher supports his development by placing him in group collaborative projects as well as encouraging questions on how things work.

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This is Nina. She loves to run, where she pushes her limits and sometimes ends up tired. She gets nervous from time to time and will twist her hair or other physical actions to help center herself. When she gets anxious she likes to go to the school counselor who helps calm her down with lighthearted conversation and jokes. Her and her twin sister like coming up with new and fun ways to dress and do their hair to express themselves. Her and her sister sometimes write detailed dramatic skits to preform. Nina and her friends often giggle in the back of the classroom and will make potty jokes from time to time. She doesn't quite understand abstract ideas, no matter how they are explained. Nina sometimes gets bored with school work and will ask an adult why she has to do it. Her teacher caters her classroom by having students practice their hand writing with hand written papers and worksheets. Nina also participates in creative group projects.

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Andrew loves learning. He still needs lots of opportunities to move around to maximize his learning time. His class spends time outside that helps him get his energy out so he can focus. Andrew's class also gets regular snack breaks because their growing bodies need fuel. He can sometimes have a short temper with his siblings or classmates, but is always quick to come around again. It means a lot to Andrew when a teacher or peer recognizes his hard work and gives him affirmation. He is a good listener and enjoys hearing different perspectives, which fuels his love for reading. He loves to read inside and outside of the classroom. Andrew and his friends like to memorize songs so that they can sing them on the bus to and from school. Andrew really likes singing with his friends and is planning on joining the school choir. His teacher is able to help Andrew develop by having him work in group settings, memorize vocabulary and facts, and make sure he is able to receive plenty of exercise.

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Casey is at the age where she has started her early adolescent growth spurt, and as a result she needs lots of food for her physical growth. She is now old enough where her parents allow her to have social media where she can talk to her peers after school. She sometimes has behavioral problems at home, but is always on her best behavior at school. She prefers to learn new topics than spend extra time focusing on previous material. Casey can be indecisive at times because she does not want to make any mistakes. After school she helps out at cross-age tutoring and helps younger kids with their math problems. She also participates in her class debate team and likes to form arguments. Her teacher provides time for each student to have time alone free from social obligations and learning. Her teacher also encourages her with her debate team and provides a space for healthy arguments and disagreements.

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Victoria is very energetic and participates in gymnastics outside of school, but still needs movement in the classroom. She likes to stay up late reading, which makes her wish she could sleep in the next morning. She is starting to test out what personality fits her best, which at times she finds it a little awkward. She has made new friends with people in her class that she has perviously not been friends with. Victoria has recognized her ability to plan and likes to write out what she has each week. She is a good student all around, but exceeds in science class. She is able to enjoy conversations with adults now, not just her peers. Victoria and her friends like to mix pop culture into their vocabulary. She benefits when her teachers sign group work, and when she is provided with options for various assignments.

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This is Miles. He has started puberty and has noticed he has started to develop skin problems. When Miles gets upset he can be moody and become withdrawn. He enjoys spending most of his free time playing video games with his friends. He can be anxious and hesitant in the classroom. His likes and dislikes are becoming more prominent, like he loves watching soccer but hates watching baseball. Miles sometimes shuts down in conversation and only replies in short words or phrases. He can be highly judgmental in conversation with teachers. It is helpful for him when he is allowed to pick his partners on projects. Miles and his peers also benefit when they are required to see an argument from a different perspective.

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Naomi is now mostly fully developed physically at the age of 14. She needs exercise , snacks, and sleep in her schedule. Her parents and teacher encourage her to have conversations about current events. Naomi's teacher is impressed with how she always is actively engaged in class discussions. She loves doing research projects, and will do her own research un related to assignments. On the weekend her parents take her to the science museum because she likes to learn how things work. Her and her friends have developed a more distinguished sense of humor, and she is more cable of expressing when she is wrong. Her school allows students to move around in between classes. She also has opportunities to take classes that push and challenge her academically.