Class Profile – 3rd Grade
Student Name |
English Language Learner |
Socioeconomic Status |
Home Language |
IEP |
504 Plan |
Reading (Lexile) Proficiency Level |
Math Proficiency Level |
Other |
Internet Available at Home |
Aaron |
4 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
Very shy, but will participate if approached by peers. |
Yes |
Aiden |
N/A |
Low |
English |
Speech. Sees speech pathologists two times a week, 15 minutes each (phonemic awareness and letter blend sounds). |
No |
525-630 |
At grade level |
Struggles to self-regulate emotions; wants constant attention from teacher. |
Yes |
Christian |
3 |
Low |
Spanish |
No |
No |
450-500 |
At grade level |
None |
Yes |
Cordarrell |
N/A |
High |
English |
No |
Dyslexia. No IEP due to intensive private intervention. |
545-600 |
At grade level |
New student. Assessment information from previous school. Hard working. |
Yes |
Derek |
4 |
Low |
Spanish |
No |
No |
760-800 |
*Below grade level |
RTI Tier 2 for math. Loves to read. On list for gifted testing for reading. |
Yes |
Dereon |
N/A |
Low |
English |
OHI, ADHD. Difficulty with executive functioning and focus. |
No |
610-750 |
*Below grade level |
Does not like math. Often procrastinates with math assignments. |
Yes |
Dulce |
5 |
Low |
Spanish |
No |
No |
545-600 |
At grade level |
None |
Yes |
Eveyln |
N/A |
Low |
English |
No |
No |
415-550 |
At grade level |
Often shouts out during class and interrupts instruction. Starting process for a behavior plan. |
Yes |
Isabelle |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Gifted for reading. |
Yes |
Jennifer |
4 |
Low |
Spanish |
No |
No |
610-750 |
At grade level |
RTI Tier 3 for reading. |
Yes |
Jose |
4 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 2 for reading. |
Yes |
Kimberly B. |
N/A |
Low |
English |
No |
No |
810-950 |
At grade level |
Loves to read non-fiction such as biographies. |
Yes |
Kimberly M. |
N/A |
Low |
English |
Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each. |
No |
450-500 |
At grade level |
RTI Tier 2 for reading. |
Yes |
Leo |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
New student. Assessment information from previous school. Very shy and withdrawn. |
Yes |
Lexis |
5 |
Low |
Spanish |
OHI, ADHD. Difficulty with executive functioning and attention to detail. |
No |
760-800 |
*Below grade level |
Numerous absences and tradies; Mom worried about her academics. |
No |
Luis |
N/A |
Low |
English |
No |
No |
810-950 |
Above grade level |
Loves learning. Gifted in reading and math. |
Yes |
Marshall |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Struggles to maintain focus. Loves to read; |
No |
Martin |
3 |
Low |
Spanish |
No |
No |
610-750 |
*Below grade level |
RTI Tier 2 for math. |
Yes |
Matthew |
N/A |
Low |
English |
Hearing impairment; difficulty hearing in noisy conditions. |
No |
610-750 |
At grade level |
Needs to be seated close to teacher or area of instruction. |
Yes |
Natasha |
3 |
Low |
Spanish |
No |
No |
415-550 |
At grade level |
RTI Tier 1 for reading. |
Yes |
Olyvia |
N/A |
Low |
English |
No |
No |
545-600 |
At grade level |
Yes |
|
Robert C. |
N/A |
Low |
English |
ODD. Aggressive with peers. Often refuses to follow directions or complete tasks. |
No |
415-550 |
At grade level |
Provide a quiet place in the classroom to use when a cool down is needed. |
Yes |
Robert L. |
N/A |
Low |
English |
No |
Vertigo and migraines |
325-420 |
*Below grade level |
Retained in kindergarten; limited progress. Often needs to go to nurse to lie down. |
No |
Vincent |
3 |
Low |
Spanish |
No |
No |
525-630 |
At grade level |
Hard working; works slowly. |
Yes |
Viri |
2 |
Low |
Spanish |
No |
No |
760-800 |
At grade level |
On list for gifted testing for reading. |
Yes |
Yara |
N/A |
Low |
English |
No |
Trauma; difficulty with maintaining peer relationships, depression, and self-confidence. |
810-950 |
At grade level |
Lacks motivation; death of mother last year. Loves to be alone and read. |
Yes |
**Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.
ELL Levels |
Scored as: |
1 |
Pre-emergent |
2 |
Emergent |
3 |
Basic |
4 |
Intermediate |
5 |
Proficient |
Grade |
Reader Measures; Lexile |
1 |
120L – 295L |
2 |
170L – 545L |
3 |
415L – 760L |
4 |
635L – 950L |
5 |
770L – 1080L |
6 |
855L – 1165L |
7 |
925L – 1235L |
8 |
985L – 1295L |
9 |
1040L – 1350L |
10 |
1085L – 1400L |
11/12 |
1130L – 1440L |
Special Education Key Terms
Acronym/Identification |
Details |
Category |
504 Plan |
Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations. |
|
ADHD |
Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive |
OHI, 504 Plan, or IEP based on severity of influence on academics. |
APD |
Auditory processing disorder. Difficulty recognizing sounds. |
504 Plan or IEP based on severity of influence on academics. |
ASD |
Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning. |
IEP |
Deaf-Blindness |
Hearing and visual impairments concurrently affecting communication and learning. |
IEP |
Deafness |
Requires use of assistive technologies. |
504 Plan or IEP based on severity of influence on academics. |
Depression |
Can be considered emotional disturbance based on severity. |
504 Plan |
Dyscalculia |
Difficulty understanding numbers and math facts. |
LD, IEP |
Dysgraphia |
Difficulty with handwriting and fine motor skills. |
LD, IEP |
Dyslexia |
Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling. |
LD, IEP |
Dyspraxia |
Difficulty with muscle control and coordination. |
504 Plan or IEP based on severity of influence on academics |
ED |
Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders. |
504 Plan or IEP based on severity of influence on academics. |
Executive Functioning |
Difficulty organizing and managing tasks, time management, and remembering details. |
504 Plan |
Hearing Impairment |
May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing. |
504 Plan or IEP based on severity of influence on academics. |
IEP |
Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress. |
|
Intellectual Disability |
Presents significant limitations on learning and adaptive behavior. |
IEP |
Language Processing Disorder |
Difficulty associating a meaning with sounds. |
LD, IEP |
LD |
Learning disorder |
LD, IEP |
Memory |
Difficulty with storing and retrieving information. |
504 Plan or IEP based on severity of influence on academics. |
Multiple Disabilities |
Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment. |
IEP |
Non-Verbal Learning Disabilities |
Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues). |
LD, IEP |
OCD |
Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety |
504 Plan or IEP based on severity of influence on academics. |
ODD |
Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive. |
504 Plan |
OHI |
Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions). |
IEP |
Orthopedic Impairment |
A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations) |
504 Plan or IEP based on severity of influence on academics. |
Speech/Language |
Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes. |
OHI or LD based on severity of influence on academics. |
Traumatic Brain Injury |
Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking. |
IEP |
Visual Motor |
Difficulty processing what is seen and the ability to copy such as taking notes. |
LD, IEP (often seen with dysgraphia or non-verbal learning disabilities). |
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