Differentiating Instruction

SPD-200-RS-Kindergarten-ClassProfile2.docx

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Class Profile – Kindergarten

Student Name	English Language Learner	Socioeconomic Status	Home Language	IEP	504 Plan	Reading Proficiency Level (Lexile)	Math Proficiency Level	Other	Internet Available at Home
Alessandra	N/A	Low	English	No	No	0-120	Proficient	Needs constant reassurance.	No
Alia	N/A	Low	English	No	No	150-190	Partially proficient	None	No
Amelia	3	Mid	Spanish	No	No	115-200	Proficient	None	Yes
Antonio	5	Low	Spanish	No	No	230-395	Partially proficient	None	Yes
Arthur	4	Low	Spanish	No	Speech. Sees speech pathologist twice a week for 15 minutes each for phonics and phonation (producing the sounds).	150-190	Proficient	Knows letters/sounds but is having difficulty applying (phonics).	Yes
Emiliano	2	Med	Spanish	No	Speech. Sees speech pathologist daily for 15 minutes each for letter and sound relationship recognition (phonics).	55-115	Partially proficient	Does not know letters/sounds.	Yes
Evie	N/A	Med	English	No	ADHD. Difficulty with task completion and executive functioning.	230-395	Proficient	Difficulty maintaining peer relationships (sharing); difficulty with transition between activities, and following directions.	Yes
Genie	2	Low	Spanish	No	Support for academics and social/emotional development.	25-100	Proficient	Born prematurely. Developmental milestones consistently behind peers.	Yes
Hannah	4	High	Spanish	No	No	115-200	Proficient	Wears glasses.	Yes
Iris	2	Med	Spanish	No	No	55-115	Proficient	None	Yes
Jace	N/A	Med	English	No	No	0-120	Proficient	Did not attend preschool; was taught at home by Mom or Dad until kindergarten.	Yes
Jaiden	N/A	Low	English	Emotional disturbance (trauma). Struggles to build and maintain relationships with peers and teachers.	No	115-200	Minimally proficient	Quiet and withdrawn and frustrates easily.	Yes
Jessica	N/A	High	English	LD. Auditory processing disorder. Difficulty with recognizing differences in sounds. Reads words incorrectly and without expression.	No	55-115	Proficient	Eager to please, needs reassurance. Requires assistive device for hearing.	Yes
Kyle	N/A	Low	English	No	No	Unknown	Unknown	New student. Has not yet been screened. Waiting for records from previous school.	Yes
Liam	N/A	High	English	No	No	230-395	Proficient	Difficulty sitting still during learning; watching for signs of ADHD and/or gifted.	Yes
Natalie	2	Low	Spanish	No	Support for social/emotional; specifically for behavioral outbursts.	115-200	Minimally proficient	Retention; for social/emotional concerns.	No
Nicolas	N/A	Mid	English	No	No	150-190	Partially proficient	Quiet. Watching for signs of dyscalculia; tends to invert numbers.	Yes
Orion	4	Low	Spanish	No	No	150-190	Proficient	None	Yes
Sarah	N/A	Low	English	No	No	0-120	Partially proficient	Very quiet; Lacks motivation. Did not attend preschool. Has little academic foundation.	No
Sebastian	N/A	Mid	English	No	No	110-190	Proficient	Eager to please and hard-working.	Yes
Shirah	N/A	High	English	No	No	25-100	Proficient	Did not attend preschool. Home life was not stable; Mom was just awarded full custody from Dad. Dad is no longer involved.	Yes
Sofia	2	Low	Spanish	No	No	25-100	Partially proficient	Tends to daydream and get off task. Struggles with social cues.	Yes
Tiffany	N/A	Low	English	No	No	230-395	Minimally proficient	Quiet, will avoid work. Placing on list for gifted testing.	No
Valeria	N/A	Low	English	No	Speech. Sees speech pathologists four times a week, 15 minutes each (phonemic awareness and letter blend sounds).	0-120	Proficient	Struggles with letter sounds (phonemic awareness).	No

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 category that impairs 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 possibly 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).