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ELA Unit Plan

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Class Profile for Resource or Self-Contained Special Education

Student Name	Socioeconomic Status	Ethnicity	Gender	IEP Identification	Reading Performance Level	Math Performance Level	Resource: Reading, Math, or Both	Internet Available at Home
Arturo	Mid SES	Hispanic	Male	ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions.	One year below grade level	At grade level	Reading	No
Bertie	Low SES	Asian	Female	Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments.	One year below grade level	One year below grade level	Both	Yes
Denise	Mid SES	White	Female	Emotional disturbance severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions.	One year below grade level	One year below grade level	Both (Math mostly for multi-step problems)	Yes
Sophia	Low SES	White	Female	Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille.	One year below grade level	One year below grade level	Both	No
Victoria	Mid SES	Asian	Female	Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions.	At grade level	One year below grade level	Both (Reading mostly for task completion and focus)	Yes
William	Low SES	White	Male	Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses.	Two years below grade level	One year below grade level	Both	No

Self-Contained Special Education (Mild to Moderate)

Student Name	Socioeconomic Status	Ethnicity	Gender	IEP Identification	Reading Performance Level	Math Performance Level	Internet Available at Home
Eduardo	Low SES	Hispanic	Male	ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.	One year below grade level	Two years below grade level	No
Jade	Mid SES	African American	Female	Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention.	Two years below grade level	Two years below grade level	Yes
Kendyl	Mid SES	White	Female	ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions.	Two years below grade level	One year below grade level	Yes
Parker	Low SES	White	Male	Emotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing.	Two years below grade level	Two years below grade level	No
Randy	Mid SES	Native American	Male	Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance.	Two years below grade level	Two years below grade level	Yes
Sheila	Low SES	White	Female	Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems.	One year below grade level	One year below grade level	No

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