Class Profile (A-1) --BTSA Candidates

General Education Students

STAR Test Level
& Score
Student
Learni
(or appropriate alternate
Name
ng
test)
(first
Style(
Subject: Click to
name
s)
edit.
only)

(Auditor
y,
Visual,
Kinesth
etic)

Previou
s

Current
Year:

Curren
t

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edit.

ELA

Daisy

Visual

Year:
Click
to edit.
N/A

Guillermo
.

Visual

N/A

Marc

Kinesth
etic

N/A

Alany

Visual.

N/A

CAHSEE Test
Level and
Score
Current
MATH

Students with 504 Plans

Classroom
Accomodations

Students with
Previous Student
Study Team (SST)
Interventions
Interventions
to Implement

Behavior
Support
Plan (BSP)

Behavior
al
Support
Strategie
s

SST Meeting
Notes

SST
Date to
Recon
vene

BSP Notes

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to
edit.
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to
edit.

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edit.

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edit..

Name:

Courtney Burnett

School:

West Park Elementary

Edward

Kinesthetic

N/A

Click to
edit.

N/A edit.

N/A

Edward has to be pared

with a very strong
learning partner, and
must be placed in the
front of the classroom
for consistent
redirecting.

We have an
hourly
behavior
monitoring
chart with
visuals for
him to see
what is
expected at
each time of
transition.

We are currently in
the intervention
phase of his
support team, he
meets with the
school
psychologist biweekly, I report to
her, and the
learning director
with the daily
monitoring of his
behavior.

November
20, 2013.

Matthew

Kinesthetic

N/A

Click to
edit.

N/A

N/A

Matthew currently sits

by himself, after we
have tried him in
various areas around
the classroom with
different learning
partners. His behaviors
are too distracting for
all students, so he has
to sit in the back of the
room and I bring him up
to my table to sit when
we are doing guided
instruction.

We have an
hourly
behavior
monitoring
chart with
visuals to
show what is
expected. We
tried to have a
week-long
incentive
chart, but it
was not of
interest to
him, He
needs more
constant
incentive.

Matthew had RTI

support last year
and, as hiring
permits, should
qualify for the
same service this
year. We currently
meet in a very
small group with
only one other
student during
ELA. He has lost
his glasses and is
getting a new pair,
which requires him
to come to the
front carpet often
for instruction. We
sent home a
questionare that
was an inventory
for ADD and the
parent is following
up with his
pediatrician.

December
10, 2013

Alex.

Kinesthetic.

N/A.

N/A edit.

N/A

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Laila

Visual

N/A

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edit.
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edit.

N/A

N/A

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edit..
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edit.

7
8

Edward has been

placed at different
areas of the room
for optimal learning,
he is currently front
and center to the
board. He has also
been paired with
several learning
partners, currently
with a student that
successfully helps
him without
distracting him. His
work is modified to
meet his learning
need, often with
reduced problem for
him to complete.
When in a small
group, we work with
only him and one
other student for
intensive
differentiation.
Matthew had to be
placed by himself,
because he makes
a mess of his
surroundings and
invades others
space at the desk.
He would benefit
from a strong
learning partner, but
his distracting
behavior keeps him
from sitting by
anyone. He has
one student that
allows him her notes
because it is hard
for him to see some
material because he
has misplaced his
glasses. His math
problems and
spelling list have
reduced problems
and he is on an
hourly behavior
chart with incentives
to meet with the
school psychologist
for tokens.
Click to edit..

Because of our
current time of
intervention, we
have not yet started
paperwork for a
Behavioral Support
Plan until we have
explored all learning
options with him in
the classroom. A
BSP will likely be
our next step with
Edward.

Click to edit.

Click to edit.

Matthews mom has

agreed to begin the
process of a BSP
and has signed the
initial paperwork.
He have provided
her with an
inventory answering
questions we see
pertain to Matthew
in regards to ADD.
She is currently
following up with
Matthews
pediatrician.

Click to edit.

9
10
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22
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24
25
26
27
28
29
30

Ariana

Visual

N/A

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Students on IEPs

(Auditory,
Visual,
Kinesthetic)

1
2

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edit.
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edit.

(or appropriate alternate test)

Subject: Click to edit.

CAHSEE Test
Level and Score

Previous
Year Click to
edit.

Current Year:
Click to edit.

Current
ELA

Current
MATH

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edit.
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IEP Dates

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edit.
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edit.

Classroom Accommodations/
Modifications

Goal Types
(ex. Physical Therapy,
Speech, etc.)

Case Manager

Next IEP

(first name only)

STAR Test Level and Score

Learning
Style(s)

Last IEP

Student Name

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3
4
5

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N/A

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1
Ashley

Visual

N/A

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2
Angel

Auditory

N/A

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3
Johnathan

Visual

N/A

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edit.

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edit.

Level
0 edit.

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to
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0

4
Alfonso

Visual

N/A

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N/A

N/A

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2

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2

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2

Writing

Current
MATH

Reading

Current
ELA

score Composite

Visual

Current Year:
Click to edit.

Speaking Listening/

Previous
Year Click to
edit.
Allison

5
Samantha

Visual.

N/A.

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6
Wendy

Visual

N/A.

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edit.

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edit.

0 edit.

N/A

N/A

Spanish
to edit.

Spanish

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to edit.

Spanish

Spanish

Spanish

Spanish

Spanish

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to edit.

Spanish

Spanish
to edit.

Spanish

Spanish

Spanish

Visual

N/A.

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N/A

N/A

Spanish

Spanish

Michelle

Visual.

N/A.

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N/A

N/A

1
0

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Spanish

Spanish

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Notes

Re-Designated

7
Serapia

Migrant Program

Years of ELD Instruction

Current English Language

CAHSEE Test
Level and Score

score Composite

(Auditory,
Visual,
Kinesthetic
)

Subject: Click to edit.

Writing

(first name only)

Prior English Language

(or appropriate alternate test)

Reading

Learning
Style(s)

Speaking Listening/

Student
Name

Language Spoken at Home

STAR Test Level & Score

Primary Language

English Learner Students

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Gifted and Talented Students

STAR Test Level and Score
Student Name
(first name only)

1
2
3
4
5

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Learning
Style(s)
(Auditory,
Visual,
Kinesthetic)
Click to
edit.
Click to
edit.
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edit.
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edit.
Click to
edit.

(or appropriate alternate test)

Subject: Click to edit..

CAHSEE Test
Level and Score

Previous
Year Click to
edit.

Current Year:
Click to edit..

Current
ELA

Current
MATH

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to
to
to
to
to

Academic Strengths

Social Strengths

Individualized Learning Plan

(ILP)

Recommendations

to

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to

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to

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to

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to

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Conversation Point (with your support provider, discuss the prompts below):

What information does the profile provide that aids me in designing and delivering instruction?
In what ways do I adjust my lesson delivery to ensure all students have access to the core curriculum?
How does the make-up of my classroom influence my choice of instructional strategies and teaching methods, classroom activities, groupings, etc.?
What resources are available to assist me in communicating with parents and families who do not speak English?
What might I need to have prepared in a language other than English to ensure support for the student?
How do I adapt my lessons to meet the needs of students who have differing CELDT performance levels?
How will I ensure that all my students, including those with special needs and those who are gifted and talented, are integrated into the social fabric of the classroom?
How do I assess the strengths of students with disabilities and of students who are gifted and talented and use this information to plan instruction that supports all students in meeting curricular standards?
What is the process my school uses to identify and refer students for special education services?

What is the purpose of the student study team (SST)? How do I work with the SST? What are my responsibilities after a SST?