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CTR - Class Profile Assignment Protocol

Purpose: Effective teachers build strong relationships with students through knowing them as learners and as individuals. Academic data,
observations in academic and social settings, surveys and learning inventories, community building activities, and conversations with
students and families are all valuable sources of information about students.
Details:
Residents complete this document during the first 8 weeks of school
Resident partners may work together, however, each resident should manage their own document
This Document should be stored at the Drive (Student Profile Folder) along with any other relevant student information
High School residents & Departmental Assignments should choose one class for their profile
Class Profiles are due 11/6/14
This is a living document that will be helpful when updated over the school year

Accumulate Class Profile information utilizing 8-10 resources below. Once you have used a resource, type the date next to it.

My mentor teacher 10/14/2014


Colleagues
Student Files
IEPs
Administration
Participation in class relationship-building activities
Learning Style Inventory
Interest Inventory
Conversations with students before and after school, during lunch and recess
Conversations with students during breaks, small group work, etc.
Information from family members

Class / Room: Room 308

Residents: Ashley OShaughnessy

Grade / Content: 5th Grade / ELA and Social Science

Mentor: Katie Peterson

Student Name

Photo

Academic Data:
BAS, ISAT, NWEA,
EPAS
(include all relevant
academic data)

Describe characteristics
relevant to students
learning: their learning
styles, their social/
emotional development and
readiness

1. Maryam
Abdullah

NWEA Reading SP 13:


163
NWEA Reading SP 14:
165
Grade level: 1st Grade
Math SP 14: 177

Maryam is an auditory learner.

2. Terriya Anderson

NWEA Reading SP 13:


165
NWEA Reading SP 14:
171
Grade level: 1st Grade
Math SP 14: 214

Terriya is a visual,
tactile/kinesthetic and auditory
learner. She needs visual cues,
manipulative objects, anchor
charts, word walls, spell
checker, repeated instruction,
and visual representation of
ideas. She needs multisensory
approaches.

List information that


will help you build
relationships and
motivation (family,
friends, likes,
dislikes, hobbies,
interests, etc.).

Maryam has 4 brothers

and sisters and likes to


Needs modeling, extended
play on nick.com
guided practice, sentence
stems, topic bank, graphic
organizers, word lists,
anchor charts, one on one
assistance, small groups, bimonthly assessments,
videos, and incentives.
Terriya likes to play jump
rope at recess time.

Special Populations Use these codes:


504=Legal
Accommodations
MED=Medical
Condition
OI=Orthopedic
Impairment
IEP=Special
Education*
IEP - Special Education
504 - Legal Accomodation
(Speech pathologist)

IEP - Special Education

3. Massiah Armster

NWEA Reading SP 13:


216
NWEA Reading SP 14:
217
Grade level: 7th Grade
Math SP 14: 227

Easily put off-task/distracted


by other students, but usually
responds to redirection.

Massiah plays football.

4.Keshawn Arnold

NWEA Reading SP 13:


195
NWEA Reading SP 14:
204
Grade level: 4th Grade
Math SP 14: 233

Does not like to be put on


display (private corrections
work best).

Walks home with


Keyonte and Massiah
every day. They are all
good friends.

5.Tamara Arnold

NWEA Reading SP 13:


217
NWEA Reading SP 14:
224
Grade level: 12th Grade
Math SP 14: 206

Learns new information easily.

Twin sibling of Tyahn


Arnold (in 313).

6. Jael Augusta

NWEA Reading SP 13:


207
NWEA Reading SP 14:
221
Grade level: 8th Grade
Math SP 14: 233

Likes making lists, clear


directions, and perfects
everything.

Jael and her Mother like


to give manicures and
pedicures to each other
on the weekend.

7. Terrion Boone

NWEA Reading SP 13:


204
NWEA Reading SP 14:
213
Grade level: 6th Grade
Math SP 14: 228

Easily distracted. Very social.

Terrion plays football.

8. Semaj Clayborn

NWEA Reading SP 13:


208
NWEA Reading SP 14:
217
Grade level: 7th Grade
Math SP 14: 226

Semaj is a visual and auditory


learner. Semaj suffers with
stuttering. He gets frustrated
with talking however, still
participates in class. Semaj has
bipolar disorder, depressive
disorder, anxiety, ADHD, mood
disorder, impulse control
disorder, asthma, and
allergies.

Semajs Grandmother
IEP - Special Education
picks him up from school MED - Medication
every day; they are very
close.

9. Dequan
Crenshaw

NWEA Reading SP 13:


210
NWEA Reading SP 14:
212
Grade level: 5th Grade
Math SP 14: 242

Very good at math, but easily


distracted and bored if not
constantly challenged and
engaged.

Dequa likes playing


video games.

10. Zaria Eberhardt

NWEA Reading SP 13:


171
NWEA Reading SP 14:
179
Grade level: 2nd Grade
Math SP 14: 194

Zaria is a visual and auditory


learner. She needs graphic
organizers, anchor charts,
assisted vocabulary, repetition
of concepts, frequent teacher
cues, preferencial seating, and
teacher proximity.

Zaria loves hands-on


activities. She also
loves to draw. Falls
asleep sometimes in
class.

IEP - Special Education

11. Nehbreya
Edwards

NWEA Reading SP 13:


205
NWEA Reading SP 14:
211
Grade level: 5th Grade
Math SP 14: 216

Very social, and sometimes


needs to be seated alone to
focus.

Nehbreya has a little


sister in third grade at
NTA.

12. Ezell Ford

N/A

Ezell has some trouble working


in groups with others, and
struggles with written
assignments.

Ezell is new to NTA this


year.

13. Deanna Hale

NWEA Reading SP 13:


175
NWEA Reading SP 14:
193
Grade level: 3rd Grade
Math SP 14: 202

Deanna responds well to visual


models and examples.

Deanna has a sister.

14. Cordero Harris

NWEA Reading SP 13:


194
NWEA Reading SP 14:
199
Grade level: 3rd Grade
Math SP 14: 211

Cordero sometimes has trouble


controlling his emotions, but is
always honest about his
actions and is usually able to
calm down with redirection.
He works best alone.

Cordero loves to play


football and basketball
and often brings a
basketball with him to
school. Cordero is very
close to his mother.

15. Lamia Jackson

NWEA Reading SP 13:


148
NWEA Reading SP 14:
149
Grade level:
Kindergarten
Math SP 14: 158

Lamia is a visual and auditory


learner. She needs graphic
organizers, anchor charts,
assisted vocabulary, repetition
of concepts, frequent teacher
cues, preferential seating, and
teacher proximity.

Lamia likes to create


arts and crafts. She
enjoys painting and
putting things together.
She also loves Hello
Kitty.

504 - Legal Accommodations


IEP - Special Education

16. Nyah Kemp

NWEA Reading SP 13:


152
NWEA Reading SP 14:
155
Grade level:
Kindergarten
Math SP 14: 185

Nyah is a visual and auditory


learner. Nyah needs directions
repeated, small group
instruction, personal space, reteaching, guided reading,
graphic organisers, verbal
cues, frequent prompting, an
ABC chart, and teacher cues.

Nyah like to go to the


movies.

IEP - Special Education

17. Yumaree Little

NWEA Reading SP 13:


184
NWEA Reading SP 14:
192
Grade level: 3rd Grade
Math SP 14: 205

Yumaree is a tactile learner,


learning best from
manipulatives. Distractions
should be removed from
Yumarees immediate area.
Struggles to apply previous
knowledge. Writes answers
without trying to figure out the
problem. Yumaree struggles
with reading comprehension.
He needs direct instruction and
graphic organisers.

Best friends with


Travelle.

IEP - Special Education

18. Travelle Logan

NWEA Reading SP 13:


195
NWEA Reading SP 14:
207
Grade level: 5th Grade
Math SP 14: 212

Travelle has had some trouble


getting along with his peers.
He often instigates fights with
other students, then gets upset
when they dont get along.

Travelle loves to play


video games. His best
friend is Yumaree and
his grandmother owns a
candy shop. He wants to
be an architect when he
grows up.

19. Damarria Lyons

NWEA Reading SP 13:


206
NWEA Reading SP 14:
202
Grade level: 4th Grade
Math SP 14: 206

Damarria is generally very


focused, and works well in
groups.

Damarria is on the track


team. She is good
friends with Nkayla; they
live in the same
building.

20. Cassan McCoy

NWEA Reading SP 13:


177
NWEA Reading SP 14:
186
Grade level: 2nd Grade
Math SP 14: 211

Visual learner. Cassas struggles Cassan is the captain of


with routines and transitions.
the soccer team.
These two parts of Cassans
day need to stay consistent.
Small group instruction, access
to voice recorded instructions
in whole group instruction.
Needs reviewed vocabulary
before assessments. Grade
level text read aloud. Needs
additional time in Science for
work. Needs differentiated
work/assessments.

21. Aniya Phillips

NWEA Reading SP 13:


188
NWEA Reading SP 14:
186
Grade level: 2nd Grade
Math SP 14: 213

Aniya has some difficulty


working with others in groups,
and is sometimes disrespectful
to her peers and adults.

Aniya plays football and


runs track.

22. Aaliyah Sanders

NWEA Reading SP 13:


222
NWEA Reading SP 14:
215
Grade level: 6th Grade
Math SP 14: 224

Aaliyah is attentive, works well


with others, and gets along
well with her peers.

Aaliyah plays football


and runs track.

IEP - Special Education

23. Kelvin Sarpong

NWEA Reading SP 13:


192
NWEA Reading SP 14:
204
Grade level: 4th Grade
Math SP 14: 218

Kelvin is very quiet. He works


well in groups but sometimes
needs an extra push to speak
his mind.

Kelvin loves to play


soccer and needs to
keep his grades up or his
mom will pull him from
soccer.

24. Artrell Smith

N/A

Artrell is new to NTA this year.


He has had some trouble
getting along with other boys
in the class.

Artell has a cousin who


is also his best friend
who also attends NTA.
They spend a lot of time
together and he looks up
to her very much.

25. Larry Tate

NWEA Reading SP 13:


213
NWEA Reading SP 14:
207
Grade level: 5th Grade
Math SP 14: 220

Larry gets along with most of


his peers. He likes to be in
control in small groups, and
often takes control of the work
in his groups.

Larry is the class


gardener. He loves to
draw and reading Harry
Potter.

26. Eric Thomas

NWEA Reading SP 13:


217
NWEA Reading SP 14:
214
Grade level: 6th Grade
Math SP 14: 215

Eric has some trouble paying


attention in class. He usually
responds well to redirection.

Eric loves anything


related to the military.
He is also very
interested in watches.

27. Jeremiah Trent

NWEA Reading SP 13:


194
NWEA Reading SP 14:
219
Grade level: 8th Grade
Math SP 14: 211

Jeremiah works well with


others, but sometimes has
difficulty with new material.
He loves sharing his opinion,
and sometimes has difficulty
seeing the viewpoints of
others.

Jeremiah wants to be
just like his mom who is
currently pursuing her
PhD. He loves to read.

28. Taylor Wallace

NWEA Reading SP 13:


191
NWEA Reading SP 14:
206
Grade level: 4th Grade
Math SP 14: 210

Taylor has some trouble


concentrating in class, and is
often distracted by drawing
and doodling on her work in
class. She works well in
groups.

Taylor likes to draw and


she has older sisters.

29. Takyra Woods

NWEA Reading SP 13:


186
NWEA Reading SP 14:
201
Grade level: 4th Grade
Math SP 14: 219

Takyra is very social, and has


trouble calming down after
transitions. She sometimes
has trouble working in groups,
and is easily put off-task.

Takyra loves Hello Kitty.


She dressed up as Hello
Kitty for Halloween.

30. Nya Young

NWEA Reading SP 13:


N/A
NWEA Reading SP 14:
197
Grade level: 3rd Grade
Math SP 14: 205

Nya works best by herself, and


has trouble concentrating
when seated with a group.

Nya has a younger sister


in the third grade at
NTA.

*If you provide direct instruction to students with IEPs, you should collaborate with your mentor to access their most current electronic IEP via Student
Services Management (SSM) in IMPACT. Please review each IEP and complete the following grid for these students.

Class Profile IEP Summary


If you provide direct instruction to students with IEPs (in both general education and separate classroom settings), you need to know and understand your
responsibilities in implementing the IEP. With your mentor, accesses the students most current electronic IEP in the Student Services Management system
(SSM) in IMPACT and complete the following chart. Use the Accessing the IEP document for additional support.

Student Name

Disabili
t
y
(
i
e
s
)

Special Factors
Assistive Technology,
Paraprofessional Support,
etc.
(Section 10a)

Accommodations &
Modifications:
General & Assessment
(as per your area(s) of
instruction)
(Sections 10b & 10c)

Additional Relevant
Information
(Goals, Behavior Intervention
Plans, etc.)

(Section
2
)
Specific
Learning
Disability
1. Zaria Eberhardt

N/A
Speech/Langua
ge Impairment,

2. Semaj Clayborn

bipolar disorder,
depressive
disorder,
anxiety, ADHD,
mood disorder,
impulse control
disorder,
asthma, and
allergies.

Assessments administered in
small groups, in a seperate
location, provide audio tape,
directions read orally, extend
time allotment by 100 %,
administer test in 2 sessions.

Goals: Increased fluency,


phonics, word analysis,
decoding skills.
Additional bathroom breaks

Allow speaking alternatives


(pictures/mainpulatives)

Tape Recorder/ CD / Digital


Recorder

N/A

3. Terriya Anderson

Specific
Learning
Disability,
decreased selfesteem

N/A

Specific
Learning
Disability,
decreased self
esteem
4. Maryam Abdullah

Specific
Learning
Disability
6. Yumaree Little

Speech Pathologist

To be able to answer extended


response questions, use
inferential questions and use
grammar correctly.

N/A

Small group instruction, access to


voice recorded instructions in whole
group instruction. Needs reviewed
vocabulary before assessments.
Grade level text read aloud. Needs
additional time in Science for work.
Needs differentiated
work/assessments.

To be able to read at a grade


level text with fluency and
answer comprehension
questions with 80% accuracy.

Alternative communication
devices, assistive
technology

Specific
Learning
Disability

7. Nya Kemp

8.

division story problems,

Needs modeling, extended


guided practice, sentence stems,
topic bank, graphic organizers,
word lists, anchor charts, one on
one assistance, small groups, bimonthly assessments, videos,
and incentives.

Specific
Learning
Disability,

5. Cassan McCoy

She needs visual cues, manipulative


objects, anchor charts, word walls,
spell checker, repeated instruction,
and visual representation of ideas.
To be able to solve multi digit
She needs multisensory approaches.

Behavior support

Yumaree is a tactile learner,


learning best from manipulatives.
He needs direct instruction and
graphic organisers.

To be able to read an
instructional-level text, and
answer factual and inferential
questions wth 80% accuracy.

Nyah is a visual and auditory


learner. Nyah needs directions
repeated, small group instruction,
personal space, re-teaching, guided
reading, graphic organisers, verbal
cues, frequent prompting, an ABC
chart, and teacher cues.

Be able to use combined


knowledge of all letter sound
correspondences, syllabic
patterns, and morphology and
to read 10 new multisyllabic
words in context and out of
context at an independent level
with 80% accuracy.

9.

10.