Class Profile Student Name English Language Learner S 520330

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Class Profile Student Name English Language Learner Socioeconomic Status Home Language IEP 504 Plan Reading Proficiency Level (Lexile) Math Proficiency Level Other Internet Available at Home Adriana N/A Mid English No No Meets Meets Hard working and loves to help others. No Alyssa N/A Mid English No Anxiety; difficulty with changes in routine, testing, and peer relationships. Meets Meets Moves a lot. This is the fifth school for this student in two years. Yes Andrew N/A Mid English No No Highly meets Highly meets Highly motivated. In several AP courses. Yes Bailey N/A High English No No Highly meets Meets None Yes Brady 4 Mid Spanish No No Meets Meets None Yes Caleb N/A Low English Visual motor; difficulty processing visually. No Below Approaches Struggles with copying notes from the board. Yes Daniela N/A Low English No No Below Far Below Student failed course last year. Often has many missing assignments. Lacks motivation. RTI Tier 3 for math. No Ethan 4 Low Russian No No Exceeds Exceeds Student body vice president. Very motivated. Yes Grace N/A High English No No Below Exceeds RTI Tier 1 for reading. Yes Gracie N/A Mid English No No Meets Exceeds Perfectionism often slows down work progress, but work is accurate and of high quality. Yes Isaiah 5 Mid Spanish Dyscalculia. Difficulty with understanding number values and multi-step problems. No Meets Far Below Failed this course last year due to grades and attendance. RTI Tier 2 for math. Yes Itzel N/A Mid English No No Exceeds Meets None Yes Jacob 5 High Spanish No No Meets Meets Very athletic. In three different sports which sometimes affects attendance and turning assignments in on time. RTI Tier 1 for reading. Yes Jonah N/A Mid English Hearing impairment; difficulty with hearing in noisy situations. No Approaches Approaches Wears a cochlear device. Very involved in school clubs. Yes Kai N/A Mid English No No Exceeds Meets Loves to read. Student is transgender. Yes Kaleb N/A Low English No Depression: difficulty with peer relationships and low self-esteem. Exceeds Approaches Has moved a lot in the last few years. Tends to have late/missing assignments. Loves to read. Yes Macy N/A Mid English No No Meets Approaches Often late to class. Yes Marisa 3 Mid Italian No No Approaches Approaches Parents speak limited English. Yes Michael 1 Mid Spanish No No Below Meets Receives intense ELL services twice weekly. RTI Tier 2 for reading. Yes Quintin N/A Mid English OHI, ADHD; difficulty with maintaining focus and task completion. No Meets Meets Attendance concern. Yes Raven 3 Low Spanish APD; difficulty recognizing sounds. No Approaches Meets None Yes Trey N/A Mid English Dyslexia; difficulty with reading fluency and comprehension. Often inverts letters and words. No Below Meets RTI Tier 1 for reading. No *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 L – 295L L – 545L L – 760L L – 950L L – 1080L L – 1165L L – 1235L L – 1295L L – 1350L L – 1400L 11/L – 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). LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand†is not measureable, but “describe†and “identify†are.

Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative . For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions , where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed

Sample Paper For Above instruction

Understanding and effectively responding to the diverse needs of students is fundamental to creating an inclusive classroom environment. The detailed profile of students, including their academic levels, language proficiency, socioeconomic status, and special needs, allows educators to tailor instruction that promotes equitable learning experiences. This paper explores the implications of such comprehensive profiling on lesson planning, differentiation strategies, and assessment methods, emphasizing a student-centered approach grounded in inclusivity and adaptability.

The student profiles reveal a wide range of academic proficiency—from students performing below grade level to those exceeding expectations. For example, students like Daniela and Trey are below grade level with reading and math struggles, necessitating targeted interventions and RTI (Response to Intervention) tiers. In contrast, students like Ethan and Jacob demonstrate high motivation and academic achievement, indicating a need for enrichment activities that challenge their abilities. Recognizing these differences permits educators to differentiate instruction effectively, ensuring that each learner's unique needs are addressed.

Curriculum adaptation begins with understanding students’ language proficiency levels. For English Language Learners (ELLs) such as Maria and Michael, visual aids, bilingual resources, and simplified language can facilitate comprehension. Additionally, integrating vocabulary-building exercises and bilingual support structures enhances their language development while engaging them in content learning. For students with special needs, such as those with dyslexia or auditory processing disorder, incorporating assistive technologies, visual scaffolds, and multisensory activities can improve accessibility and engagement.

The role of assessment in inclusive education extends beyond traditional testing. Formative assessments like exit tickets, thumbs-up/thumbs-down, and peer discussions allow teachers to gauge understanding in real-time, enabling immediate instructional adjustments. Summative assessments should offer multiple modes of expression, including multimedia presentations, written assignments, or verbal explanations, to accommodate diverse learning styles and capabilities. Differentiated assessment strategies are critical for providing equitable opportunities for mastery.

Lesson planning must also consider environmental factors, such as socioeconomic status, which influences access to technology and resources. For students with limited internet at home, providing printed materials or offline assignments ensures equitable participation. For gifted students, offering advanced activities or opportunities for independent projects fosters intellectual growth and prevents boredom. Early finishers can be engaged through extension tasks that deepen understanding or promote critical thinking.

In conclusion, comprehensive student profiling informs all facets of instructional design—content delivery, differentiation, assessment, and engagement strategies—culminating in an inclusive learning environment where every student can thrive. Teachers who leverage detailed profiles to adapt their teaching practices demonstrate a commitment to equity and excellence in education, ultimately fostering a classroom culture of respect, support, and high achievement.

References

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Gersten, R., et al. (2009). Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Scholars K–3. National Center on Response to Intervention.
• Friend, M. (2014). Creating Inclusive Classrooms: Effective and Reflective Practices. Pearson.
• Cook, B. G., & Schirmer, B. R. (2016). Evidence-Based Practices in Special Education. Pearson.
• Gidge, B., & Ruppar, M. (2017). Differentiated Instruction: A Guide to Inclusive Practice. Routledge.
• Shin, S., & Gabel, S. (2018). Supporting ELLs across Content Areas. TESOL Quarterly.
• Hoffman, J. L., et al. (2015). Universal Design for Learning in the Classroom: Practical Strategies for Teachers. Guilford Publications.
• Sharma, U., & Loreman, T. (2014). Empathy, Cultural Competence, and Inclusive Education. Routledge.
• Hall, T. E., & Meyer, A. (2011). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.
• Baker, S. K., & Soden, L. M. (2015). Differentiation in Practice: A Resource Guide for Teachers. ASCD.