ECS-575 Class Profile<\/p>\n
Student Name<\/p>\n
English Language Learner<\/p>\n
Socioeconomic<\/p>\n
Status<\/p>\n
Home Language<\/p>\n
IEP<\/p>\n
504 Plan<\/p>\n
Reading Proficiency Level<\/p>\n
Other<\/p>\n
Internet Available<\/p>\n
at Home<\/p>\n
Alex<\/p>\n
2<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Ana<\/p>\n
N\/A<\/p>\n
Low <\/p>\n
English<\/p>\n
No<\/p>\n
ADHD. Difficulty with task completion and executive functioning.<\/p>\n
At grade level<\/p>\n
Struggles to remain on task.<\/p>\n
Yes<\/p>\n
Angela<\/p>\n
2<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
Speech\/<\/p>\n
language. Difficulty with phonics and semantics.<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Annie<\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No <\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Betty<\/p>\n
N\/A<\/p>\n
High <\/p>\n
English<\/p>\n
No<\/p>\n
No<\/p>\n
Above grade level<\/p>\n
Reads slowly and struggles with comprehension. <\/p>\n
Yes<\/p>\n
Bonnie<\/p>\n
5<\/p>\n
Low <\/p>\n
Mandarin<\/p>\n
No<\/p>\n
No<\/p>\n
Above grade level<\/p>\n
On the list for gifted testing.<\/p>\n
No<\/p>\n
Brad<\/p>\n
3<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Yes<\/p>\n
Christopher<\/p>\n
3<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Quiet. Struggles with maintain peer relationships.<\/p>\n
Yes<\/p>\n
Cole<\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Tier 3 RTI for reading and writing.<\/p>\n
Yes<\/p>\n
Donavon<\/p>\n
4<\/p>\n
Low <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
*Below grade level<\/p>\n
Beginning the RTI process. Was tutored twice a week previous school year. <\/p>\n
Yes<\/p>\n
Elijah<\/p>\n
5<\/p>\n
Mid<\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Struggles to self-regulate behavior; tends to become physical with others. On a behavior plan.<\/p>\n
Yes<\/p>\n
Gabe<\/p>\n
N\/A<\/p>\n
Low <\/p>\n
English<\/p>\n
ODD. Aggressive and refuses to follow directions.<\/p>\n
No <\/p>\n
*Below grade level <\/p>\n
Tier 3 RTI for reading and writing.<\/p>\n
No<\/p>\n
Haley <\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Struggles to demonstrate respectful behaviors. On a behavior plan. <\/p>\n
Yes<\/p>\n
Hudson<\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
Watching for concerns with reading comprehension. Beginning RTI process.<\/p>\n
Yes<\/p>\n
Katie<\/p>\n
4<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Lilliana<\/p>\n
4<\/p>\n
High <\/p>\n
Spanish<\/p>\n
Struggles with decoding and comprehension as well as written work.<\/p>\n
No<\/p>\n
*Below grade level<\/p>\n
Withdraws during reading and writing time. Very creative illustrating pictures, but spelling errors impede writing. <\/p>\n
Yes<\/p>\n
Madison<\/p>\n
3<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Megan<\/p>\n
1<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
*Below grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Natalie<\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
Sam<\/p>\n
2<\/p>\n
Mid <\/p>\n
Spanish<\/p>\n
No<\/p>\n
ADHD. Difficulty with task completion and focus. <\/p>\n
At grade level<\/p>\n
Eager to please, but struggles to stay organized; works hard. Gets frustrated with himself with task completion. <\/p>\n
Yes<\/p>\n
Samantha<\/p>\n
N\/A<\/p>\n
Mid<\/p>\n
English<\/p>\n
Language processing disorder (sounds).<\/p>\n
No<\/p>\n
*Below grade level<\/p>\n
Struggles with retelling a story read both orally and individually. Difficulty composing a simple sentence. Struggles with oral vocabulary. <\/p>\n
Yes<\/p>\n
Travis<\/p>\n
N\/A<\/p>\n
Mid <\/p>\n
English<\/p>\n
No<\/p>\n
Speech. <\/p>\n
Sees speech pathologists 4 times a week, 15 minutes each (phonemic awareness and letter blend sounds).<\/p>\n
*Below grade level <\/p>\n
Gets frustrated often and refuses to complete tasks. Beginning RTI process for math intervention.<\/p>\n
Yes<\/p>\n
Trent<\/p>\n
4<\/p>\n
High <\/p>\n
Spanish<\/p>\n
No<\/p>\n
No<\/p>\n
At grade level<\/p>\n
None<\/p>\n
Yes<\/p>\n
*Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored. <\/p>\n
ELL Levels<\/p>\n
Scored as:<\/p>\n
1<\/p>\n
Pre-emergent<\/p>\n
2<\/p>\n
Emergent<\/p>\n
3<\/p>\n
Basic<\/p>\n
4<\/p>\n
Intermediate<\/p>\n
5<\/p>\n
Proficient<\/p>\n
Special Education Key Terms<\/p>\n
Acronym\/Identification<\/p>\n
Details<\/p>\n
Category<\/p>\n
504 Plan<\/p>\n
Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.<\/p>\n
ADHD<\/p>\n
Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive.<\/p>\n
OHI, 504 Plan, or IEP based on severity of influence on academics.<\/p>\n
APD<\/p>\n
Auditory processing disorder. Difficulty recognizing sounds.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
ASD<\/p>\n
Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.<\/p>\n
IEP<\/p>\n
Deaf-Blindness<\/p>\n
Hearing and visual impairments concurrently affecting communication and learning.<\/p>\n
IEP<\/p>\n
Deafness<\/p>\n
Requires use of assistive technologies.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
Depression<\/p>\n
Can be considered emotional disturbance based on severity. <\/p>\n
504 Plan<\/p>\n
Dyscalculia<\/p>\n
Difficulty understanding numbers and math facts.<\/p>\n
LD, IEP<\/p>\n
Dysgraphia<\/p>\n
Difficulty with handwriting and fine motor skills.<\/p>\n
LD, IEP<\/p>\n
Dyslexia<\/p>\n
Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.<\/p>\n
LD, IEP<\/p>\n
Dyspraxia<\/p>\n
Difficulty with muscle control and coordination.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
ED<\/p>\n
Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
Executive Functioning<\/p>\n
Difficulty organizing and managing tasks, time management, and remembering details.<\/p>\n
504 Plan<\/p>\n
Hearing Impairment<\/p>\n
May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
IEP<\/p>\n
Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.<\/p>\n
Intellectual Disability<\/p>\n
Presents significant limitations on learning and adaptive behavior. <\/p>\n
IEP<\/p>\n
Language Processing Disorder<\/p>\n
Difficulty associating a meaning with sounds.<\/p>\n
LD, IEP<\/p>\n
LD<\/p>\n
Learning disorder.<\/p>\n
LD, IEP<\/p>\n
Memory<\/p>\n
Difficulty with storing and retrieving information.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
Multiple Disabilities<\/p>\n
Simultaneous disabilities that impair physical movement and\/or learning. Such as having an intellectual disability and orthopedic impairment.<\/p>\n
IEP<\/p>\n
Non-Verbal Learning Disabilities<\/p>\n
Often presents as high verbal skills and lower motor and visual\/spatial and social skills (e.g., social cues).<\/p>\n
LD, IEP<\/p>\n
OCD<\/p>\n
Obsessive compulsive disorder. Repetitive behaviors, over-thinking, anxiety.<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
ODD<\/p>\n
Oppositional defiant disorder. Negative thinking, defiant of others\u2019 requests, refuses to follow directions, aggressive.<\/p>\n
504 Plan<\/p>\n
OHI<\/p>\n
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). <\/p>\n
IEP<\/p>\n
Orthopedic Impairment<\/p>\n
A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations).<\/p>\n
504 Plan or IEP based on severity of influence on academics.<\/p>\n
Speech\/Language<\/p>\n
Difficulty with articulation possibly due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.<\/p>\n
OHI or LD based on severity of influence on academics.<\/p>\n
Traumatic Brain Injury<\/p>\n
Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.<\/p>\n
IEP<\/p>\n
Visual Motor<\/p>\n
Difficulty processing what is seen and the ability to copy, such as taking notes.<\/p>\n
LD; IEP (often seen with dysgraphia or non-verbal learning disabilities).<\/p>\n
\u00a9 2022. Grand Canyon University. All Rights Reserved.<\/p>\n","protected":false},"excerpt":{"rendered":"
ECS-575 Class Profile Student Name English Language Learner Socioeconomic Status Home Language IEP 504 Plan Reading Proficiency Level Other Internet Available at Home Alex 2 Mid Spanish No No At grade level None Yes Ana N\/A Low English No ADHD. Difficulty with task completion and executive functioning. At grade level Struggles to remain on task. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-105917","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/105917","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=105917"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/105917\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=105917"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=105917"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=105917"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}