Professional Documents
Culture Documents
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.
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
2. Terriya Anderson
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.
3. Massiah Armster
4.Keshawn Arnold
5.Tamara Arnold
6. Jael Augusta
7. Terrion Boone
8. Semaj Clayborn
Semajs Grandmother
IEP - Special Education
picks him up from school MED - Medication
every day; they are very
close.
9. Dequan
Crenshaw
11. Nehbreya
Edwards
N/A
N/A
Jeremiah wants to be
just like his mom who is
currently pursuing her
PhD. He loves to read.
*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.
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.
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
N/A
Alternative communication
devices, assistive
technology
Specific
Learning
Disability
7. Nya Kemp
8.
Specific
Learning
Disability,
5. Cassan McCoy
Behavior support
To be able to read an
instructional-level text, and
answer factual and inferential
questions wth 80% accuracy.
9.
10.