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!P !A !L !P !S !L !L !M !S !O Sociocultural Sociocultural Dimension Linguistic Academic Cognitive Other: Other: Science: Math: Reading: test scores: content Standardized Writing: L2 Reading: L2 L2 Speaking: L2 Listening: L2 Overall: (L2): Second Language ! Writing: L1 Reading: L1 (L1): Native Language Other: Tier: RTI (Y/N): IEP (Y/N): Gifted in USA: Time Prior Schooling: Country of Origin: Grade: Age: Holistic Student Profile Formal Data Formal Other: ! abilities: Science ! Math abilities: ! abilities: ELA Variety: Language ! Preference(s): Literacy ! Preference(s): Language Preferred Grouping: ! Style(s): Learning ! Student Processing: Knowledge (School): Academic ! Prior Knowledge (Community): ! Funds of Knowledge (Home): Anecdotal Data Goals ! ! ! Accommodations: Suggested Writing Reading Speaking Listening B C A administered? Tier Test ACCESS ACCESS Score (Modified from Herrera, 2010) Linguistic Student Profile (specifically for use with students who are labeled as English language learners) CAN DO descriptors Group 1 Weave hand in an s shape, like a snake, and say ssssss. s a Wiggle fingers above elbow as if ants crawling on you, saying a, a, a. t Turn head from side to side as if watching tennis and say t, t, t, t. i Pretend to be a mouse by wriggling fingers at end of noise and squeak i, i, i, i. p Pretend to puff out candles and say p, p, p. n Hold arms out at side, as if a plane, and say nnnnnnnnnn.! © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 2 c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting h, h, h as if you are out of breath. r Pretend to be a puppy holding a rag, shaking head from side to side and say rrrrrrrrrrr. m Rub tummy as if seeing tasty food and say mmmmmm. d Beat hands up and down as if playing a drum and say d, d, d, d. © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 3 g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o, o, o. u Pretend to be putting up an umbrella and say u, u, u, u. l Pretend to lick a lollipop and say l, l, l, l. f Let hands gently come together as if toy fish deflating, and say ffffff. b Pretend to hit a ball with a bat and say b, b, b, b. ! © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 4 ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if something terrible has happened and say oh! ie Stand to attention and salute, saying ie, ie. ee Put hands on head as if ears on a donkey. Move them up as you say the ee in eeyore, eeyore. or Put hands on head as if ears on a donkey. Move them up down as you say the or in eeyore, eeyore.! © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 5 z Put arms out at sides and pretend to be a bee, saying zzzzzzzzzz. w Blow on to open hand, as if you are the wind, and say wh, wh, wh. ng Imagine you are a weightlifter and pretend to lift a heavy weight above your head saying ng... v Pretend to be holding the steering wheel of a van and say vvvvvvvv. oo OO Move head back and forth as if it is the cuckoo in a cuckoo clock, saying u oo, u oo (short and long oo). © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 6 y Pretend to be eating a yoghurt and say y, y, y. x Pretend to take an x-ray with an x-ray camera, saying ks, ks, ks. ch Move arms at sides as if you are a train, saying ch, ch, ch. sh Place index finger over lips and say sh sh sh. th Pretend to be naughty clowns and stick out tongue a little for th, th and further for th (this and thumb). © Jolly Learning Ltd www.jollylearning.co.uk 2011 Group 7 qu Make a duck´s beak with your hands and say qu, qu, qu. ! ou Pretend your finger is a needle and prick thumb saying ou, ou, ou. oi Cup hands around mouth and shout to another boat saying oi!, ship ahoy! ue Point to people around you and say you, you, you. er Roll hands over each other like a mixer and say erererer. ar Open mouth wide and say ah, as if at the doctors (UK English). ! © Jolly Learning Ltd www.jollylearning.co.uk 2011 Sociocultural Sociocultural Dimension Ethnicity: Ethnicity: of Origin: Country the Program: in Years Number of Grade: Age: 5 Birthdate: years old EarlyChildhood/Special Education 01/06/2010 Hispanic Formal Data STUDENT NAME USA 3 Parent Involvement: Renting anapartment in XXXXXXXX. (Community): Prior Knowledge transportation. relies on neighbors orschoolprovide to help. Familydoes notown acarand other supplies, butconstantly refuse Family needsassistance with foodand to opportunitiesoutside of school. presence. Studenthas limited access years and there isaconstant gang havebeen abducted in thelastfew community where multiple children and live inan unsafe severe poverty, Thefamily isin make extramoney. in their apartment during theday to at night. Mombabysitsyoung children jobs bothduring thedayand different special needs. Dadworks several siblings who areboth identified with Studenthasthe US. 2olderhalf Student and hissiblings were born in Parents were bornin Mexico, but (Home): of Knowledge Funds Anecdotal Data 1 To increase parentinvolvement. To #1: Goal Goals Cognitive/ Academic ! 1:1 Correspondence - 14 Number Naming- 14 Quantity - 25.4 13Oral - Early Numeracy: ! Whichone does notbelong?3 - Sound Identification5 - Alliteration - 8 Rhyming7 - Picture Naming - 5 Early Literacy: ! Minutes: Special Education Label: IEP (Individual Growth and Development Growth (Individual Early Childhood Assessment: Early Childhood Developmental Delay Indicators) IGDIs 750 min/week adult assistance. AB patterns with able to complete basic assistance sortingbysize. Studentis color and shape,butstill needs colorsand shapes. Hecanby sort classroom. Studentknows all basic inconsistently from 1-6in the demonstrating 1:1correspondence in Spanish. Studentis 1-11 rotecount1-14 from in English, and able to identify numbersHe 1-9. can classroom environment.Student is namesof peers throughoutthe recognizes his nameaswell asthe still needs maximum adultsupport.He answerto questions/retell stories,he Although he works hard read in class. shows interest in books and stores sound correspondences. Student He isbeginning to makesome letter- beginningidentify to lowercase letters. Z) andis Y, X, W, V, T, S, Q, R, P, O, L, M, N, H, I, G, E, F, English(A, B, C, identify 22/26 uppercaselettersin Present Levels : Student isable to charted opportunities. classroom environment in 100% of correspondences throughoutthe consonant letter-sound Student will identify 21 #1: Goal /21 Linguistic SpeechTherapyMinutes: ! OralProficiency:Early Intermediate Pre-IPT (Limited EnglishSpeaking) Designation: LES Pre-IPT OralScore:B Pre-IPT ! L2:English L1: Spanish 90 min/week varietyof tasks. monitored for consistency during a Following directions should be opportunities during structured tasks. 2-step directions in 75% of series of threepictures. Heisfollowing inconsistencies whenorganizing a inSpanish. Studentdemonstrates consistently usingcomplete sentences Student isnot resource teacher, bilingual Spanish tense. PerESL ("they're openthefood"),and verb fragments, inconsistentuseverb+ing of includegrammatical errorssuch as pictures sequences,his sentences when describing classroom; however, increased his verbal expression in the prepositionalphrase. Studenthas cues can complete asentencewith a producing thepreposition "in",butwith limited spatial vocabulary often opportunities. Studentpresents with phrases in 66%of charted chartedopportunities, and prepositional sentenceswith pronouns in 56%of Present Levels: ! School Language: Home Language: Student isproducing Spanish Spanish/English cues. with 80% accuracy given minimal grammatically correctsentences sentences to tellthestoryusing four pictures and use complete Studentwill sequence aseriesof #2: Goal ! verbal and visualcues. picture with 80% accuracy given actionabout etc.) an objectora size,shape, detailscolor, (i.e., correct sentences to listthree Student will use grammatically #1: Goal Performance Functional Functional ! Social Work Minutes: Work Social 30 min/week helphim functionally in theclassroom. relies onteachers andassistants to Student and wants independently. for himself and expressing his needs time, making eye contact,advocating independently for asustained periodof peers, maintaining group play struggleswith social interactions with functionally in theclassroom.Student time Student ishaving adifficult ! hishands,glue, i.e. - paint, etc. sensitivity with "messy"materialson awaymaterials, Studentshows etc. toileting,washing his hands, putting completeself-care skills suchas classroom environment. Heisable to safely navigatethroughout the Present Levels: Student isable to when he needs assistance. confused", feelsad" "I or"no" don'tunderstand","stop", "I "I'm like "help",don'tfeel "I well", himselffor with adults and peers Student willuse words to advocate Goal #2: ! independently with peers Student will initiateand interact Goal #1 : . Motor Skills week Occupational TherapyMinutes: 30 min/ and square. needs assistanceouta4"circle to cut inconsistentlycut ona5"line. He of paper into twopieces, and Student isable to snip,cutahalfsheet to turnhis lefthandinto supination. correct positioning of thescissorsand Herequirestasks. assistance for sized scissors tocomplete cutting person. Student uses astandard child yet abledraw to asimplepicture of a drawing acircular stroke. Studentisnot left diagonal lines. He copiesacircle by imitates acircle, across,andright and horizontal lines. Heinconsistently following prewritingvertical forms: and consistently imitate and copy the decreasedstrength.Student isable to hisgrip during prewritingdue tasks to weaklyup30 for to seconds. He loses static tripod grasp; and he holds it assistanceto position acrayonin a digitalpronated grasp.He requires dominant, andutilizes afistedor Present Levels: Student isright hand (Modified from Herrera, 2010) ! trials. within 1/2"of theline in3outof4 skillsaround to a4"circle,staying increased eye hand coordination Student will demonstrate Goal #2: ! of 4trials.
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