MU LUJAN ELEMENTARY SCHOOL

STUDENT PROFILE
Student Name: _______________
At-Risk
Academic
Behavior
Attendance

Date: March 23, 2015 (2nd update)

Grade: Kindergarten Teacher: Mrs. Dawn Topasna

Special Education
Disability Description _____
Program Description _____

English as a Second Language

LAS Score
_______
Program Type _______

SOURCES OF INFORMATION
(Identify sources of information and assessments to be conducted. Check box and note date when a source has
been reviewed or a new assessment completed.)
Review of Cumulative Folder

Interest and/or learning style

Review of Report Cards

Work samples, assignments, projects

Consultation with Parents

Portfolios

Teacher-student conference
_____
Consultation with previous & current teachers
Peer and self-assessments
______
Consultation with support team

Other (specify)
_____
Classroom observation checklist

Assessments

FINDINGS FROM INFORMATIONAL SOURCES AND ASSESSMENTS

STRENGTHS AND AREAS OF NEED

Current achievement levels,

learning skills/work habits and
readiness to learn
- Summative = Brigance 2.5%
Body part: fingernails
Experience with books and
text: Knows the front and back
of a book.
- Summative = Kdg. report card
baseline 0% (Language
Arts/Reading sections are
concepts about print,
Phonemic Awareness, reading
and listening comprehension,
verbal Skills. Mathematics
sections are counting and
cardinality, operations and
algebraic thinking, and
geometry. Fine arts, gross and
fine motor.

Learning styles/preferences and

needs, interests, social/emotional
strengths and needs
Learning Style
- Tactile
Learning Preference
- Bodily Kinesthetic
Learning needs
- Needs to be taught how to
show ownership and
responsibility of her actions,
and boundaries.
- Needs to be taught how to
communicate properly using
academic vocabulary and
social manners through
pictures and books.
Interests
- Books
- Eating

Other Relevant information

Enrolled September 19.

Truancy.
2nd truancy filed October 8
Truancy conference with
admin and retention discussed
with mom.
1st quarter report card not
applicable due to lack of
functional readiness skills and
insufficient attendance days of
school.
Formal observation: Reacts to
situations by throwing her
body down to the floor,
whining, sweeping her body on
the floor if GLeen doesnt get
what she wants and if the

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-

Formative = Observation,
Performance Task, Dialogue,
Work Sample
Is not able to perform the
Speaking and Listening
standard

SL.1a Participate in collaborative

conversations with diverse partners about
kindergarten topics and texts with peers
and adults in small and larger groups: a)
Follow agreed-upon rules for discussions
(e.g., listening to others and taking turns
speaking about the topics and texts under
discussion).
SL.1b Continue a conversation through
multiple exchanges.
SL.3 Ask and answer questions in order to
seek help, get information, or clarify
something that is not understood.
SL.6 Speak audibly and express thoughts,
feelings, and ideas clearly.

Social and Emotional strengths

- Prefers to be comforted and
held by adults.
- Accepts praise from others
through physical prompts
(giving high five)
Social and Emotional needs
Needs to be taught how to:
- Respect herself
- Respect others
- Listen to authority.
- Follow rules and routines in
a classroom and school
setting.
-

teacher corrects or stops the

undesired behavior.
Puts objects that are not edible
in her mouth and sometimes
bites them.
Touches and moves other
students/teachers belongings.
Beginning to use physical
aggression towards other, like
biting. Possibly as a form of
communicating.

Scribble stage
Has difficulty following one step
directions.
Needs constant, step-by-step
guidance for tasks.
Does not display adequate selfcontrol.
Poor peer relationships.
Does not respect authority.
Behavior interrupts peers learning
and instruction.
Touches everything within reach.
Unorganized.
Shows no readiness skills for
school.
Mimic teacher and student
responses.

Considerations for Instructional

Strategies
Provide physical, verbal, and visual
prompts
Proposed Goal: Follow teacher

ASSESSMENT AND INSTRUCTION

Considerations for Assessments
Available Resources and Supports
-

Provide frequent breaks

Allow time to transition
Provide a visual Behavior
Chart for student assessment

Need for whole day

instructional assistance to
focus on functional and
academic skills.

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directions 80% of the time per
quarter, focusing on speaking and
listening skill strand learning goals
SL.1a,b, 3, and 6 through visual
prompts (flash cards, storytellers
box, books, etc.)
- Provide a designated working
area space
- Provide a choice of only 2
spaces to go to, either on the
mat or table.
- Utilize a timer and set
objectives for 2 minutes.
- Set up boundaries in the
classroom through colors and
symbols.

of behavior.
Provide a square space for 5
time-out when rules are not
followed.
Colored tape and stop and
go symbol visual cues.

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