Class Demographic Profile

Class Information
Total number of students:
Number of Students with Identified Special Number of English Language Learners (include ELPAC
Needs: or CELDT scores):
Specific Needs: Male or Female: Beginning

Example: 2 ADHD, 1 male, 1 female Intermediate

1) Advanced

2) Reading Writing Listening Speaking

3) Approx. #
Low
4) Approx. #
Med.
5) Approx. #
High
5 Identified Student Profiles
Student #1 – English Learner
Student First Name: Math (circle one):
Low Medium High
Special Identifications (ELL, G.A.T.E, Special Reading (circle one):
Need): Low Medium High
Linguistic and/or cultural background: Family/home background:

Health/physical concerns (and how these may Social Development Factors (and how these may
influence instruction): influence instruction):
Social Development Factors (and how these may Interests and Aspirations (and how these may
influence instruction): influence instruction):
Assets (strengths): Funds of Knowledge (rich cultural and cognitive resources
students bring to the classrooms):

Student #2 – Identified Special Need (with IEP, 504, or GATE plan)

Student First Name: Math (circle one):
Low Medium High
Special Identifications (ELL, G.A.T.E, Special Reading (circle one):
Need): Low Medium High
Linguistic and/or cultural background: Family/home background:

Health/physical concerns (and how these may Social Development Factors (and how these may
influence instruction): influence instruction):
Social Development Factors (and how these may Interests and Aspirations (and how these may influence
influence instruction): instruction):
Assets (strengths): Funds of Knowledge (rich cultural and cognitive resources
students bring to the classrooms):

Student #3 – Other Challenges

Student Name: Math (circle one):
Low Medium High
Special Identifications (ELL, G.A.T.E, Special Reading (circle one):
Need): Low Medium High
Linguistic and/or cultural background: Family/home background:

Health/physical concerns (and how these may Social Development Factors (and how these may
influence instruction): influence instruction):
Social Development Factors (and how these may Interests and Aspirations (and how these may
influence instruction): influence instruction):
Assets (strengths): Funds of Knowledge (rich cultural and cognitive resources
students bring to the classrooms):
Student #4
Student Name: Math (circle one):
Low Medium High
Special Identifications (ELL, G.A.T.E, Special Reading (circle one):
Need): Low Medium High
Linguistic and/or cultural background: Family/home background:

Health/physical concerns (and how these may Social Development Factors (and how these may
influence instruction): influence instruction):
Social Development Factors (and how these may Interests and Aspirations (and how these may
influence instruction): influence instruction):
Assets (strengths): Funds of Knowledge (rich cultural and cognitive resources
students bring to the classrooms):

Student #5
Student Name: Math (circle one):
Low Medium High
Special Identifications (ELL, G.A.T.E, Special Reading (circle one):
Need): Low Medium High
Linguistic and/or cultural background: Family/home background:

Health/physical concerns (and how these may Social Emotional Learning Factors (and how these
influence instruction): may influence instruction):
Social Development Factors (and how these may Interests and Aspirations (and how these may
influence instruction): influence instruction):
Assets (strengths): Funds of Knowledge (rich cultural and cognitive resources
students bring to the classrooms):

Anticipated Difficulties (Based on the information above, what difficulties might students have with the content?
Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs.)