Student Information

Student Information

Date: 2/13/09
Name of Student: K.C.
Teacher completing profile: C. Dorsey
Family contact: mother or father xxx-xxx-xxxx older brother xxx-xxx-xxxx
School: American Fork Junior High
Home Telephone: xxx-xxx-xxxx
Bilingal Contact: older brother [We have two Spanish teachers at our school who help with parent calls.]
Telephone: xxx-xxx-xxxx
Best times to contact: evenings
Person who can assist with homework: older brother, teachers during Cave Time, after-school help
Language Proficiency: as of 11/24/08 he was determined to be an Intermediate Language Learner, according to a report by our school diversity specialist. [Though I hadn't seen that determination, my recent assessment -- see below-- of his level corresponded closely with hers.]

Information from his ILDP from 11/08
UAIPA Prof: I CRT Test: 3 UAIPA Scors: 58 Poss: 69

Test Scores Report from March, 2009
ESL Proficiency: I Listening: 100% Reading: 94% Speaking: 69% Writing: 78% Comprehension: 96% Total: 87% Scaled Score: 343

In November, 2008, it was determined that K.C.'s learning needs would be better served outside of our sheltered ESL program. I (as his language arts and reading teacher) was asked to set goals for language development for K.C.
These are the goals I selected:
Listening: I'll communicate the objectives and encourage K.C. to use academic language in class.
Speaking: I'll help him expand his vocabulary by identifying synonyms.
Reading: I'll explain relationships created by Tier 2 Word (in Read180) and provide reading materials at his independent reading level. He tested at 200L, but he does read better than that.
Writing: I'll encourage him to use more complex sentences (combining), and allow him to revise and resubmit written work.


School History
Pre-K/Head Start -- IEP CA LA UNIFIED language development excellent

Kindergarten American Fork -- Shelley Elementary Parent/teacher Concerns: LANGUAGE AND SPEECH DELAYS IN RECEPTIVE/EXPRESSIVE LANGUAGE
RETAINING INFORMATION

Third Grade -- American Fork -- Shelley Elementary A's and B's He did better in math than in reading and writing -- Language NNNN comp and reading

Fourth Grade -- American Fork -- Shelley Elementary A's and B's
-- fine in self-help, fine motor skills
4th grade CRT's
math 4
science 4
la 3
oral 50
decode and spell new 63
Reading comp 88
writing 67

Fifth Grade -- American Fork -- Shelley Elementary
LA 2
80 Oral language development
70 phonics and spelling,
87 Vocabulary,
63 Comprension of narrative and informational
45 Writing (especially problems with elaborating and clarifying)
Math 2
Science 3

Sixth Grade Language Arts Scores: C, B, A.

Seventh Grade -- American Fork Junior High -- Term Grades

08-09 S1 7 ADVISORY 7TH 0.00 A A A
08-09 S2 7 ART 7 0.00 . . F
08-09 S1 7 CTE INTRO 0.50 C F D
08-09 S1 7 ENGLISH 7 0.25 D- F C
08-09 S1 7 FITNESS 7 M 0.50 B+ C+ .
08-09 S1 7 INT SCI 7TH 0.00 D- F .
08-09 S1 7 JR.CHOR M 0.50 D A .
08-09 S2 7 KEYBOARDIN 1 0.25 . . B-
08-09 S1 7 PRE-A ENRICH 0.00 A- B A
08-09 S1 7 PRE-ALGEBRA 0.25 F F C+
08-09 S1 7 READING SKIL 0.75 D- C D-
08-09 S2 7 UTAH HISTORY 0.25 . . D+

Cumulative GPA (Weighted)	1.2238
Cumulative GPA (Simple)	1.5750
Cumulative % GPA (Weighted)	58.5238
Cumulative % GPA (Simple)	62.4583
Cumulative Class Rank	540 of 578
Cumulative Credit Hours	3.25
Q1 GPA	1.0143
Q2 GPA	1.2000
Q3 GPA	1.4571

Seventh Grade SRI Testing:
Begin year: 215 L
Mid Year : 346L
March: 583L

Language Use Patterns

Language student uses with them Language they use with student
Mother Spanish Spanish
Father Spanish Spanish
Sisters and Brothers Spanish/English Spanish/English
(He has one brother with whom he speaks English in the home. With the rest he speaks Spanish in the home.
Grandparents Spanish Spanish
Friends in the neighborhood Spanish/English Spanish/English
Friends at school Spanish/English Spanish/English

Reading/Writing Patterns and Abilities

Spanish: He is more comfortable reading and writing in English.
When asked to compare his reading and writing abilities in Spanish with those in English, he said the if he had an assignment he'd get an A on in English, he'd get a C if he had to do it in Spanish.
English: He speaks quite fluently. His vocabulary is very developed in English, but he has problems writing. Most of his writing indicates a lack of understanding of sentence boundaries, but on a recent written assignment in language arts class for which he was required to spend a considerable amount of time revising, he did much better at creating complete, fairly correct setences.

Second Language Proficiency Descriptors: [Teacher]
Listening: K.C. falls between Intermediate -High and Advanced
Data comes from multiple interactions -- conversational, pre-reading strategies, oral retelling.

Speaking: Advanced -- problems with some grammatical structures
Data comes from multiple interactions -- conversational, pre-reading strategies, oral retelling.

Reading: K.C. falls between Intermediate -High and Advanced
Data comes from text reading, oral retelling, written summaries, other reading skills data

Writing: K.C. falls between Intermediate-Low and Intermediate-High
He produces moderately comprehensible text, and with much support and effort can produce more highly comprehensible text.
His command of vocabulary is high, but he has a very limited control of sentence boundaries, spelling, and mechanics which interferes greatly with meaning.
Data comes from several writing samples.