Class Profile

Poway Professional Assistance Program
California Teacher Induction

Class Profile
Teacher Name: Shannon Skelton

Consultant: Laurie Harmon
Activity/Purpose: Participating teachers will learn about their teaching context by completing the Class Profile. Communicate and collaborate
with your teacher consultant, your administrators, and colleagues, to gather information about your teaching context.
Special Needs Comments

* Identifiers _ Academic strengths; social strengths; notes about parents; etc.
504 Plan: legal in-
class accommodations
GATE: Gifted &
Talented Education
MED: Medical
Condition
English MI. Ed.: Migrant
Student
Learner Education
Name
RSP: Resource
Specialist Program
Ret: Retained
S/L: Speech &
Language
SP: Special Education
w/IEP
SST: Student Study
Team interventions
SP: Special Ed. Susie is a kind students who gets along well with peers. She demonstrates strong effort and
Ex. Susie X
w/IEP will ask for help when needed.
Outgoing amongst her lab group. Asks good questions and often raises hand to answer
Ava questions. Smiles a lot :)
Hard-worker but also grasps the concepts easily. Raises hand sometimes but is also comfortable
Juan
when I cold call to answer a question or write an idea on the board.
Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2011
Context for Teaching and Learning Class Profile, Extended
Calls me over to check her work, and is usually right on track. Does not like being called on.
Brooke Had a small altercation with two male students while we were playing a review game, but
apologized for her temper.
Soft spoken and puts on a hard face, but is not too hard to crack. Stays on task, will never raise
Diego GATE
his hand but has an answer when called on. Also taking physics with Bob right now.
She was in Bryns physics class and I got a feel for how sharp and determined she is. Helpful to
Carina Makaiah sitting next to her. Has a love and passion for science and shows excitement when
working on labs.
Was also in Bryns physics class last semester. He is a bit chatty and talks while Im talking at
Elliot ELL times and then misses directions. Advanced ELL student, bright. Understands math concepts,
writing and vocabulary are a little weaker in my class for him
He speaks Mandarin at home. Was in the ELL program but tested out when entering high
Dylan school. Asks thought provoking questions. Very confident in his science classes, which has
provoked an instance of frustrated feelings from a female peer.
Very polite and hard working student, but needs extra help practicing the skills and concepts.
He has come in for the past couple weeks for after school help and is getting hooked up with a
Nico
peer tutor. He is always very gracious and thankful for my help and the extra help is paying off
as he is learning from and fixing his mistakes.
Very outgoing, confident young lady. Involved in ASB. Aware of Nicos needs and spends
time coaching him through warm-ups at times. At times I feel like she tries to be buddy-buddy
Raina
with teachers and I might need to remind her of the idea of treating teachers differently than her
friends.
Very sharp girl. She raises her and is always on task so she is safe to cold call on. She and Judy
Nene
work really well together and she works well in her lab groups. Beautiful smile.
High achiever, but puts a lot of work into maintaining her success. She asks questions as I walk
around and comes into wolverine time to get help or have me check her work. She seemed a bit
Judy
confused at the beginning of the semester but is impressing me with her content understanding
in the past two units.
She is a total sweetheart. She and Jessica are very conscientious students and work well
Isabelle GATE
together. Very bright and always is engaged and working hard.
I had Jessica in my physics class so I was aware of her strong work ethic. She came in for help
Jessica GATE after school help and sneaked by with a B-, but chemistry is going much smoother for her. She
is a very positive girl and very polite. Takes her grades very seriously.
Bright girl and a pleasure to have in class. She gets along with her classmates. Not outspoken,
Gabrielle
but does speak up and answer questions.

Well-liked by her peers. Honestly do not know much about Lauryn. I plan to move her towards
Lauren
the front of the room for our next seat change to get to know her a little better.
Good student but would probably perform well towards the front of the room rather than at the
lab table by the door. Chats off topic with Kelcie sometimes. Shows average understanding of
Andrew GATE
the course material, but also comes in to review his test for retakes and always shows
improvement.
I also dont feel like I know much about Kelcie. She is social in class, and doesnt really shy
Kelcie away from cold calls. She enjoys labs and shows an above average understanding of the
material on tests. I plan to move her towards the front to get to know her as well.
She is one of my lowest students this semester. She is shy and quiet, and in talking to her
parents she has never been a self-advocate. Since reaching out to her parents she has been
ELL asking a few more questions and coming in for additional help. She also now has a tutor. She
Nikita
SPED: with IEP was falling asleep in class, right after lunch, pretty consistently for a couple weeks, but has
been much more alert. She is on basketball and has a lot of friends and much more confidence
around her friends than her chemistry classmates.
Very high academics. He almost always has his hand up and when I say, discuss with your
partner he gives a little eye roll like he would rather share his thought and move on. He
Junu GATE
definitely needs and deserves differentiation to avoid him getting bored and keep sparking his
interest in science.
She is on the basketball team and has a lot of friends in the class and on campus. She has a big
personality, but is respectful in class and keeps herself in check when she gets overly excited.
Layla
She comes in for help after school on labs and test reviews and stays until she really has an
understanding of the material.
She also has lots of friends in the class, but keeps focused. Has had to miss a lot of class for
Lilly basketball this semester, but always gets herself caught up and takes responsibility for her
learning.
He is a freshman and it is evident. He is physically smaller and not very organized. I just
recommended him for AVID and I think it would help teach him organization and study skills.
Nicholas
When cold calling he sometimes does not know what the question was and is confused as to
what my exact instructions were at times.
She is a mature girl and has a serious tone to her. But she approaches me with questions as
Riley necessary. Has missed days here and there and always checks in regarding how and when to
make assignments up.
She is distracted by her lab mates and her phone often, and does not tend to have an answer to
Sophia GATE my questions. She is also missing lab instructions from time to time and has an air of confusion.
She would benefit from a seat in the front of the class and a stricter phone policy.
Trevor is a good, hard working student. He is sometimes distracted in class doodling, but has
Trevor improved that since cold calling. Contributes to his lab group and gets along well. I am not sure
how social he is on campus.
Emily is a happy girl with a big smile. She was also in Bryns class and shows an above
Emily average understanding in my class. Turns assignments in late from time to time. She is a
cheerleader and is well-liked and more social in my class than in Bryns
Lamees is a polite girl. Well-liked by her team. She interacts with them more than she does
Lamees AVID Program
with me.
Justin is well-liked by his peers and seems to have a healthy social life. He is not confident in
his chemistry understanding and usually looks to his partner, Adam, when called on. He calls
Justin SPED: with IEP
me over to help answer questions once in a while, but does not reach out for extra assistance as
is outlined in his IEP. He comes in for retakes and seems to correct his mistakes decently.
I had her brother last semester and both students are very polite and a pleasure to have in class.
Tylar I think she and Adrian, her partner, are in a relationship since sitting next to each other, so they
love helping each other and stay on task. She has an average understanding of the material.
He is a conscientious student as well. He is on the hockey team, and has had to miss class but
Adrian always checks in regarding what he did and will miss. He has been improving in his
engagement and understanding since sitting in the front of the class.
Brooke has been absent A LOT this semester. I believe she has been ditching my 3rd period
class as she has a 4th period offroll. She had a stoic face for the first couple months but seems
Brooke N. AVID Program
to be warming up to the class now. She has a B understanding, but has a C due to missing
assignments and missed lectures.
Jenny is very engaged and is well-liked. She raises her hand a lot and is always on task. She is a
Jenny
bit of a worrier, but just shows that she takes her education and grades seriously.
He is the son of another teacher on campus who checks in on Makaiah regularly. Makaiah
seems to put on a show that he is really trying but I dont buy it. He does need extra support
Makaiah and sometimes shows up for that opportunity. He shows very minimal understanding of the
content on the assessments, and when we go over the test together large gaps in his learning are
revealed. He needs to spend more time going over notes and concepts.
Violet is Makaiahs girlfriend and she shows similar confusion when they come in for help, but
she seems to get the concept after an additional round of explanations, and her academic
success class seems to really help her in asking the questions that she needs. She broke her leg
Violet
in a couple places at a WHS game and has been in and out of surgeries, wheel-chairs and casts.
She is patient with herself as she is getting caught up and she will recover physically and
academically just fine.

Adam is very sharp. He is well-liked in class and on campus. He doesnt raise his hand, but I
Adam GATE hear his conversations often when he is discussing with his group and I ask him to share. He is
helpful to his group when they are doing homework and labs.
Students with Medical Conditions:

Name Emergency Condition Support
Contact (Resources, Assistive Technologies)
none in this class
Students with Individualized Education Plans (IEP):

Name Next IEP Classroom Accommodations/ Behavioral Support Strategies Goals Case
Meeting Modifications Manager
Date
Justin should continue to
communicate with his teachers and
Since Justin has ADHD and slow Seat next to a helpful student who case manager and advocate for his
processing speed, mathematical he can ask questions as he does not learning needs. He should
November, problems are hard to compute and tend to raise his hand for help. He approach his teachers regarding
Justin
2017 comprehend. Incorporate auditory and needs quiet environments and his frustrations prior to the due
visual modes of learning to meet his teacher check ins for clarification date of the assignment 95% of the
preferred learning style and checking for understanding. time, to make an efficient plan of
attack and not fall behind the pace
of the class.
ELL and IEP - Since Nikita has a She was seated next to a high
Based on her IEP, Nikitas will use
weakness in reading comprehension and reaching student, Junu, who does
context clues to understand the
spelling as well as an auditory memory help explain concepts and
meaning of unfamiliar words or
deficit, I try to use lots of visual aides. calculations at times however, he is
phrases with 80% accuracy. I want
She needs to see something written on not very social and outgoing. This is
Nikita to come talk to me more
September, the board in order to know that it should not conducive to Nikitas shy nature
Nikita about areas of concern or
2017 be written down. I minimize my and he would tend to dominate the
confusion. Additionally, I am
lectures and try to provide fill-in the whiteboard or conversations. She is
lenient when grading written
blank notes and graphic organizers. She better sat next to a middle student
responses, keeping in mind her
also needs things repeated multiple who she is not intimidated by but is
ELL scores, but I want her to re-
times and slowly, which sometimes still helpful. I also need to walk by
read her answers before submitting
requires one on one help after school. her desk often to repeat my
directions and keep her moving as her work and editing each sentence
she is a little lethargic. at least once.
Students with 504 Plans:

Name Classroom Behavioral Support Strategies SST Meeting Notes
Accommodations
none in this class, actually.
Students with Previous Student Study Team (SST) Interventions:

Name SST Date to Interventions to Implement
Reconvene
Students who are Gifted and Talented (GATE):

Name Academic Strengths Social Strengths Recommendations
I sat my ELL student Nikita next to him, however she is shy and quiet and doesnt
Math and Science, Confident when raising
ask for help much. Therefore his high performance would be better utilized if he sat
problem solving, also hand to answer questions in
Junu next to someone more apt to ask for help. He often works ahead in the unit, so a
writes thorough written class. Will help students
timeline of when things are coming down the pipes would help him plan ahead. He
responses in lab reports around him when asked to.
would benefit from a research project or extension problems.
Students who are English Learners (EL):

Name Students Language English Language Proficiency Levels2
Primary spoken in the
Language1 home1 Listening Reading Writing Composite Years of ELD Migrant
Redesignated
Score Instruction Program
Speaking
599
Listening
Nikita Farsi Farsi 598 588 593 2
588
Speaking
725
Listening
Elliot Mandarin Mandarin 630 619 640 3
588
Speaking
1
Found in the Home Language Survey
2
Based on the California English Language Development Test (CELDT)


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Poway Professional Assistance Program

California Teacher Induction

Teacher Name: Shannon Skelton

Special Needs Comments

Copyright Commission on Teacher Credentialing and the California Department of Education

Copyright Commission on Teacher Credentialing and the California Department of Education

Copyright Commission on Teacher Credentialing and the California Department of Education

Students with Medical Conditions:

Students with Individualized Education Plans (IEP):

Students with 504 Plans:

Students with Previous Student Study Team (SST) Interventions:

Students who are Gifted and Talented (GATE):

Students who are English Learners (EL):

Copyright Commission on Teacher Credentialing and the California Department of Education

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