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Class Profile: Knowing My Students

Page 29 & 30 of the Blue Program Resource Guide


T1-A:  ClassProfile:  Knowing My Students


Developing a class profile at the beginning of each school year will help you learn about your students.  complete the information below as it pertains to each student in the class / section you've decided to work with.  Consult with your Support Provider, administrators, and colleagues to gather information.  Update this profile at any time as  you learn more about your students.  Revisit this class profile throughout the year.


Do not leave any space blank.  If an item doesn't apply to a student, please put "NONE".


The Medical or Health Conditions column should not be left blank.  the wearing of corrective lenses, allergies, asthma, are considered health related issues.


The Comment column, provides you the opportunity to present information that makes each student unique and may impact the classroom management, and instructional planning.


              First                          Name            Age                                  Ethnicity      

    Indicate           Identifiers:   









(Languages other than English Spoken)


Health          Condition    

Write a comment for

each student.

(Academic & social

factors that may impact learning.)























After collecting data and information, engage in a reflective conversation with your Support Provider.  Use the prompts to review and discuss the evidence / data from your Class Profile.  Record important and critical insights in the cells below.


Reflective Conversation Prompts
1.  How might I use the information in the different ethnic groups represented in my classroom to create a culturally, linguistically, and academically responsive learning environment?




2.  Thinking about the students with IEP / 504 / GATE/ or other special needs, what additional resources will I need to effectively address their needs?




3.  How do I use the data to diagnose the greatest area of learning needs for my students?




4.  How might I apply new insights or learning's from this discussion to my teaching practice, instructional planning & design?




5.  How do I foster positive connections with the students beyond assessment data considering race, ethnicity, gender, gender identity/ expression, sexual orientation and family configuration?




6.  How do I communicate with parents/ guardians / families (considering home language's) to support my students?