1. School Demographic and Student Profile Report
(maximum two single spaced pages)
Your name: Laura Flores Date report submitted: October 03, 2012
School Demographic Information
School name: Central Elementary School School phone: (208)-468-4611
Grade levels at the school: Kindergarten-fifth Number of students: 401
Number of teachers at the school: 17 Number of special educators: 2
Percentage of student “free/reduced lunch” eligibility: 79.05% since 2011
Number of students on IEPs: 23
Student Profile
Student name (pseudonym only): Billy
Student age: 6
Student grade level (if applicable): First
Student sex (boy/girl): Boy
Student disability category (for special education eligibility):
Development Delay (6-9)
Present levels of educational performance (an overall general sense of the student’s most
significant academic and behavioral strengths and needs):
Billy was first placed on an IEP when he was in kindergarten. Currently he is in the
process for being tested for a diagnosis, and is currently not on medications.
Social/behavioral- Billy likes to be on the computer and is able to learn academically,
but he does not like to do seat work. He will usually do the opposite of what is asked from
him. When he gets frustrated Billy will complain, yell, hit, kick, or head butt students or
adults. Billy has a difficult time with transitioning especially if he does not like the
activity. He has 4 to 5 melt downs per day.

2. Math/Reading/Language- Billy’s favorite learning activity is being on the computer. He
is able to focus on it for longs periods of times and do it independently. He is able to
learn on the computer, but has difficulty functioning in the classroom. He dislikes seat
work, and will not complete task without one to one help. This appears to be due to
attention difficulties and choosing not to do the work. With one to one help Billy will only
complete about 70% of his work. The amount of help that he has received in kindergarten
will not be the same in first grade.
Communication-As a kindergartner Billy has shown improvements and regressions
during the first few months of receiving services. He seemed to respond to explanations
that are accompanied with visuals supports as well as hands on activities. Billy was able
to meet his receptive/expressive language goals but had difficulty meeting his pragmatic
(social) language goals.
Typical amount of time (if any) each day or each week that the student leaves the general
educational classroom for specialized services:
Billy is leaves the classroom for social skills, language therapy, pre-academics, reading
and writing, math for services as follows:
Social skills-40 minutes a week at 20 minute sessions for twice a week.
Language therapy-60 minutes a week at 30 minute sessions for twice a week.
Pre-academics-120 minutes a week at 60 minute sessions for twice a week.
Reading/writing -300 minutes a week at 60 minute sessions for five times a week
Math-150 minutes a week at 30 minute sessions for five times a week.
Billy spends 670 minutes total outside of the general education classroom and in the
special education room.
Types of special education, specialized services, or adaptations/accommodations that the
student presently receives:
Social/behavioral- Due to Billy having violent behaviors he needs small group or
individual specially designed instruction in social skills (transition, following rules, ext.)
Reading/Writing Language/Math-Billy requires small group direct instruction combined
with a behavior intervention plan in order for him to complete academics tasks or
assignments that are appropriate to his grade level.