Class Profile Matrix
Providing Access to Instruction for all Students
Other
Support for spoken
response
Alternative to written
response
Instructional support
for written response
Physical support for
written response
Understanding
information
Changes in Response
How the student
demonstrates learning
Studying / learning
Alternative to hearing
spoken language
Hearing information
Alternative to print
Changes in Presentation
How information is
presented to the student
Adapted print materials
Access to technology
Grouping
Location
Changes in Setting
How the setting affects
student performance
Transition in school
environment
Time to learn tools
Divide long term
assignments
Multiple or frequent
breaks
Extended time
Changes in Timing
and Scheduling
How timing and scheduling
affect student performance
Students’ Names
& Strengths
Quinton
Is a very
energetic,
kinesthetic
learner with a
vivid
imagination
Works
best
before
lunch.
Does not
need
extended
time, only
needs a
verbal cue
for how
much time
is left for
an
assignme
nt.
Does not
need
breakswill lose
focus
during any
given
down time
or
transition
time
Needs
turn in
dates for
long-term
projects loses
items
easily.
Allow time
to practice
using the
SMART
Airliner,
which
could be
at lunch
time or at
the
beginning
of class
during the
warm-up
time.
N/A
Easily
distracted,
squints to
see the
board.
Must be
close to
the
projected
screen
and away
from the
door.
Prefers to
sit alone.
Student
works well
individuall
y or in a
pair.
Allow for
student to
have
opportunit
ies to use
the
SMART
Airliner
(slate).
Helps
keep him
engaged
and
focused if
he has
opportunit
ies to use
a form of
technolog
y.
Bold print
for main
topics and
sub topics
would
help with
focus and
comprehe
nsion of
the task at
hand. Step
by Step
directions
would also
help him
stay
focused at
the
beginning
of the
task.
May need
directions
repeated
orallyvoice
recorded
with
audacity
or SMART
recorder,
which
could be
played 2x
for him to
hear the
directions.
No/
limited
computer
access at
home.
Can do
homewor
k quickly
and
correctly,
but has
difficulty
bringing
it back to
class.
Could
complete
it in class
or reduce
amount
but
provide
more
frequency
of
homewor
k to be
handed
in. Parent
contact
on this
issue,
Use visual
and verbal
cues to
check for
under
sanding.
Guided
notetaking or
concept
mapping
would be
helpful for
this
student to
have
readily
available
to help
him
organize
his
thoughts
and to
stay on
track with
the most
significant
items for
each task/
topic that
we are
learning in
class.
Like
s to go on
tangents
about nonacademic
material,
allowing 3
to 5
second
time for
student to
share the
tangent,
but then
redirect
back to
topic.
Otherwise,
student
continues
on tangent
and loses
focus.
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supportiv
e, but
needs
phone
communi
cation.
Maintain
a class
notebook
for all
notes.
Mareez is
very polite
bilingual learner
that always
pushes herself
academically
Eddie
Works
well at any
time of
day- extra
time only
to
proofread
her work.
Does not
need any
breaks.
Nee
ds extra
Needs or
requests 2
N/A
Need to
divide
Have
Mareez
take home
the pocket
translator
to practice
with it
while
completin
g her
homework
.
N/A
Likes to
sit close
to the
projected
screen to
complete
work
quickly.
Enjoys
sitting in a
group
setting.
Enjoys
participati
ng in a
cooperativ
e group
settingwould be
perfect for
keeping
group on
track
A Pocket
translator
or an
AlphaSma
rt would
be helpful
during
reading/wr
iting
activities.
Use
electronic
N/A
Easily
distracted,
Dependent
upon peer
Need to
request 1
Difficult/
complex
words
could
have a
simpler
definition
or word in
parenthesi
s for
Mareez
because
of she is
an ELL
students
still
struggling
with some
English
words.
She is still
considere
d to be
highly
skilled as
an ELL
student
with her
language
comprehe
nsion
though.
LINCs
would be
helpful as
daily
homework
alternative
.
Focuses
when
May need
directions
repeated
orallyvoice
recorded
with
audacity
or SMART
recorder,
which
could be
played 2x
for him to
hear the
directions.
Provide
different
study
technique
specifical
ly for
vocabular
y- LINCs
would be
good as a
homewor
k/
studying
tool for
this.
Eddie
needs
Has
extreme
She is an
ELL
student
has great
difficulty
with
spelling
out words.
She
understan
ds the
words, but
would
need an
AlphaSma
rt to help
her write
out the
whole
statement
she
creates.
He needs
verbal and
Allow
extra time
to speak
her
response
in
participati
on,
difficulty
in
choosing
the correct
words. A
paired
student to
help with
translation
is ideal.
She
speaks
English,
but wants
to explain
her
complex
thoughts
properly
and
cohesively
.
Since he
takes a
May
prefer to
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Is a kinesthetic
learner that
enjoys talking
about sports
and likes to
participate aloud
in class
time (1.5),
likes to
take write
neatly and
is
meticulou
s about it
breaks
every 50
minutes.
Only allow
break if
some
work
completeprovides
motivation
to receive
the break.
Can give
break to
get up and
move by
passing
back
papers.
long-term
projects
and class
work.
Check in
points
frequently
a must
because
of short
attention
span.
timer on a
laptop
nearby
that is on
classtools.
net. This
tool is
interactive
and can
hold his
attention
to keep
him on
track. Use
this tool in
class with
the whole
class and
allow
Eddie to
take
charge
and using
it for
himself.
Minmay
Has a great love
for learning, and
enjoys
participating
orally in class
on a regular
basis
She needs
extra time
to
complete
all
assignme
nts (1.5) in
order
fulfill all
requireme
nts, takes
a while to
organize
thoughts
Needs a
break one
time
during 50
minute
period.
Will
become
frustrated
if no break
given- will
lose focus
if given
more than
1 break.
Organizati
on an
issue.
Need to
divide
long-term
projects
into check
points
weekly,
otherwise
would lose
the
assignme
nt or
forget the
final due
date of the
A
TeachTim
er
underneat
h the
document
camera—
this way it
stays off
of her
desk and
doesn’t
get lost.
This
TeachTim
er she
could
practice
Needs to
leave later
to help
with
organizing
papers,
per her
extended
time
but does
not like lit
being
singled
out.
Squints to
see the
board, but
likes the
lights off
to see the
projected
board.
Needs to
sit in a
dimly
area, close
to the
projected
screen.
Can only
sit with 2
or 3
students
maximum,
otherwise
will begin
to talk to
them.
relations
from the
day- will
work with
group if
working
with those
of his
preference
. Some
assignme
nts must
be
completed
on his
own.
Would
work well
with a
ThinkPair-Share
activity or
Numbered
heads
activity so
he has the
support of
a peer and
will not
feel like he
is being
singled
out.
Needs a
spare
desk next
to her
because
she has a
“whirlwind
” of
papers
that follow
her. She is
better
sitting
with 2-3
other
students,
but
depends
Works
well in a
pair, but
cannot be
grouped
with a
friendwould get
distracted.
of the
laptops for
this
student to
have
access to
at some
points for
activities.
items are
on the
computer,
but do not
need to be
read to
him. If
available,
a laptop
could
have the
same
article as
others do
on paper
and he
has a copy
on the
computer.
This will
help
engage
him to
read the
material.
Visuals/
pictures in
color will
also help
attract his
attention
when he is
seen on
the
computer.
constant
repetition
of
directions
to stay on
task.
Speaking
directly to
Eddie is
the only
way to
refocus
his
attention,
a recorded
sound
would not
help, it
would
increase
his
frustration
.
Repetition
cannot
single him
out; it
must vary
with visual
reminders
of the
directions
as well.
difficulty
maintaini
ng a
binder/
notebook.
Would
benefit to
have an
AlphaSm
art to
immediat
ely print
out all
notes and
class
work to
store in a
notebook
in class.
Suppleme
ntal
assignme
nts
should be
given as
his daily
homewor
k.
Kurweil30
00
program
specificall
y for tests.
Otherwise,
she can
read the
material,
but will
need extra
time.
Step by
Step
recording
of the
directions
helps her
to recount
what the
directions
were for
the
assignme
nt. This
helps her
reflect
back on
whether or
not she
Must
keep a
notebook
with her
notes to
take to
and from
class
every
day. This
will
ensure
that she
cannot
lose her
papers
because
of her
visual cues
to check
for
understand
ing of the
material.
Tactile
items
would help
him
visualize an
answer or
to “act out”
his
response
to check
for
understand
ing.
long time
to write an
answer,
orally
responded
the
informatio
n could
make him
stay on
task he if
could
answer
the
question
orally first,
then write
it down.
respond
orally- but
not always
in front of
the whole
class.
Allow time
to answer
questions
to a peer
or to the
teacher to
check for
comprehe
nsion of
material.
Guided
She
Minmay
noteshould
enjoys
taking will
use
speaking,
assist her
concept
but has
organizing mapping
difficulty
her
to help her creating
thoughts.
brainstor
full
It may be
m her
sentences
helpful for
ideas on
that make
her to
paper first, sense
stick to 1
to later on
when
or 2
use them
answer a
options
to help her higher
for a noterespond
level
taking
orally.
question.
format,
However,
that way
she finds
she
it easier,
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Dayanna
asks questions
regularly in
class and work
well with anyone
in a group
setting
She needs
2.0
extended
time for
reading
comprehe
nsion. She
has
questions
concernin
g what she
read in
order to
produce
responses
.
Works
well early
in the
morning.
Gets
distracted
as the
days goes
on.
Difficulty
staying on
task,
needs a
break only
when
appears to
be getting
restless
with the
task at
hand.
project.
using it by
setting the
time for
the warmup each
day.
Needs
projects
and class
work
divided
into parts
for check
points in
completin
g and
comprehe
nding the
assignme
nt.
A
TeachTim
er on her
desk that
she can
monitor
herself for
each daily
assignme
nt. She
could also
set the
TeachTim
er for the
allotted
warm-up
time.
on who
they are
because
she
sometime
s does not
get along
with many
in the
class. She
wears
glasses,
and
should not
be seated
in the
back of
the room.
Occasiona
lly
squints,
but allow
getting up
when
needed to
write an
item down
from the
board.
N/A
Family
cannot
afford
glasses,
but has
some
difficulty
seeing the
boardmust sit
up front.
Believe
she
watches
younger
sibling at
night, so
more apt
to fall
asleep in
class.
Need to be
in well-lit
area of the
classroom
Needs a
specific
job in a
cooperativ
e group
setting;
Teammate
s Consult
would be a
great way
to ensure
that she
was able
to discuss
an answer
first and
then write
it down, to
practice
comprehe
nsion.
Summariz
ed/
suppleme
ntal text
for
readings.
Also, use
LINCs
cards
while
reading.
Have
Dayanna
prepare
them
before
reading
and use
them while
reading
excerpts.
has
completed
each step.
organizati
on
difficultie
s.
Dayanna
forgets
quickly
what the
directions
are when
they are
said
orally.
Dayanna
needs a
prerecorded
reading of
the
directions,
the same
as on
paper.
Once they
are read to
her, there
must be a
visual cue
to see if
Language
barrier at
homemother
needs
translatio
n on
assignme
nt
directions
to try and
assist
with
comprehe
nsion.
The
FRAME
organizer
should be
used for
her, but
also
another
one
translated
becomes
accustom
ed to the
format to
succeed
with it.
Difficulty
with
reading
comprehen
sionreading in
the content
area, she
will need a
similar
reading but
at a lowerlevel until
she begins
to
comprehen
d the
beginning
material.
Maybe a
library
book or
shorter
excerpt
(like the
and less
frustrating
to answer
it orally
than to
write it
down.
An
AlphaSma
rt would
be helpful
for this
student
because
she has
difficulty
understan
ding what
she is
writing.
She loses
papers
easily, so
she could
print out
the
assignme
nt.
Although
she is not
shy with
peers, she
does not
participate
in class.
Therefore,
peer
responses
could
assist her
before she
participate
s in class
aloud.
Reading
informatio
nal text
twice may
help her to
speak it
aloud in
class.
Johns Hopkins University Center for Technology in Education
to keep
focused.
she
understan
ds the
material or
task at
hand.
to help
with
studying
at home.
Provide a
Spanish
CD of the
textbook
to send
home for
student
to listen
with her
mother
prior to
coming
into
class.
textbook’s
supplement
al text) to
help with
understand
ing the
information
.
* Denotes an accommodation required by the student’s IEP. Matrix entries without an asterisk identify a teacher-selected intervention.
Shaded rows provide space for notes regarding the implementation date(s) and level of success.
After completing your Class Profile Matrix, answer the following questions:
1. Which accommodation(s) is/are most prevalent across your class population? What are the instructional implications?
The accommodations that appear to be most prevalent in this class population are “repetition of directions” and the way in which they are presented. Due to the many types of learners that I have in this
class, each student understands the directions differently and based upon their needs, has difficulty comprehending or listening to the directions that are given. With this in mind, several direction formats
need to be created to implement differentiated instruction and allow for these students’ needs to be met. Also, these students appear to have difficulty learning and studying the material/ concepts at
home and have barriers that stand in their way to complete anything at home. Although parent support on this end would be helpful, it cannot be guaranteed. Some type of system will need to be set up
for the last few minutes of class or the first minutes of class to assist in homework/ studying preparation for these students to help make these accommodations a possibility. Finally, these students
require having specific seats in the classroom in order to properly see the projected screen to complete the tasks that are given to the class. Sometimes, students do not want to sit near the front of the
room and will notice if they are always put in the front of the room; I like to rotate seats once a month to allow students opportunities to interact with many of the students in the classroom, however, these
students will be rotated, but with specific seats in mind. Thus, assisting these students with their focus/ attention to the material and break down on visual barrier they may have to learning while sitting
closer to the projected screen.
2. Looking broadly at your Class Profile Matrix, what will you now change within your daily instructional routine based on the needs captured in this matrix?
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Within this class profile matrix, I have always been able to explain the needs of my students and act upon them on a trial-by-trial basis, but this allows for me to classify their needs and learning styles. By
putting my thoughts into this matrix, I will be able to track these styles and create my lessons with a more purposeful plan. Part of my teaching philosophy includes being able to reach each student
according to the way in which to prefer to learn, motivating them to learn more than what they may think they are capable of doing; this matrix can help me organize my many ideas about accomplishing
this. My daily routine will change because I like to look at the big picture and try to encourage regular routine or procedures into daily instruction to help create the end result. Incorporating differentiated
instruction has been a learning process for me and although my practice of it has increased over time, I feel that this matrix will help me plan for it and help me accomplish it. I may have some of these
same students next year and this matrix will be very helpful, especially to show what instructional needs are necessary to increase student achievement, not only for my classes, but any teacher with
these same students. Planning will be a very extensive process next year, but its requirements increase every year.
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