Running head: STUDENT PROFILE

Name: Angelica Rivers Age: 12 years and 6

months

Grade: Grade 6

School: Bonadventure PS, Hamilton, ON Date: Nov. 5 2013

(imagine this is today’s
date)

# of Credits Accumulated: N/A

Sources of Information:
(Identify sources of information and any assessments conducted)

1. Student Teacher Response Journal

2. Ministry of Education (Individual Education Plan) school year: 2013-2014
3. SERT (Summary Report)
4. VARK
5. Mr. Fox (Art teacher of Angelic) interview.
6. Ms. Green (Angelica’s teacher) interview
7. Multiple Intelligence chart

Findings from Information Sources and Assessments:

Strengths and Areas of Need

Current achievement levels, Learning Learning Skills & Work

and readiness to learn style/preferences, Habits (6)
interests, strengths and
needs

1. Missing core learning goal Learning Styles:  Likes to work

as there was gap in her  Learning style are Independently
learning. visual and (making bracelets
2. Reading level is of grade 3 Kinesthetic and collages).
level (decoding skill). (analysis from  Less sharing with
3. Writing level is that of VARK). friends. Earlier she
grade 4 spelling). Preferences: had best friends
4. Written compositions  Prefers to use with whom she
level is equivalent to her technology to shared a lot but
grade level with use of support her with after the passing of
technology for spellings. spelling while her brother she has
5. She was on Level 4 earlier writing. become a social
but recently her  Prefers when an recluse.
Mathematics skills are assignment or
STUDENT PROFILE

declining. She gets project has a  Likes to sit alone in

sidetracked with longer visual aspect to it. recess and read
word problems as her Interests comic books.
reading skills become a  She enjoys  Actively
hurdle. problem solving participates in
6. Gym grade are tasks. group work, as
compromised as  She is an long as its
compared to start of class. exceptionally supervised. If left
She no longer takes good artist. She unsupervised,
interest in gym activities has great interest conflict arises.
as she forgets to bring her in painting/  She enjoys
shoes. drawing and likes problem solving
7. Her baseline level of to work on a tasks
achievement for website named  Angelica have
alternative skill areas Deviant art, difficulty in
is; easily get distracted makes bracelets transition of skills
and is often off-task and sketches due to emotional
(50%), refuses to comply people. issues
when frustrated (80%).  Shows interest in (Organization
sports, like long difficulty)
jump, sprints and
shot put.
 Enjoys
participation in
group tasks,
under
supervision.
 Less interested in
Gym activities.
 Has interest in
native culture.
 Is interested in
making money.
Strengths
 Has good fine
motor skills
 Very expressive
in language skills.
 Very artistic.
 Great
entrepreneurial
skills.
 Creative and
Intuitive
 She has strong
Kinesthetic,
Naturalistic,
STUDENT PROFILE

Visual/Spatial,
Musical and
Intrapersonal
Skills (Multiple
intelligence chart)

Needs/weaknesses
 Needs to acquire
better anger
management
skills.
 Needs more self-
regulation.
 Needs to work on
literacy skills.
 Needs to work on
improving focus
and staying on
task.
 Improve upon her
interpersonal
skills.

Assessment and Instruction

Instructional Strategies: Assessments School Resources and

Current accommodations (tests, assignments): Supports:
Current accommodations Current or Suggested in
IEP

 Non-verbal cueing is According to her IEP  Angelica will use

to be used to redirect  Her verbal responses
student’s focus. should be accepted
 Student shall be for assessment.
provided access to  She can have access
Speech to Text and to Speech to Text and
Text to Speech Text to Speech
software. software in tests or
 Be aware that large assignments.
writing tasks are a  She should be
trigger. permitted to take
 Pair with positive peer frequent breaks to
buddy of student’s walk in long tests.
choice.  She should have
provision of
her classroom
computer to type
her work...
 Provision of
Special Education
Resource Teacher
for 3 days for 20
minutes in resource
room for literacy.
 Educational
assistant for (6
hours daily shared
x 3) in regular
classroom
STUDENT PROFILE

 In each period she will Alternative Work  Permitted

be on task for 20 min Location for accommodations in
of instruction time and test/assignments. IEP plan.
will listen attentively.  Suggested to be
 She will complete assessed with
75% of assigned tasks. alternative learning  EA student
 She will comply expectations conference twice a
with teacher week to keep and
requests and to peer provide
interactions opportunity to
without swearing or debrief.
aggression 80% of the  Require special
time. education Program
 According to her IEP as suggested in IEP
she must have guided
reading instruction
with her teacher 3
times a week.
 She must sit close to
the teacher in class in
order to help moderate
social interactions as
suggested in IEP.
STUDENT PROFILE

Socio-Emotional Well-Being

Risk Factors: Protective Factors:

Indicate if there has been a history of Personal strengths or supports in place to
trauma, loss, or any other special reduce risk factors
circumstances to consider.

 She recently had a tragedy in  Interim plan

her home her older brother
passed away.so she is away
from school for couple of days.
 Among 4 siblings her younger
brother is with Fetal Alcohol
Syndrome Disorder(FASD).
 She need Behavior
management.
· Aggression
· Physical assaulted her peers.
· She is socially isolated and have
social anxiety.
 When escalated swear, kick,
strike peers in range
 Indication of ADHD
 Informal IEP plan to provide
accommodation and alternative
skills for behavior management
 Providing quite area to calm down
when get frustrated or
overwhelmed
 Providing some devices such as
stress ball to balance the behavior
 Providing breaks after short
intervals to avoid stress
 Providing resource room for
literacy
 She has been assigned to sit in
front seat in bus to avoid
aggravation with peers for rest of
the semester (suggested by SERT)
 Sitting in the office during recess
to reduce risk factors (suggested
by SERT).
.

References
Slate (2018). Module 3 online lesson; Angelica (Angel) River: IEP [PDF]. Retrieved from
https://slate.sheridancollege.ca/d2l/le/content/455223/Home

Slate (2018). Module 3 online lesson; Angelica Rivers: Journal Communication [PDF].
Retrieved from https://slate.sheridancollege.ca/d2l/le/content/455223/Home

Slate (2018). Module 3 online lesson; Angelica River: SERT- Summary Report [PDF].
Retrieved from https://slate.sheridancollege.ca/d2l/le/content/455223/Home

Slate (2018). Module 3 online lesson; Angelica River: VARK and Multiple Intelligence
Report [PDF]. Retrieved from
https://slate.sheridancollege.ca/d2l/le/content/455223/Home