The Process of Developing an Individual Student Profile, - Coggle Diagram
The Process of Developing an Individual Student Profile
Current levels of achievement and progress in developing learning skills and work habits (from the most recent provincial report card and EQAO data)
Learning strengths, styles, and preferences
Motivational needs and interests (from interest inventories, questionnaires, classroom discussions)
Learning needs, and any additional support, accommodations, and/or types of challenges
that motivate and enable the student to learn and to demonstrate learning
Social and emotional strengths and needs (e.g., self-management, getting along with others, social responsibility), including the capacity to adjust to transitions
Other relevant information, such as the kind of activities the student pursues outside the school
Readiness to learn, particularly in relation to specific subject areas and/or curriculum expectations (e.g., from classroom observations, surveys, pretests)
Ontario Student Record (OSR)
PROVIDING ACCOMMODATIONS TO HELP MEET STUDENT NEEDS
The information gathered for the student profile will inform considerations of the types of accommodations that might enhance classroom dynamics and help individual students in the class learn and demonstrate their learning.
Adjustment of timelines on assignments and projects
and grouping strategies
Access to information and communications technologies (ICT)
Access to various types of organizational tools (e.g., advance organizers, visual schedules)
DEVISING INSTRUCTIONAL STRATEGIES, MONITORING PROGRESS AND DETERMINING NEXT STEPS
“Gap analysis” to determine where the student’s achievement is relative to the expectations of the curriculum for a particular grade or course.
Instruction and interventions are designed to target the critical skills that the student needs and to provide additional supports and/or challenges that are appropriate for the student.
The student’s response to the instructional strategies and interventions is monitored.
Information gleaned about the student’s progress and growth is used to determine whether there is a need for increasingly intensive and/or specialized interventions, using the tiered approach.
Consultation with the in-school team(s) is necessary. The team may suggest other strategies or accommodations or may recommend that the student receive further educational and/or professional assessments.
The team may recommend that an IEP be developed for the student to address special education needs.