Summary of Individual Needs By Classroom Teacher: Grade: Year: Student Student Learning Strength/Areas of need Instructional Evidence of Available Other Profile Profile (achievement/readiness, strategies & improvement in supports & relevant Completed interests, learning needs, resources; learning resources information social/emotional strengths assessment tools; and needs) adaptations Mary yes V/MR Responds well to visual cues Present information Nov 15. Good Receives Has and consistent routines. in small chucks. Use progress support behaviour – counting, sorting, visuals; transition retreats only from board plan and sequence skills. Enjoys peers picture cards (eg. occasionally; ASD team safety plan but also needs quiet personal Visual schedule responds to and school space. Diagnosed with ASD; is generated by familiar visual resource easily overwhelmed and loses computer software). cues when staff focus. Needs transition cues, Pair with student making frequent positive who needs support transitions reinforcement. BIP included in math. Provide quiet space for academic tasks. Give positive reinforcement. Angela Yes A/VL Enjoys independent reading Pair verbal Nov 15 shows Creative Had IEP and creative writing; auditory instruction with improvement in Writing for Gr 7 & 8 learner; animals; strong in written format; understanding club; math language and other subject provide of guidance to areas, except math; difficulty opportunities for decomposition support understanding new abstract projects , written of 2-D shapes, pathway math concepts. reports; allow extra including the transitions time to process Pythagorean to Gr 10 information and relationship, academic complete projects especially when math
Summary of Individual Needs By Classroom Teacher: Grade: Year: Student Student Profile Completed Learning Profile Strength/Areas of need (achievement/readiness, interests, learning needs, social/emotional strengths and needs) Instructional strategies & resources; assessment tools; adaptations Evidence of improvement in learning Available supports & resources Other relevant information Mary yes V/MR Responds well to visual cues and consistent routines. counting, sorting, sequence skills. Enjoys peers but also needs quiet personal space. Diagnosed with ASD; is easily overwhelmed and loses focus. Needs transition cues, frequent positive reinforcement. BIP included Present information in small chucks. Use visuals; transition picture cards (eg. Visual schedule generated by computer software). Pair with student who needs support in math. Provide quiet space for academic tasks. Give positive reinforcement. Nov 15. Good progress – retreats only occasionally; responds to familiar visual cues when making transitions Receives support from board ASD team and school resource staff Has behaviour plan and safety plan Angela Yes A/VL Enjoys independent reading and creative writing; auditory learner; animals; strong in language and other subject areas, except math; difficulty understanding new abstract math concepts. Pair verbal instruction with written format; provide opportunities for projects , written reports; allow extra time to process information and complete projects Nov 15 shows improvement in understanding of decomposition of 2-D shapes, including the Pythagorean relationship, especially when Creative Writing club; guidance to support pathway transitions to Gr 10 academic math Had IEP for Gr 7 & 8 math