Week 3: Group Portfolio Task

Presented by Iqra, Romy, Jowana & Carol

STUDENT PROFILE

Name: Angelica Rivers Age: 12 years

Grade: 6

School: Bonadventure P.S. Date: Nov. 5 2013

(imagine this is today’s date)

# of Credits Accumulated: N/A

Sources of Information:

 Individual Education Plan (2013-2014):

o Including Behavioural Assessment of Sept. 20th, 2013.
o Including Curriculum-based Assessments of Sept.-Nov., 2013.
o Input from Ms. Greene (Classroom Teacher), Mr. Fox (Art Teacher), Mrs. Lakeland
(SERT).
o Including parent consultation of May, 2013 & Sept, 2013.
 SERT Summary Report, dated November 1, 2013:
o Including input from Ms. Greene (Classroom Teacher).
 Student Response Journal, dated October 31, 2013:
o Includes journal entries from October 15-23, 2013.
 VARK/Multiple Intelligence Report.
 Learning Skills and Work Habits.
 Educational Assistant conversations with Mr. Smith (Principal), Ms. Lakeland (SERT), Ms.
Greene (Classroom Teacher), Mr, Fox (Art Teacher).
 Parent Consultations.
 Findings from Information Sources and Assessments:
Current achievement levels, and
readiness to learn
Readiness to learn:
 Angelica enjoys problem-solving
tasks
 Angelica is an active participant (Picture Smart):
during group tasks, as long as
she is in charge of the task.
Current achievement levels:
 Angelica is missing core
learning goals, and there are
gaps in her learning that are
delaying her further
advancement in class
 Angelica is currently reading at
a grade 3 level (decoding skills)
writing at grade 4 level
(spelling).
 Strong expressive skills, written
composition grade 6 level when
uses technology to help with
spelling.
 Math skills at grade 4.5 level but
declining due to increase in
reading content in math which
impedes Angelica’s success.
 Phys Ed.- Angel is physically
capable and was participating
fully until recently. Progress
has been halted and has not
participated in basketball and
handball (due to forgotten gym
shoes).
 Curriculum-based assessment:
Below expectation.
 Angelica is easily distracted,
therefore frequently of task
(50%).
 When angry or frustrated,
Angelica refuses to comply
(80%)
 Escalating, she will swear, kick,  Leadership roles.
strike peers in range.
Strengths and Areas of Need
Learning style/preferences,
interests, strengths and needs
Learning Style/Preferences:
1. Visual/Spatial
Maps, graphing, pictures of
recipes, photographs and slides
of wildlife reserves or parks,
videos, painting (art),
photography (book on native
culture).
2. Kinaesthetic (Body Smart):
Hands on experiments, making
3D projects (beading) crafts
(creating bracelets), activities
(selling bracelets in market),
creative movement (sell
bracelets at Special Olympics),
physical education activities
(track and field, Special
Olympics, long jump, sprints,
shot put).
Interests:
 Unique artists, Picasso and
traditional Cree artists
 Creates a comic book based on
her Native culture.
 Entrepreneur: creates bracelets
and sells at market.
 Japanese Anime Comic Books.
 Drawing and painting.
 Long-term goal of attending Art
college.
 Summer camp programs:
Leader-in-training program.
Areas of Strength:
 Artistic.
 Expressive language skills.
 Fine motor skills.
Learning Skills & Work Habits (6)
1. Responsibility:
Angelica has difficulty
completing assigned tasks
with off-task behaviour taking
place 50% of the
time. Goal: Complete 75% of
assigned tasks.
Angelica becomes easily
frustrated and in such has
trouble managing her own
behaviour. Goal: Learn and
utilize self-calming strategies
80% of the time.
2. Organization:
Angelica requires support
with organization, time and
resource
management. Accommodatio
ns can include checklists,
visual prompts of timeline to
complete tasks.
3. Independent Work:
Angelica needs quite a lot of
support and strategies in
order to complete tasks and
use her time
wisely. Goal: Angelica will
listen attentively and stay on
task for 20 minutes of
instructional time each
period.
4. Collaboration:
Angelica is an active
participant in group tasks, as
long as she is in charge of the
task. However, group tasks
often devolve into chaos
without
supervision. Goals: Angelica
will work on appropriate
social behaviours, by
refraining from swearing and
aggression toward peers 80%
of the time.
 Areas of needs:
 Anger management skills: teach
conflict management styles (e.g.
Kelso’s choice wheel).
 Self-regulatory skills: teach
calming strategies such as deep
breathing and counting.
 Attention seeking: engages in
disruptive behaviour in
presence of teacher.
 Literacy Skills: Angelica has
inventive spelling beyond the
early primary grades.
 Social Interaction: make
friendships with peers, review
team principles through student
poster on wall.
Goal: Successfully take on
leadership roles in group
work once per week.
5. Initiative:
Angelica’s learning
preferences indicate that
when she can take a visual or
hands-on approach, her
initiative is high. Ex. When
learning a new program on
the computer she will rather
begin to experiment with the
program features in order to
learn, showing her potential
for initiative. Angelica will
complete 75% of assigned
tasks.
6. Self-Regulation:
Angelica has experienced
difficulties managing her own
behaviour in class. She
engages in physical
altercations with other
students, demonstrating
attention-seeking
behaviours. Goal: Angelica
will make use of quiet space
or other calming strategies to
de-escalate rather than
escalating to physical
confrontations with peers and
staff.

Assessment and Instruction

Instructional Strategies: Assessments School Resources and Supports:

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

 Non-verbal cueing to  Accept verbal Resources:

redirect student’s focus
 Provide access to speech-
to-text and text-to-speech
software
 Be aware that large writing
tasks are a trigger
 Pair with positive peer
buddy of student choice
responses  Provide a quiet spot to go to when overwhelmed or
 Provide access to frustrated.
speech-to-text  Frequent breaks for movement.
and text-to-  Provide tools such as stress balls.
speech software.  Special Education Resource Teacher: Withdrawal
 Permit time to get to Resource Room for literacy.
up and move  Educational Assistant: Regular class.
during long tests.
 During group tasks,  Provide option of
provide assistance with alternative work
role assignment and initial location.
start of group task
 Provide task scaffolding by
using checklists, visual
prompts and allowing the
use of earbuds
Socio-Emotional Well-Being
Risk Factors:
Indicate if there has been a history of
trauma, loss, or any other special
circumstances to consider.
 Death of (older) brother, Devon
(Angelica’s best friend).
 Relocation to new school, leaving
behind her previous best friend
(Sunny).
 Babysits younger brother when
parents are out (used to be Devon’s
responsibility). Brother has (FASD)
fetal-alcohol spectrum disorder.
 Angelica indicates that parents do
not seem to have time for her
SUPPORT
Human Resources (teaching/non-teaching)
Type of Service:
1) Special Education Resource Teacher,
Mrs. Lakeland:
 frequency or Intensity for board staff: 3 x 20 mins
per week.
 Location: withdrawal to resource room for
literacy.
2) Educational Assistant:
 Frequency or intensity for board staff: 6 hours
daily (shared x3).
 Location: regular class.
IEP Development Team
 Ms. Greene (Regular Classroom Teacher)
 Mr. Fox (Art Teacher)
 Mrs. Lakeland (SERT)
 Mr. Smith (Principal) - Required to oversee the
implementation protocols of IEP
Protective Factors:
Personal strengths or supports in place to reduce risk factors
 Sits close to the teacher in order to keep social interactions
appropriate.
 Sit in the office during recess when incidents occur.
 Provide Angelica opportunities to solve own conflicts using
strategies such as Kelso’s- Choice Wheel
 During dismissal time when lining up for school bus make
sure a teacher is physically present with Angelica to
prevent incidents.
 Further isolation by being assigned the front seat on the
bus to prevent further antagonizing of peers.
 Provide Angelica with an activity like reading Anime comic
books during recess.
 To provide an alternative activity to diffuse escalation with
peers provide Angelica with a quiet beading activity in an
alternative work location.