Student Profile (25 points)

(please number your pages)

Overview: For this project, you will work with a partner to focus on a student with a disability
who has already been assessed by professional educators (e.g., a psychologist, special education
&/or gifted education teachers, therapists, etc.). You will review and summarize their
evaluation reports and other records (including work samples); you will also work with and
interview the student. You may find it helpful to interview teachers, parents, or others who
know the student well.
Purpose: This project provides you with a number of important experiences. These include:
- Experience with policies and proper procedures for accessing student records, including
confidential files.
- Reading and interpreting professional assessment reports that are commonly developed
for exceptional students, as well as gathering other informal assessment information on
your own.
- Using formal and informal assessment information to create a profile of a students
present levels of performance.
- Using assessment information to a) develop and b) communicate instructional
recommendations helpful to teachers and other multidisciplinary team members.
NOTE: Part of being a professional is being able to express yourself in a professional manner.
Ex:
Formal assessment reports are generally not written in the first person, e.g., "I think".
Word your recommendations tactfully, e.g., The student might benefit from NOT The
teacher should
Tip: The Present Levels of Performance section is the crux of the project, a critical skill for
writing IEPs. Details re: skills the student has attained or lacks are expected; avoid generalities.
Note that it is worth 40% of the grade; expect it to be the most time-consuming section. Begin
early.
I. Student Data and Background Information (4 pts)
A. Students Pseudonym (unless parents have given permission to use student's real
name)
Rachel
B. Date of Birth, Age
11/28/2006, 7 years old
C. Current Placement: Type of class, grade level/subject(s), location, number & agerange of classmates, number of students with and without exceptionalities (disabilities &/or
gifted/talented), number of staff, and by whom the class is primarily taught (general, special, or
gifted education teacher), type and amount of any push-in support available to students in this
classroom.
Type: 6:1:1 Therapeutic Classroom (BOCES)
Location: Arcade Elementary
Number of classmates: 4
Age-range of classmates: 6 to 10 years old
Number of students with exceptionalities: 4

Number of students without exceptionalities: N/A

Number of staff: 5(special education teacher, counselor, class aid, one-on-one aid, and
home school liaison)
Primary Instructor: Special Education Teacher
Type and amount of any push in support: BOCES counselor within the classroom
D. Referral Information: Why the student was assessed (include areas of particular
interest or concern, e.g., reading difficulties, special gifts in math, etc.). Attach "Referral and
Intervention History" (use form provided).
SEE ATTACHED
If the student has been formally identified as having a disability or special gifts/talents, also list
any special services that the student receives (including the amount of time for each) and include
the IDEA classification (if applicable).
Classification under IDEA: Autism
Services: Speech/Language individual 1 x weekly, 30 min
Speech/Language small group 1x weekly, 30 min
Occupational Therapy individual 1 x weekly, 30 min
Occupational Therapy small group 1 x weekly, 30 min
Psychological Counseling individual 2 x weekly, 30 min
Psychological Counseling small group 5 x weekly, 30 min
E. Family History. (NOTE: If you are unable to interview the parents, you may consult
student records &/or interviews of school personnel who know the student well).
1. Family composition (e.g., number of people in the home, ages of siblings,
etc.) and socioeconomic status (e.g., parents occupations, etc.).
NOTE: Rachels parents are not together; therefore, her time is split between both
houses.
RACHELS MOTHERS HOUSE
Number of people in the home: 4 (Rachel, Rachels mother, Rachels mothers
boyfriend, and Rachels sister)
Ages of siblings: Rachels sister is 5 years old
Socioeconomic status: Low
Occupation: N/A
RACHELS FATHERS HOUSE
Number of people in the home: 3 (Rachel, Rachels father, and Rachels
Grandmother)
Socioeconomic Status: Medium
Occupation: Factory
2. Cultural and language background. Include at least continent of ancestry
(nation if known) and primary language. Also use this section to describe any
speech/language issues for the student.
Unknown
3. Family history of exceptionality (gifted/talented, disability).
Rachels family history does not include any disabilities or gifts and talents. It
is believed that Rachels mother is bipolar; however, she has yet to be formally
diagnosed.

4. Medical background (including vision, hearing, allergies, any other known

medical problems).
Rachel is allergic to red dye 40. At this time, red dye 40 is her only known
allergy and she has no other medical problems.
5. Peer relationships, any extracurricular and community involvement, anything
noteworthy related to socialization or school adjustment.
Rachel is struggling to develop peer relationships. Presently, Rachel does not
have a best friend or any friends for that matter. Rachel experiences
difficulty socializing with her peers because of her inappropriate behavior
(yelling and violating personal space), emotional immaturity, and inability to
understand social cues. Despite the challenges she faces with socializing and
friend making, Rachel participates in an extracurricular dance class.
F. Education History (generally available in the students cumulative &/or confidential
files).
1. Attendance record (also note frequent moves, if applicable).
Rachel is always present.
2. Achievement (briefly summarize history of academic strengths and
difficulties, note learning preferences, summarize report card performance, note any
retention, acceleration, or other educational placements, etc.).
Rachel is currently placed in a 6:1:1, self-contained, BOCES classroom.
Unfortunately, Rachels behavioral issues (bad language and aggressive body
language) have been impacting her academically. When Rachel does not want
to do something, she will often scream, throw chairs, act out, and refuse to
participate in the lesson or complete her work. Rachels academic strengths
include her ability to complete simple addition as well as her strong number
sense. Rachels weaknesses include retention and comprehension. She is able
to read text; however, she is unable to comprehend what she is reading. Rachel
is below grade-level in all academic areas and her lessons are modified to meet
her needs. Rachel is a visual learner and auditory learner. She prefers to use
white boards during lessons and also enjoys incorporating music (songs).
3. Disciplinary record (e.g., detentions, suspensions, other disciplinary actions)..
Rachel frequently demonstrates inappropriate behavior. Some of her behaviors
include, but are not limited to screaming, hitting, kicking, throwing objects, and
utter refusal. Rachel has been removed from a general education classroom
and even a school due to the inappropriate types of behavior she frequently
displays. Rachel is currently placed in a 6:1:1, self-contained, BOCES
classroom.
II. Present Levels of Performance (10 pts). The goal here is to provide meaningful and helpful
information for teaching the student.
A. Complete and attach the most important "Checklist(s) to Guide Description of
Student" (at least one, based on the Reasons for Referral). Use these to help you complete
the chart with specific skills. Available on Moodle.
B. Complete the chart below, bringing together the information gained from test reports
and other records, Checklist(s) to Guide Description of Student and other assessments,

student work, observations, and interviews. Areas related to the Reason(s) for Referral
should be developed in particular depth.
Meeting
Grade-level
Expectations?

Reading/Writing
(incl. spelling)

Rachel is not
currently
meeting the
grade-level
expectations
for reading
and writing;
however, she
is meeting
the gradelevel
expectations
for spelling.

Other Subject
Areas-- see
Reason(s) for
Referral. Ex:
Maths, Science,
Social Studies.

Rachel is not
meeting
grade-level
expectations
for math,
science, or
social
studies.

Social/Behavioral Rachel is not

Relative
Relative
Interests/Preferences
Strengths
Weaknesses/Needs
(be specific, i.e.,
(list specific
(list specific
topics, types of
skills/concepts)
skills/concepts)
assignments, ways
of receiving
information, ways of
demonstrating
knowledge)
Rachels
Rachels
Rachels interests
strengths in
weaknesses in
and preferences
terms of
terms of reading
include using white
reading and
and writing
boards and
writing include include
highlighting text as
her ability to
comprehension
she reads.
decode words, and adding detail
follow basic
to her writing.
rules of
grammar
(using capitals
and
punctuation
appropriately),
and spell
words she is
exposed to at
her current
grade-level.
Rachels
Rachels
Rachel prefers
strengths in
weaknesses in
visuals in math and
math include
math include word likes to have white
using number problems and
boards incorporated
bonds as well
multi-step math
into
as solving
problems. Rachel lessons/activities.
addition
does not connect
Rachels biggest
problems. In
to anything
area of interest in
science, she
related to social
science is the
has a strong
studies and is
human body.
understanding therefore weak in
and
all areas of
fascination
history.
with the
human body.
Rachels
Rachels
In terms of social

Meeting
Grade-level
Expectations?

meeting the
grade-level
expectations
for social
behavior.

Other areas of
special interest
(e.g., arts, music,
athletics,
extracurricular
activities,
hobbies, etc.).

Rachel does
fall within
the gradelevel
expectations
in other
areas of
special
interest.

Relative
Relative
Interests/Preferences
Strengths
Weaknesses/Needs
(be specific, i.e.,
(list specific
(list specific
topics, types of
skills/concepts)
skills/concepts)
assignments, ways
of receiving
information, ways of
demonstrating
knowledge)
strength for
weaknesses for
behavior, Rachel
social behavior social behavior
responds much
is her desire to include her use of better to choices
have friends.
inappropriate
and frequent
language
breaks.
(swearing), her
aggressive body
language, and
destructive nature.
Rachel is able Rachels
Rachels interests
to participate
weaknesses
and preferences in
in special
include,
areas of special
interest
socialization and
interest include art
activities in a
her inability to
and music. She
general
understand social likes when songs
education
cues, body
are incorporated in
setting. She is languageetc.
order to teach or
also in an
give directions.
extracurricular
dance class.

C. Individual Goals (from IEP if available, or informal goals if there is no IEP). How do
the student's existing goals relate to the strengths and needs youve identified above?
Student's current goals
Student's Characteristics: For Example: For each
each goal, identify the
characteristic, give a specific
example of something the
specific characteristic
observed in the student
student does that
leading to that goal (you
exemplifies each
may find it helpful to
characteristic.
interview the teacher or
parent).
MATHRachel will represent Rachel has difficulty
Currently, Rachel is only
and solve addition and
processing information,
able to add or subtract one
subtraction problems within
which often results in an
digit problems. She is
20, using objects, drawings
inconsistency of her math
unable to add or subtract
and equations.
performance.
two digit problems. Rachel
typically focuses on one

particular math
skill/strategy (bonds), which
hinders her from learning
new math skills/strategies.
SOCIAL/EMOTIONAL
Rachel consistently
Rachel will scream, throw
Rachel will interact in a
demonstrates inappropriate chairs and act out when
socially acceptable manor with social behavior (bad
asked to do something she
adults.
language and aggressive
does not want to do. When
body language).
interacting with peers, she
often yells and does not
understand personal space.
Ex: A goal to improve spelling skills may be related to the characteristic of confusing long and
short vowel patterns. A specific example would be misspells "coat" as "cot."
III. Summary & Recommendations
A. Summarize your overall impressions of the student.
Rachel is a student whos social and behavioral problems impact her academically
as well as personally. She can be successful when given choices and when working
in areas of interest; however, when that is not the case, her behaviors take control
and keep her from reaching her full potential.
B. Research-based Recommendations. (5 pts)
1a. Conduct a professional literature search for specific instructional strategies
that might be helpful in addressing the strengths and needs identified above. Look for
strategies that appear not to have been attempted already, or modifications that may be
more successful if approached in the way the research suggests. Describe at least three;
your descriptions should be specific enough for an unfamiliar educator to be able to
visualize the strategy. Reminder: Be tactful (see Purpose, above).
b. Explain your recommendations using student-specific illustrations. What
would this strategy look like in a particular lesson?
In order to help address Rachels strengths and needs identified above, the
following strategies would be implemented: menu strategy, coin/money strategy
(hoot loot), peer modeling strategy. The menu strategy was chosen because
students use it daily and participate in establishing goals and reinforcers while
moving increasingly toward intrinsic motivation. Another strategy is peer
modeling. Peer modeling is when a peer judged to be socially mature, reliable,
and sensible is paired with a classmate exhibiting inappropriate classroom
behavior. The model peer demonstrates appropriate behavior to the target
student. As the target student imitates the behavior of the model peer (the
model/desired behavior) the target child will receive a token. The tokens earned
throughout the day will be recorded on a daily tally sheet. Going hand in hand
with the peer modeling strategy, the tokens/coins and tallies earned can be used
as a way to trade for rewards. It is best to have the target student come up with
the rewards ahead of time so it is known that the reward is something the
student will work for. All of these strategies can decrease the occurrence of
inappropriate behavior (shouting out-swearing, throwing temper
tantrumsetc.) and build positive and appropriate social skills of the target

student. The more positive interaction the target student receives from his or
her peers, the more likely his or her social status will increase.
c. As part of your description (above), use APA style to cite the peer-reviewed
literature (professional journal articles, textbook chapters, or conference proceedings)
supporting these strategies. Also provide a "References" section (below) to allow your
reader to find your sources him/herself if needed.
2. How might other needs be approached (social/behavioral, other areas of
interest discussed above)? Also describe any other areas that might be helpful to assess,
including why and how.
Refer back to section B above
IV. References. At least three peer-reviewed literature (professional journal articles, textbook
chapters, or conference proceedings) citations supporting your recommended instructional
strategies (above). Use APA style.
REFERENCES
Crosby, J. C. (1992, December 1). Menu Strategy for Improving School Behavior of Severely
Emotionally Disturbed Students.
Ferster, C. (1961). Positive Reinforcement and Behavioral Deficits of Autistic Children, Child
Development, 32(2), 437.
Robert A. Gable; Phillip S. Strain; Jo M., H. (n.d). Strategies for Improving the Status and
Social Behavior of Learning Disabled Children. 2(3), 33-39.
V. Appendices (here, provide details of the sources of information you used to complete the
PLEP chart, above). 6 pts.
A. Referral and Intervention History forms
SEE ATTACHED
B. Complete and attach the most important "Checklist(s) to Guide Description of
Student" (at least one, based on the Reasons for Referral). Use these to help you
complete the PLEP chart with specific skills. Checklists available on Moodle (if
your student's skills are far above or below the range of checklist, please see me right
away).
SEE ATTACHED
C. Student Observations and Interview. NOTE: If creativity is an area of interest,
consult Colangelo & Davis.
1. Student Observations: Structure your observations to help you gather
information needed for the Present Levels of Performance chart.
a. Summarize the results of your student observations.
Based on the student observation it has been concluded that Rachel
often demonstrates impulsivity, blame, anxiety (panics), destructive
behavior, a limited attention span (unable to focus on tasks),
inappropriate physical contact with others, intrusiveness, poor
judgment, an inability to reason, and bullying behavior toward other
children. Occasionally, Rachel provides excuses for inappropriate
behavior, shows fear over new situations, demonstrates hyperactivity
(even overactive), acts irresponsibly, and needs constant reassurance.
Rachel rarely ever lies, fears adults, hesitates verbally, procrastinates,

becomes disorganized, lacks flexibility, demonstrates social withdrawal,

or self-critical behavior.
b. Describe how the students performance compares to peers. Discuss
variations in student performance depending on particular subject areas,
personnel, school environments (including unstructured settings), or peers.
In comparison to Rachels peers, she is not at the same social/behavioral
level due to her lack of maturity and inability to read social cues. Also,
she is not meeting the grade-level academic expectations because her
social/behavioral problems hold her back and impact her academics.
Unlike her peers, Rachel is unable to self-advocate and she is less
independent.
c. Attach completed observation protocol(s).
SEE ATTACHED
2. Student Interview (follow Spinelli): Attach your completed interview protocol.
TIP: Ask open-ended questions; find out students interests and preferences, what
works best for him/her in school.
SEE ATTACHED
D. Analysis of Student Work (at least 2 sources). Analyze and attach copies of dated
and graded student work (or other student performance data) that represent the areas of
interest/concern noted in "Referral Information," above; samples must be copied
prior to any student corrections.
What do the samples reveal about the student's specific strengths and needs (in the
areas of interest/concern noted in "Referral Information," above)? How does the
student's performance compare to peers? Support your answer using specific instances
from the work samples.
These may be probes you administer to help you gather Present Levels of
Performance information needed for the chart, or regular work assigned by the student's
teacher(s).
Looking at sample A, you will notice Rachels ability to demonstrate her
understanding of the math content being covered. At that particular point in
time, she was very happy to work on math because she was using a white board.
When looking at sample B, you will notice Rachels inability to demonstrate her
understanding of the SAME math content. At this particular time, Rachel had
no interest in working on math she wanted juggle the stress balls and lay on the
mat.
E. Test Results. List and explain the results of individual tests that have been
administered to the student. Include:
1. The unabbreviated name of the test, the date that it was administered, and the
age of the student at that time.
Achenbach Child Behavior Checklist (02/16/12)age 5
Childhood Autism Rating Score (02/16/12)age 5
Vineland Adaptive Behavioral Scales: Interview Ed. (02/16/12)age 5
2. Results of each test and any subtests included. Include standard scores and
percentile ranks.
Achenbach Child Behavior Checklist (02/16/12)age 5
-ADHD Problems 68 (T-Score)

-Externalizing 70 (T-Score)
-Internalizing 69 (T-Score)
-Oppositional Defiant Disorder 72 (T-Score)
-Pervasive Dev. Disorder 84 (T-Score)
Childhood Autism Rating Score (02/16/12)age 5
-Total 35.5 (Total Score)
Vineland Adaptive Behavioral Scales: Interview Ed. (02/16/12)age 5
-Communication Domain 85 (Standard Score)
-Daily Living Skills Domain 71 (Standard Score)
-Motor Skills Domain 70 (Standard Score)
-Socialization Domain 70 (Standard Score)
3. What the results of each test mean to you. Discuss the student's performance
compared with age/grade peers in the norm group (refer to your standard scores/normal
curve handouts), along with relative strengths and weaknesses.
As you can see from the scores listed above, Rachel is one standard deviation
below her peers in her ability to communicate, day to day skills, fine motor
skills, and socialization skills. The results of the tests above support our
thinking that Rachel has ADHD (Attention Deficit Hyperactivity Disorder),
mild Autism, and demonstrates ODD (Oppositional Defiant Disorder).
4. Describe the technical adequacy of the test (you may wish to refer to
professional reviews such as those found in the Buros Mental Measurements Yearbook,
available in the Reference section of the library; summarize in your own words).
The tests given to Rachel were administered by professionals in order to gather
data for her IEP; therefore, all tests are adequate and valid.
F. Teacher and/or Parent Interview(s): You will find it particularly helpful to interview
the person making the referral and the teacher responsible for the IEP or other individualized
goals. Try to find out what would be most helpful to the person receiving your report.
Summarize the results of your interview(s) here. Attach your completed interview protocol as an
Appendix.
Figure 4.4 from Spinelli was the chosen template to conduct the teacher interview.
Information regarding Rachels academic and social/behavioral strengths and
weaknesses was gathered from the interview. Classroom structure, routine, and
instruction (modification and accommodations) were explained during the interview.
Relevant information about Rachels social and behavioral problems was discussed.
SEE ATTACHED
G. Other Sources of Information: Optional. If used, summarize the results here. Attach
any additional documentation as an Appendix.
N/A
H. Collaboration: Explain the ways in which you and other professionals involved (e.g.,
writers of professional assessment reports, teachers and others currently working with the
student) work toward quality learning and student performance by engaging, collaborating with,
and providing feedback to the student, the family, and colleagues. (See CEC Assessment
Elements 4.3 & 4.4)
The classroom teacher frequently collaborates with Rachels one on one aid, the
classroom counselor, and the homeschool liaison. Team meetings are held once a
week with all of the support staff (Rachels teacher, personal aid, classroom counselor,

homeschool liaison, behavioral specialist, occupational therapist, and speech

pathologist). During the team meetings successful behavior reinforcements and
instructional approaches are discussed and modifications are made accordingly.
Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for graduatelevel assessment course. The author is a qualified teacher in an advanced academic program.
The contents may be limited by the as-yet-developing expertise of the author, time limitations of
the course, etc.