Page 45 - Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

Planning Assessment and Instruction • 43
One of the key pieces of information detailed in the individual student profile is the student’s current instructional level in the area (or areas) that present challenges for the student. Essentially, the student profile facilitates the “gap analysis” that needs to be performed in order to determine where the student’s abilities are relative to the age-appropriate stage of development in particular areas of learning. On the basis of this analysis, instruction can be provided that directly targets the critical skills that the student needs to develop.
Some of the reasons for developing an individual student profile are outlined in the following box.
Why Develop a Student Profile?
Developing an individual student profile provides educators with the opportunity to:
• consider how to use and build on the student’s strengths;
• consider ways of motivating the student and supporting his or her learning in a
particular subject by drawing on strengths that the student has demonstrated in other subjects, prior knowledge in various subjects, learning style or preference, and interests outside school;
• develop specifically targeted assessment and instruction for the student;
• consider how the student would benefit from particular groupings of students for
different kinds of activities;
• foresee the need for, and plan for the use of, particular supports and accommodations,
appropriate media and technologies, and particular forms and modes of instructional and assessment activities, tools, and resources.
Individual student profiles can point the way to greater precision and personalization in instruction and assessment, particularly for students who:
• are not reaching their full learning potential;
• are facing social-emotional, behavioural, or organizational challenges;
• are experiencing challenges with a particular transition or with transitions in general;
• have personal circumstances that are interfering with their learning;
• have become disengaged from school activities;
• may have special education needs.
The planning of assessment and instruction for students who need additional support is an integrated and often collaborative process. It begins with the teacher in the classroom, and it is supported as needed by the in-school team(s). When chosen teaching strategies have been applied for an adequate period of time, their effectiveness is reviewed, in collaboration with members of the in-school team, who may provide further advice and recommendations. Ongoing communication between classroom teachers, the principal, the student, parents, other educators, and members of in-school teams is critical so that information is shared and efforts coordinated successfully on behalf of the student.
The information gathered for an individual student profile is an important resource for members of in-school teams and any other educators or professionals considering the needs of students who require additional support, particularly students for whom an Individual Education Plan (IEP) – or even a transition plan alone – is being considered.