Kaity Mullahey

Positive Student Profile

3/12/15
A. A one-page positive student profile that would be appropriate for this childs IEP. The statement
should reflect your own informal assessments, formal assessment data (if available), and observations.
Be sure your PLOF is stated in positive (or neutral) ways.
Area of Intelligence Strength:
NB is a strong interpersonal learner, who thrives in academic areas, which allow him to collaborative and
communicate with others to best engage with the academic synthesis, and application process. NB is motivated
and excited by learning initiatives when he has an atmosphere which allows him to actively and frequently
collaborate with others. This process not only excites and engages NB, but also aid him in his academic
synthesis process. NB has strong verbal communication skills in terms of academics, and well as general social
interaction and communication of wants and needs. NB is a bodily-kinesthetic learner as well; he benefits (in
terms of motivation and focus related to content) from a learning atmosphere that welcomes movement, and a
variety of seating/standing/ general working and learning options within the classroom. NB especially benefits
from instruction, which incorporates movement. NB benefits from the utilization of fidgets within the classroom
Factors Related to Disability:
NB is labeled as Other Health Impaired on his Individualized Education Plan, and is labeled with Attention
Deficient Hyperactive Disorder. NB succeeds in engaging instructional environments where movement is
incorporated at the planning stage. He also benefits from the use of a calculator and manipulatives on
mathematical assignments, as well as with a fidget in classroom environments. He benefits from instruction
which allows for verbal communication with peers and teachers, and also benefits from verbalization of written
text, as well as additional time to complete tests and assignments as needed. NB also benefits from
encouragement and practice in regards to self-advocacy skills in terms of his needs to take a break, work while
standing, utilizing a fidget, etc. NBs mother expresses concern regarding NBs mathematical state assessments.
NB is encouraged by environments with high academic standards. NB has no physical impairments or areas of
disability. He is developing at a typical rate physically.
Communication:
NB is a charismatic, energetic, and warm natured individual. NB communicates (in a positive and polite
manner) when greeted and engaged in a positive and warm manner. NB seeks to please his teachers when
motivated and met with kindness. When in this environment, NB will effectively verbally communicate his
wants, needs, and thoughts with teachers, and peers. Because NB is a learner who thrives through
communication, he seeks verbal validation in the classroom, and seeks to be heard frequently. NB seeks
confirmation of his verbal communication, and appreciates and is most successful when he is acknowledged in
his efforts, even if immediate teacher response or interaction when cannot be imminently given; he is patient
and polite when met with Ill be right there, or One second types of verbal conformations in the classroom.
If NB feels unacknowledged, he may become frustrated and resulting in less academic engagement and success.
Behavior:
NB is positive, affectionate, warm, and exhibits a great sense of humor, sensitivity and empathy. NB is
successful when in an atmosphere that allows for him to meet his bodily-kinesthetic learning intelligence. When
periods of instruction are lengthy with little interpersonal communication, social interaction, or movement, NB
benefits from a fidget to stay focused and engaged, rather than focusing on other materials and objects to meet
his sensory needs and movement strengths. NB is respectful and socially appropriate with peers and teachers.
NB stays clear of conflict, and verbalized his opinions when his needs are not being met.
Social Information:
NB exhibits appropriate and positive social interaction with peers and teachers. NB has a strong interpersonal
strength, and is engaged with high standards and elevated comprehension of content through the means of
classroom discussion. NB is currently in one core inclusive classroom environment for his ELA class, in which
he thrives due to his social strengths. NB gains confidence through content related engagement with peers, and
due to said confidence, seeks further insight and academic comprehension of content.
1

B. A thorough analysis of several student work samples that triangulate or provide more detail of the
students strengths and needs, as identified by formal assessment data
Through looking at NBs ELA composition notebook (which includes notes from class, graphic organizers,
DINs, TODs, and ANET/ State testing practice questions), it is clear to see that NB is fully capable of
functioning near (within one grade level) grade level expectations in reading, (listening), and writing. NB has
strong connection making abilities. In analyzing his work, it is clear that NB struggles to maintain focus during
lessons which focus on one activity for more than 30 minutes. Frustration, or lack of focus due to lessons which
did not fully meet NBs movement and attention needs during these lessons lead to missing work, or lack of
completion of assignments, as well as lower quality work. These instances in NBs work were correlated to said
types of lessons, which were not fully meeting NBs needs.
Specifically in the area of reading NB has made improvements from the beginning of the year in these
areas according to his notebook assignments and progress. NB consciously applies himself when engaged. In
addition he is reading regularly at home which has contributed to his independent reading stamina and
independent ELA work completion. According to NB, as of right now he has read three chapters books at
home and he is continues to read consistently. NB regularly utilizes the reading and identifying and
underlining strategies through his classwork as well as in the text where he finds the answer to a particular
question. In addition, he has improved his reading rate from the beginning of the school year. At the beginning
of the school year he was reading 65 words a minute at the 4th grade level, which in some cases is more than
two grade levels above his peers in inclusion settings. Now he is reading 75 words per minute. As a result he is
more confident reading in front of his classmates. On the weekly reading street assessments at the 5th grade
level his average score has been 71% out of 100%. In the vocabulary section his score has ranged from 6 out
of 7 to 7 out of 7. In the comprehension section his score has ranged from 1 out of 8 to 6 out of 8. He has
demonstrated strength in answering questions that are character & plot, sequence, compare and contrast, main
idea & details and fact and opinion, and is continuing to exhibit strength in identifying the authors purpose of
plot details with teacher and peer guidance. NB continues to demonstrate a lot of growth in his writing as
demonstrated by his chronological ELA notebook work. When he writes he consistently includes voice which
helps the reader to notice his uniqueness and his personality as well as his complex understanding of text. In
the writing section he has demonstrated consistently that he can organize his writing effectively. Regularly he
is scoring 2 out of 2 on the weekly constructed response questions. He is able to look in the text and write an
introduction, three supporting details and a conclusion that answers the question he has been asked to respond
to. NB can express frustration at times when he does not understand what the question is asking. Often when
he is redirected he is able to get back to the task and do his personal best.
According to NBs math folder in combination with conversation with NBs self-contained math
teacher, NB is thorough and hard working in his math work, and is most successful when the classroom
environment is calm and quiet. NB had about 75 % completion on his last 2 weeks worth of worksheets, and
averaged an 80% success rate with these classwork assignments. NB enjoys math has demonstrated a strength
solving single digit multiplication problems. According to NBs records he was successful in an inclusion 5th
grade math class last year, and currently receives math instruction in a self-contained setting. NB benefits
from support on each of the math topics that he has been taught. His current average on a 5th grade leveled
math assessment is a 38% out of 100%. Previously NB has benefited from inclusive math classes, and could
benefit from a math tutorial block in addition to said class in order to continue development of number sense,
fractions, percentages, and proportions.

C.
A structured observation of this childs classroom performance or group work. Be sure to plan your
observation: What are your areas of focus? What kind of data will you be collecting & why? How will
you ensure that you account for bias in your observation? How will you ensure that your data collection
is systematic?

According to NBs IEP he was in fully inclusive settings and in elementary school through fifth grade,
and was successful in said environments. For his sixth grade year, however, NB has been placed only in an
inclusive class for his ELA period, and remains in a self-contained classroom for the remainder of his day. I
wanted to observe NBs academic success and functions within this setting as compared to what I am
accustomed to when working with NB in an inclusive setting. Given NBs need for social interaction when
engaging with content, I wanted to see how this meet was or was not being met within this setting.
Although I am biased towards having students within inclusive settings, especially when they were
successful within them for many years before, as well as currently within a core academic class, I wanted to
make sure to observe the positive and negative aspects of NBs day as a whole within his current academic
setting. My focus was largely on NBs focus and behavior, as well as NBs academic success with appropriately
leveled content within this setting. I have the pleasure of working with NB in this inclusive ELA class, and thus
wanted to observe NB within his self-contained environment. I observed NB in this classroom for two days. The
beginnings of these two days were comprised of district testing, while the remainder of the day was not. NB
was focused throughout testing, remained focused on completing the test, and appropriately asked for assistance
in accordance with his testing accommodations when appropriate. NB benefitted largely from his testing being
read, as well as from extra time. His IEP also stated that NBs testing accommodations included a limited
distraction testing location, which was not given to students in this class for these tests.
At the completion of the testing, there were little academics with little structure happening the
classroom. NB engaged in activities such as playing scrabble with his peers, as well as partner reading, and
socializing. NB appeared to match the energy of his peers, especially if said energy was high, and chaotic in
nature. NB has demonstrated that he can remain on task and focus a majority of the time when other students
are off task. He has also demonstrated that he can behave appropriately in a regular class setting, socialize with
his peers and learn the instruction being taught to him. In addition he has also shown leadership attributes when
the class has had team building activities.

D.2-3 annual IEP goals (including one or two content areas, plus one social or communication goal) that
would be appropriate for this childs next IEP (these can build on current goals or introduce new ones,
but should be identified as areas of weakness in the PLOF statement);
1. By the end of the year, NB will be able to accurately solve one-step algebraic equations with no
mathematical errors using a calculator and additional solving space/ manipulatives/ and associated
materials.
2. By the end of the year, NB will be able to identify and explain the authors purpose as one of the given
options; character development, propelling the plot, developing theme, tone, mood, or setting from a
piece of given text with at least three pieces of text evidence using supporting graphic organizers,
corresponding sentence stems with at least 80% accuracy.
3. By the end of the year, when presented with challenging or stressful social environments, NB
independently will be able to successfully utilize self advocacy skills by communicating his needs for a
3

break within a different environment, for a fidget, etc. with the use of a self-made self-advocacy
statement chart without teacher prompting or guidance.

E. 3 short-term objectives or benchmarks for one of the annual goals; IEP Goal 3.
1. By the end of marking period 1, NB will compile and utilize a list of sentence starters and or
a graphic organizer that symbolizes self-advocacy sentence starters with teacher prompting
and guidance across all school settings.
2. By the end of marking period 2, NB will independently utilize his self-advocacy resource
when needed at least 50 percent of the time without teacher prompting or guidance across all
school settings.
3. By the end of marking period 3, NB will independently utilize his self-advocacy resource
when needed at least 75 percent of the time without teacher prompting or guidance across all
school settings.

F. An updated list of appropriate accommodations/modifications that would be appropriate in helping

this student meet his/her IEP goals and a rationale for each.

-Highlight important points of text to draw attention. Tell the student to read these points first.
At times NB can struggle with engagement at the implementation of lessons involving text. Feeling capable and
confident in his work motivates him. Highlighting key pieces of relevant text details enables him to comprehend
the text in deeper manner due to increase confidence, and also allows for him to.
-Extended time for classwork written assignments and testing (x 1.5)
Due to redirection and refocusing, NB benefits from extra time to complete assignments. He likes to be
thorough with his work, and can get frustrated when rushed due to his lack of confidence in the completion of
his work. To get the most out of his assignments and tests, NB benefits from less imamate stress in the form of
extra time.
-Verbal or written refocusing/ redirection.
NB seeks to please teachers and peers. When approached in a positive manner in terms of redirection (verbally
or in written format) NB is quick to refocus himself, or ask for further direction or assistance. He enjoys feeling
cared for and engaged personally, overt of covert redirection allows for him to benefit in lesson engagement in
these ways.
-Let the student use a calculator for routine computation tasks (classwork and testing).
4

NB struggles with number sense, which leads to frustration and insecurity with work when completing one-step
equations in mathematics. Utilizing a calculator allows for NB to execute higher level math work without
struggling with number sense and more basic math skills needed to complete on level tasks.
-Color-code or highlight key words in math word problems.
Highlighting key words within math problems helps NB to focus on the specific task at hand, and thus feel more
confident and capable with the direction of his math work.
-Tests and written classwork read aloud.
NB exhibits in interpersonal strength, and absorbs content well when it is spoken to him. He also benefits from
this due to his tendency to become distracted or discouraged when reading text independently. NB is more so
engaged and processes information at a higher level when it is read aloud to him.
-Use of fidgets.
NB benefits enormously from having a tangible object in his hands in order to help focus him through the
benefits of sensory input. NB has verbalized that fidgets focus him on classroom content and procedures. If he
does not have a fidget he has determined what are acceptable and unacceptable items regularly within the
classroom that he can and should utilize as fidgets.
G. A list of instructional strategies/adaptations that would be appropriate for general education settings.
Be sure to include at least 5 areas from Udvari-Solners list (see handout) and provide a short
rationale for each adaptation that you recommend.
-Use hands-on activities, pictures, or diagrams to support understanding of abstract concepts or complex
information.
NB exhibits a strong bodily-kinesthetic intelligence. Incorporating hands-on activities not only capitalizes on
this strength and learning style, but also lends itself more to open communication in the learning environment
which also fosters further comprehension levels with NB. In addition these activities engage NB at a higher
rate, leading to less distraction and more built in engagement.
-Let the student use concrete materials and manipulatives to explore and learn bout mathematical concepts.
NB utilizes fidgets frequently to remain focused and meet his sensory input needs. Utilizing manipulatives helps
aid in NBs understanding of number sense, and simultaneously aids in NBs focusing, and mathematical
comprehension levels.
-Planned instruction that incorporates and allows for movement.
Rather than taking breaks to accommodate for NBs movement needs, implementing and planning for
instruction that incorporates these needs will allow for NB to be present and fully engaged in lessons and
activities without losing out on learning and content.
-Planned instruction that is chunked into activities lasting no more than 15 minutes each, allowing for
refocusing built into lesson implementation.
NB benefits from instruction that does not involve long periods of sitting in one spot without movement or
conversation and communication. Using a variety of access points to learning and a variety of activities will
help to engage NB and keep his comprehension levels of content continually improving.
5

-Vary small group, whole group, and individual work within lessons; utilize small groups/ discussion when
reading and working with text.
NB has a strong interpersonal intelligence. NB does well with verbal communication with peers. Especially
when working with text or mathematical concepts, hearing peers thoughts and opinions aids NB in his own
development of comprehension of content.