Introduction

Describe the settings (i.e. resource room, general education social studies) you observed the
student and the data gathering conversations you had with teachers, the student, etc.:

- ​The classroom is set up so the desks are in a square shape. There is a row of desks in the middle
so all of the students are facing the front of the room
-It is a freshman CP English class
-There are 17 kids in the class
-He sits towards the back of the classroom
- The class was reading ​Of Mice and Men ​as a whole. Most of the time it is read out loud in the class
by the teacher. As of right now, the class is reading ​To Kill a Mockingbird

Part I: Positive Student Profile (20pts)

Student (Pseudonym) : CS

Strengths, Preferences, Talents, Intelligence

- Tech-savvy
- Social media aware
- Conversational
- People person
- Mobile
- Inquisitive
Communication Style/Needs/Strengths
- Multiple auditory cues in order for him to get started on something in class
- Works better alone
- When he works with others he gets distracted easily
- Does better when his work is on the computer
Behaviors
- Moves around a lot (fidgety within his seat)
- Check phone periodically throughout the class
- Very vocal about opinions/views
- Lays his head on the desk almost every class
Subject Specific Performance (across academic subjects)
- English: missing a majority of work due to the fact that he has been suspended four
different times since the semester has begun. Since my first time in the field, he has
been turning his work in. During my first observation, he paid attention to the reading
and asked questions that were relevant to the subject. There were some points where
Ms.Audy or myself needed to ask the class to get back on track.
Social Information (peers, friendships, relationships with faculty, etc)
- He has one of his best friends in his freshman English class. They usually sit right next to
each other, but if they begin to cause a ruckus when they are separated for the class
period. During my second time in the field, they have since been separated in class.
- He is a very social person so he does get along with a majority of his peers.
- It does seem like he has an issue with authority figures.
- He tends to not listen when those who have power over him tell him what to do.
If an adult does ask him to do something it usually takes multiple cues from them
in order for him to do something.
Post-Secondary Goals/Dreams (college, career, etc)
- When Ms. Audy asked about this he just never responded.

Concerns
- He gets distracted very easily and can be influenced by his peers (and can influence his
peers) when doing his work. Since he gets suspended too often he is missing a lot of his
work and it concerns me that he won't pass his classes for this term/year. I have seen
him participate in class and put effort into his work so I know that he can do amazing in
class if he really focuses on his classwork but he chooses not to for the most part.
- He tends to joke about serious topics. Sometimes this can offend people but I don't
think he grasps that idea yet.
Other Pertinent Information
- I know that one of his suspensions was because he was carrying an e-cigarette
- Teachers are not allowed to know why a student has been suspended. I learned
this from hearing him tell his friends.
- There has been an email sent out saying that he might be sent to adult education but it
is not certain yet.
- If he is sent to adult education I think he might do better there. He seems to
excel in schooling when he can focus on his work and not get distracted.
- One of my first days back during field two he came in late to class smelling of marijuana.
The superintendent came into the library, which is where we were, and escorted him
out into the hall. They had him searched along with all of his belongings.
- They didn't find anything so he was returned to his next class.
Special Education Services (if relevant)

Related Services (if relevant)

Testing Accommodations (if relevant)

Part II Student specific goals (i.e. academic, behavioral, social,
transitional) (20 pts).
Create 2- 5 goals directly related to the Positive Student Profile. Consult with your mentor
teacher and with me for support. Example goals:
1. Given the opportunity to use active reading strategies such as graphic organizers,
highlighters, reading strips, and sticky notes for annotation, Jimmy will use at least one
active reading strategy when reading in class to help improve his comprehension and
familiarity with the reading strategies.
2. Given strategies to support self-regulation (i.e. favorite fidgets, water breaks as needed,
an option of working ways) and supported by non-verbal cues from his teacher, Clark
will self-regulate in order to decrease verbal outbursts in math class.

1. Talk with him and have him set goals for the next month. This will help him set up
different goals each month that he can try to meet. The goals can either be academic or
social. If they are academic goals then this will help him with his grades and turning in
his work in a timely manner. Social goals can help him excel within the class. He is a
people person and different social goals will help him do better within the classroom.
2. When there are projects within classes, he should be able to work alone. He does his
work efficiently and quicker when he works by himself. When he works with others he
gets distracted easily and will not work on what he is assigned.
3. Allowing him to listen to music lets him focus more on his work rather than get
distracted by his classmates when working. This also stops him from distracting other
classmates while doing work.

Part III Identify and design effective adaptations and

recommendations to support the student across
environments (20 pts)

Academic Adaptations (General and Specific) Recommendations:

-​ Set up meetings with the student after suspension to go over missed work in order to help
them make sure they turn everything in.
- ​Since the student has missed so much of the readings make adaptations to the test/essay
requirements that he has to meet
-Allow him to work alone so he can get his work done quicker and more efficiently.
- One-on-one time with the teacher in order to get the student started on the assignment due
to difficulty starting work and due to the fact that he has missed so much school time

Behavioral/Social Adaptations (General and Specific) Recommendations:

- ​Provide student with activities that can keep him occupied/engaged for the class period. This
will help with different vocal outbursts. See what kind of activities he likes to do outside of
school and try to relate some topics within the class to that.
- He enjoys hunting, sports, social media, and tattoos.
- I know he has a few stick and poke tattoos on his fingers. When you ask about
those he gets excited and interested.

Environmental Adaptations (General and Specific) Recommendations:

- Sit student in the front of the room in order to minimize distractions both influenced by him
and that could influence him.
- Sit him with students he doesn't really talk to. This makes sure that he is not isolated from the
class but it also makes sure that he is not with his good friends and causing disruptions.
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Other Recommended Supports: