Strength Based Student Profile

By: Mallory Chester

Name:​ John Doe.
School: ​Ballenas Secondary
Class: ​Homeroom
Grade: ​10

Some words that describe me are:

-shy
-quiet
-kind

Some things that I am interesting in are:

-reading (fantasy/science fiction)
-creating stories/using my imagination
-Animation

The best ways for me to show what I know are:

- Verbally (strong conversational skills when in a comfortable environment)
- Visually (mood boards, drawings, animation)

Some things that I need you to know about me are:

- I am a visual learner (I like pictures, movies, and videos to learn new things)
- I like class discussions, although I am not always confident enough to join
- I like checklists to complete tasks
- I like when teachers check in with me after a lesson to review key concepts
- I have a difficult time sleeping, and sometimes miss class because I sleep in
- I like english
- I don’t like math

Some things that I want to get better at this year are:

- Attending consistently
- Completing larger projects
- Handing in work on time
- Socializing more with my peers
 My Goal Areas Strengths Stretches
(What I am good at/know a (What I need support
lot about) with/need to get better at)

Personal Goals -Making connections between -Taking responsibility for my

(Things I can do on my own) myself and my learning learning and handing in all of
-Pursuing things that I am my work
interested in - Attending consistently

Social Goals -Listening to others -Presenting my ideas and

(Things I can do with other -Being kind to others opinions to my peers
people) -Asking my peers questions
about their ideas
-Socializing

Intellectual Goals - English - Math

(Things I can learn and think - Art
about)

*** Possible uses of this student profile include: parent/teacher conferencing, student/teacher
conferencing, goal setting, FBA planning, creating and implementing an IEP**
__________________________________________________________________________

Functional Behaviour Assessment

ABC Analysis

Name of Observer:​ John Doe

Name of Subject​: Ms. Chester

Behaviour being Observed​: Avoiding social interaction with peers

Date Time Antecedent Behaviour Consequence Possible

Function

May 10:15 am Class is John puts his Teacher asks It is early in

17th/2019 discussing head on desk John if he the morning,
opinions on and does not has anything the student
the Black engage to contribute, perhaps did
Lives Matter but he not sleep the
movement declines night before
May 1:15 pm The class is The teacher The teacher John
21st/2019 sharing their calls on John moves on to struggles to
inquiry to present his the next complete
projects project, but project, and larger tasks,
he says it is asks John to but also
not finished stay after struggles with
class to communicati
discuss a ng ideas
completion infront of the
plan class

June 3rd 8:26 am Class is John asks to John misses John did not
2019 asked to use the the partner know the
“think, pair, washroom, activity, and person sitting
share” about and does not his partner beside him,
a question return for 30 has to work and was
written on the minutes with another perhaps not
board.. John group comfortable
does not with sharing
really know
the person
sitting beside
him

June 17th 12:08 pm A peer asks John says he The peer has John was put
2019 John what he was absent to ask on the spot,
missed in too and does someone and could not
class not know else to catch formulate an
yesterday (John was them up appropriate
when he was not absent)- response
absent abruptly from prior
ending the knowledge
conversation

June 31st 2:15 pm Class is John was in John misses John is

2019 celebrating a his last class an overwhelmed
“end of the (across the opportunity to by loud
school year” hall) but does say goodbye noises, and
party with a not attend to his teacher boisterous
class potluck this class and peers for social
the summer settings like
parties

__________________________________________________________________________

Positive Behaviour Supports

 School Based Outside Intervention
Intervention

Tier 1 - Daily visual schedule, where -Use of planning/organization tools

discussion based activities and peer
(Universal Classroom) activities are visually available for
student to prepare for
-Alternative independent seating
-Give choices
-Positive reassurance
-Speak in calm, neutral tones
-Model positive peer
interaction/class discussion skills
consistent between home and
school
-Use of visual schedule consistent
between home and school
-External Occupational Therapy
(teach self monitoring skills, coping
skills, relationship skills, social
skills)
-Small group socialization activities
-Family discussions: how was
school? Who did you talk with?
What did you talk about?
-Positive reassurance/reinforcement

Tier 2 -Visual cues to prepare student to -External Occupational Therapy

be called on, or discussion/extra (teach self monitoring skills, coping
(Targeted) time before hand so student can skills, relationship skills, social
practice/prepare to give an answer skills)
-Counselor Referral -Small group socialization activities
-Mentoring/peer tutoring (get -SLP (testing)
student comfortable working with
others that they trust)
- School BasedOccupational
Therapy (teach self monitoring
skills, coping skills, relationship
skills, social skills)

Tier 3 -Behaviour meetings -Physician consultation (sleep

(Intensive) -Counselor Referral/regular
check ins
-Collaboration with student’s
physician/mental health provider
patterns)
-Mental Health consultation
(anxiety, self esteem,
depression?)
External Occupational Therapy
(teach self monitoring skills, coping
skills, relationship skills, social
skills)

** This FBA and PBS will be communicated to necessary learning teams via the yearly
IEP meetings, and follow up meetings. A collaborative document will be sent home to
families, outside intervention teams, learning staff, and on site intervention teams in
order to facilitate an ongoing conversation as to the success of these strategies. The
expectation is that the learning team continue to contribute to this document as proof of
ongoing engagement with the PBS plan. Success will be measured by the student’s
case manager each semester, who will be looking for positive changes in the student’s
behaviour as reflected by the learning team’s documentation. IF changes need to be
made, or the interventions are not successful, an SBT referral will be made by a
member of the learning team, and we will reconvene to discuss the issue further. Any
member of the learning team can request an SBT referral, including families and outside
intervention teams**

**The FBA and PBS plans are intended to positively impact the life of John Doe, in that
improving his social skills should increase his ability to connect with others and share
his ideas and learning. It is our hope that correcting this behaviour will allow John to
continue to work on improving social skills with peers, and carry this on to his
post-secondary life.**

** A safety plan is not recommended for this student at this time. However, our district
does have a template for a safety plan that can be included with a FBA/PBS plan when
necessary. The template looks like this:

School District #69 (Qualicum)

SAFETY PLAN
(Template)

NAME: _____________________________ DOB: _____/____/_____

Y M D
SCHOOL: _____________________________

DATE: _____________________________

OBJECTIVE: To ensure that staff working with _____________ are aware of responses
and safety procedures in place to maintain a safe, productive learning
environment for ____________, other students and staff.

RATIONALE: ____________, on occasion, will __________________________

_____________________________________________________

KEY UNDERSTANDINGS ABOUT THIS STUDENT

(Provide a brief positive profile of this student)

1. PLAN:
 Staff working with will read and sign this safety plan.

2. SETTING EVENTS:

Problem behaviours are more likely in the presence of certain setting events:

Setting Event Strategy

ANTECEDENTS:

Be aware of situations and events that are immediate triggers for the escalation of behaviour:

Antecedent Strategy

4. CRISIS RESPONSE PLAN: ​(staff responses to student’s behaviour)

 Designated staff will implement the following crisis management plan when necessary.

Precursor Behaviours (What you see) Staff Approaches (What you do)
Anxiety: Be Supportive:
(noticeable increase or change in behaviour) (empathic, non-judgmental approach)

Defensive: Be Directive:
(cues that this student is beginning to lose the ability to (set simple, clear, enforceable limits)
think or process information)

Risk Behaviour: Physical Intervention*:

(behaviour that may present a risk to self or others*) (disengagement and/or holding skills to manage risk
behaviour):

a) keep a safe distance;

b) clear the area;
c) assign one person to direct the actions of intervening
adults;
d) physical intervention strategies ​as a last resort​ when
there is a danger to self/others.

Tension Reduction: Therapeutic Rapport:

(cues that this student is calm) (re-establish rapport - ​do not recriminate​)

*If there is contact with body fluids, refer to SD 69 Health and Safety Reference Manual (Section 3, page 17).

5. POST INCIDENT DEBRIEFING: ​(ensure all involved employee(s) are included)

OTHER MEANS TO MINIMIZE RISK: ​(i.e. clothing, earrings, etc.)

CRITERIA FOR CALLING HOME:

8. REINTEGRATION PLAN: ​(if required)

9. THIS PLAN WILL BE REVIEWED:

regularly by the principal or designate;

if any change in behaviour occurs such that the risk of violence is different and/or an incidence of violence occurs.

A SAFETY PLAN MEETING WILL BE CONVENED

The principal or designate will call a safety plan review meeting if new information indicates that the safety plan
needs to be reviewed or modified.

TERMINATION DATE:

/ /
Y M D

I have read this plan and am aware of safety procedures to be followed when working with
.
(Student’s name)

Signature: Title: Date ​(Y/M/D)​: