Creating a
Student Profile
This module focuses on the process of completing student
profiles in Unique Learning System and interpreting the
results for your students. Completing a profile is one of the
initial steps providing meaningful access to daily standards-
based lessons and assessments for each of your students.
Learning Objectives
After you've completed this module, you should be able to:
State the purpose of the profile
List the different types of profiles available
Recognize which profile to complete for the specific grade band
Identify how often profiles should be updated
Distinguish between editing and creating a new profile
Interpret key information on the completed profile summary
Standard I: Knowledge of Students
Standard V: Assessment
Standard XI: Contributing to the Profession and to Education through Collaboration
ISTE (International Society for Technology in
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Learning Designs
Follow-Along Guide
The profile is a professional
3. ___________________
profiles document K-12 academic skills for students in
grades K – 12 and transition.
profiles are only available for high school and transition grade bands.
The profiles identify a suggested level of
to support access and
Self-Help Skills Profiles are
participation in standards-based activities
The first part of the profile focuses on Access and ______________________________ support required for
the student to be successful.
_________ _________________________
The academic skill portion of the profile identifies the student’s
in the areas of reading, writing, math, content learning and classroom
The Profile Summary Report contains valuable information that can be used when writing the
What is the difference between creating a new profile and editing an existing profile and when
would you do each?
profiles are for Preschool students.
and should be updated
____________________________ _______________
Complete p
rofile for a sample student.
Review the profile report results.
Activity 2
Activity 1
Read descriptor and suggested strategy for Comprehension Retell.
a. Write a present level of performance using this descriptor.
b. Create an annual IEP goal using the suggested strategy.
Activity 3
Read descriptor and suggested strategy for Number Sense.
a. Write a present level of performance using this descriptor.
b. Create an annual IEP goal using the suggested strategy.
Determine how and when you will update student profiles each year. Write down your ideas.
Activity 4
Self-Evaluation Checklist
I can explain the purpose of profiles.
I can demonstrate completion of profile(s) for my students.
I have a plan for completing and updating profiles.
I can distinguish between editing and creating a new profile.
I know how to interpret and use the information from the profile report.
Access Help support offered when completing prompt sentences for students with significant vision,
auditory, communication or physical concerns
Course contains a prescribed number of modules to provide detailed instruction to support mastery of a
larger topic.
Create New Profile recommended once a year; updates student performance indicators on targeted
skills; previous profile is automatically archived
Differentiated Levels: (applies to both Unique Learning System and News-2-You)
Level 1: Students typically require maximum support within instructional tasks. For these students,
increasing the level of participation is the main objective. (Participatory)
Level 2: Students require picture support and other direct support in learning and the demonstration of
skills. (Supported)
Level 3: Students typically are reading or have potential to learn to read text and independently
demonstrate comprehension of learned information within modified content. (Independent)
Edit Profile change the performance indicators in a skill area to reflect changes in skill performance;
affects differentiation level; history of the change must be manually recorded
Implementation Plan detailed list of expectations and schedules required to achieve the objectives of the
K-12 Student Learning Profile provides a brief description of an individual student's current abilities and
skills in relation to standards-based learning (academic) tasks (grades K-12+)
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards,
learning objectives and opportunities for the learner to engage with the content. An assessment of what is
learned is included with each module.
Vocabulary (cont'd)
Observational Profile provides information on a student's current levels of performance and defines a
suggested differentiation level for daily instruction; three profiles available dependent on grade band:
Preschool, K- 12 Student Learning and Transition Profiles. A fourth optional profile, Self-Help Skills, provides a
list of skill levels for students requiring significant assistance in the areas of eating, dressing, toileting and
grooming, and is available to all students.
Preschool Profile provides a brief description of a student's current abilities and skills in relation to early
learning and development tasks (students aged 3 to 5)
Profile Part B- Academically Related Skills overview of a student's current performance in the academic areas
of reading, writing, mathematics and content learning based on team observations
Profile Part A- Access and Participation accommodations and modifications for providing access and
increasing participation related to vision, hearing, motor, communication or physical concerns
Profile Summary Report is a summary of the profile results; yields a student's differentiated support level,
present level of performance indicators and suggestions to develop targeted skills
Self-Help Skills Profile a profile showing present levels of performance for students with significant cognitive
disabilities who demonstrate delays in self-help skills and have functional goals as part of their IEP (optional
and available to all grade bands)
Transition Profile provides a brief description of an individual student's current abilities and skills in relation
to transition-aged tasks in the areas of personal life, employability, daily living, community and lifelong learning
(grades 9+)
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