Profile+2

Profile 2 Student 2 To increase social skills, such as apologizing to other students To increase impulse control To increase attention skills ||  || Very interested in music and is already skilled and/or talented musically Bright academically ||  || Verbal reminders & cues Teacher should provide on task activities (get rid of down-time or limit time in classroom without direction) ||  || Verbal communication, participates in class, shows eye contact, and interaction with peers ||  || Verbal encouragement to positive behavior Musical rewards offered (playing instruments, favorite songs) through activities TA’s will take student for a walk, or remove from a stressful situation if needed Crisis Team intervention is available if needed ||  || None needed ||  || Concentration may not be well supported at home (not adequate learning environment) due to poor living conditions (lack of heat at times, if not often, in winter, for example). ||  || 1-10 (max) || LING 7 || LOG 5 || SPAT 7 || BOD-KI 6 || MUS 10 || INTER 7 || INTRA 4 || NATR 3 || Prepared by ___Lorie Grucella__ Date 2/1/12_ For this assignment only: What questions do you have about full participation for this student? Can he fully interact with others musically as well, and not just focus on his own abilities? Other comments? Most of any social errors made seem to be unintentional, and done on impulse. He just needs to get better controlling his own social actions when interacting with others. He, however, like most of the students here, is extremely sensitive to understanding social interactions, often to the point of interpreting them the wrong way or to extremes that were not intended. Mod. 6/25/02
 * ** Name: ** Emory **Age & Grade:** 10, 4rth Grade **Quarter:** 1st
 * Classes (Schedule) ** ||  ||
 * ** Specific Objectives for student in this class: **
 * ** Areas of strengths & interests: **
 * ** Successful learning strategies & modifications or adaptations needed: **
 * ** Communication Strategies (verbal & nonverbal by the student -- asks for attention, asks for help, protest, tangible items, discomfort, etc): **
 * ** Positive behavior support strategies: **
 * ** Grading accommodations: **
 * = Important family/health information [avoid invasion of privacy; include only what people need to know to be effective educators] =
 * MI estimate

List possible collaborators and indicate their strengths and learning or teaching styles. On a scale of 1-10 (low to high) indicate your estimate of the individual’s strength in each intelligence.
 * Colleague/ family member || LING || LOG || SPAT || BOD-KI || MUS || INTER || INTRA || NATR ||
 * Teacher/MT || 8 || 4 || 10 || 3 || 7 || 8 || 7 || 8 ||