Official Ontario Ministry Artifact • Learning for All (2013)
Ontario Individual Student Profile (Appendix B)
Exact verbatim replica of the official Ministry template (Page 61), followed immediately below by the official completed Ministry source samples (Mark, Page 49; Angela, Page 50), and Modali's modern clinical version for direct comparison.
Part 1 • Official Blank Ministry Form
Source: Learning for All (2013), Appendix B, p. 61
Appendix B: Student Profile Template
STUDENT PROFILE
Name:
Age:
Grade:
School:
Number of Credits Accumulated:
Date:
Sources of Information
(Identify sources of information and assessments to be conducted.
Check box and note date when a source has been reviewed or a new assessment completed.)
Check box and note date when a source has been reviewed or a new assessment completed.)
Review of OSR, including previous report cards
Consultation with parents
Consultation with previous and current teachers
Consultation with support team
Classroom observation checklist
Educational assessments (e.g., pretests related to particular curriculum expectations)
Interest and/or learning style inventory
Work samples, assignments, projects
Portfolios
Teacher-student conferences
Peer and self assessments
Other (specify)
Findings from Information Sources and Assessments – Strengths and Areas of Need
Current achievement levels, learning skills/work habits and readiness to learn
[Blank section for recording current provincial report card scores, diagnostic reading levels, work habit evaluations (N/S/G/E), and readiness indicators]
Learning styles/preferences and needs, interests, social/emotional strengths and needs
[Blank section for recording sensory modalities (A/V/K/T), multiple intelligences, personal hobbies, peer collaboration dynamics, and emotional self-regulation]
Other relevant information
[Blank section for transition plan notes, IPRC/IEP placement history, medical considerations, ELL/STEP language proficiency levels, and community agency supports]
Assessment and Instruction
Considerations for Instructional Strategies
[Blank section for Differentiated Instruction (DI) tactics, visual/auditory scaffolds, tiered chunking, concrete manipulatives, and assistive technology access]
Considerations for Assessments
[Blank section for Assessment FOR/AS learning, alternative response modes (oral/visual/practical), extra time allocations, quiet setting, and self/peer assessment]
Available Resources and Supports
[Blank section for In-School Support Team, Special Education Resource Teacher (SERT), board specialists, speech-language pathologists, and SEA equipment]
61
Part 2 • Official Ministry Source Sample – Elementary
Source: Learning for All (2013), p. 49 • Mark's Story, p. 42
Elementary Class Profile – Mark's Story (Source: Page 42)
“Mark is a 5-year-old Senior Kindergarten student who enjoys counting, sorting, and sequencing. Mark responds well to routines and consistency in the classroom. He is meticulous about putting other students’ toys away on the toy shelf in a very particular way. Mark was diagnosed at the age of 2 with Autism Spectrum Disorder (ASD). In class, Mark struggles to focus and easily becomes overwhelmed. When he feels overwhelmed, Mark takes his blanket and hides in the cloakroom. He can become very anxious and sometimes has loud outbursts. He struggles to communicate with his peers and withdraws if he cannot get his feelings across.”
SAMPLE STUDENT PROFILE – ELEMENTARY
Name:
Mark
Age:
5
Grade:
Senior Kindergarten
School:
Sunflower P.S.
Date:
September 2013
Sources of Information
(Identify sources of information and assessments to be conducted.
Check box and note date when a source has been reviewed or a new assessment completed.)
Check box and note date when a source has been reviewed or a new assessment completed.)
✓
Review of OSR, including current and previous report cards
Sept. 11, 2013 (reviewed Early Development Instrument (EDI), assessment information, intake form, etc.)
Sept. 11, 2013 (reviewed Early Development Instrument (EDI), assessment information, intake form, etc.)
✓
Consultation with parents
Sept. 23, 2013
✓
Consultation with previous and current teachers
Jun. 2013
✓
Consultation with support team Sept. 23, 2013
(Board ASD team)
(Board ASD team)
✓
Classroom observation checklist
Oct. 2, 2013
✓
Educational assessments (e.g., pretests related to particular curriculum expectations) Oct. 8, 2013
✓
Interest and/or learning style inventory
Sept. 10, 2013
Work samples, assignments, projects
Portfolios
Teacher-student conferences
Peer and self assessments
Other (specify)
Findings from Information Sources and Assessments – Strengths and Areas of Need
Current achievement levels, learning skills/work habits and readiness to learn
- average oral expressive language
- recognizes own name (is able to point to it) and knows that the first letter is “M”
- counts to 20 by rote
- recognizes most upper-case letters and some lower-case letters of the alphabet in isolation
- is able to follow simple pattern books
- is able to follow personalized pictorial schedule
Learning styles/preferences and needs, interests, social/emotional strengths and needs
- a visual learner; responds well to pictorial schedules and visual prompts when making transitions
- enjoys counting, sorting, and sequencing
- enjoys working with puzzles
- responds well to consistent routines in the classroom; works well when learning materials and toys are arranged in an orderly fashion
- enjoys cartoons and drawing cartoon characters
- is sensitive to loud noise
- can easily become overwhelmed; loses focus
- often plays on his own
- benefits from positive reinforcement
Other relevant information
- transition plan needs to be updated
Assessment and Instruction
Considerations for Instructional Strategies
- provide frequent breaks and opportunities for movement
- break information and tasks into small chunks
- use individual pictorial schedule (transition from concrete pictorial to visual schedule)
- use visual prompts and provide preparation for transitions
- provide access to computer when possible
- use positive reinforcement
- use puzzles and games where applicable
- pair up with another student as a ‘buddy’
Considerations for Assessments
- share and clarify learning goals
- provide timely and descriptive feedback
- initiate self and peer assessment where appropriate
- provide a quiet space and extra time for task completion
- allow for frequent breaks
- use visual format
Available Resources and Supports
- in-school support team
- special education resource teacher
- board ASD team/transition team
Planning Assessment and Instruction • 49
Part 3 • Official Ministry Source Sample – Secondary
Source: Learning for All (2013), p. 50 • Angela's Story, p. 42
Secondary Class Profile – Angela's Story (Source: Page 42)
“Angela is a 14-year-old girl in Grade 9. She is an avid reader and loves to play the piano. She spends much of her free time on the family’s small hobby farm, caring for the animals. She aspires to be a veterinarian and to operate her own animal hospital. Angela is currently taking mostly academic courses, as well as the applied mathematics course. She has limited social interactions with her peers and often chooses to work alone. It is evident from Angela’s OSR that IEPs were developed for her in Grades 7 and 8. The IEPs specified accommodations (only) that Angela required to support her in learning abstract concepts and developing problem-solving skills (e.g., extra time, hands-on activities, concrete materials). The IEPs applied specifically to mathematics.”
SAMPLE STUDENT PROFILE – SECONDARY
Name:
Angela
Age:
14
Grade:
9 Applied Math
School:
Eternal Hope S.S.
Number of Credits Accumulated:
0
Date:
Sept. 2013
Sources of Information
(Identify sources of information and assessments to be conducted.
Check box and note date when a source has been reviewed or a new assessment completed.)
Check box and note date when a source has been reviewed or a new assessment completed.)
✓
Review of OSR, including previous report cards
Sept. 2013
✓
Consultation with parents
Oct. 2013
✓
Consultation with previous and current teachers
Jun. 2013
✓
Consultation with support team
Nov. 2013
✓
Classroom observation checklist
Sept. 2013
✓
Educational assessments (e.g., pretests related to particular curriculum expectations) Sept. 2013
✓
Interest and/or learning style inventory
Sept. 2013
✓
Work samples, assignments, projects
Nov. 2013
✓
Portfolios
Sept. 2013
✓
Teacher-student conferences
Oct. 2013
Peer and self assessments
✓
Other (specify)
Grade 8 IEP
Findings from Information Sources and Assessments – Strengths and Areas of Need
Current achievement levels, learning skills/work habits and readiness to learn
• A review of Angela’s most recent Provincial Report Card indicates achievement at 85% or above in all Gr. 8 subject areas except math, in which she achieved at 60% and below. An initial assessment in Gr. 9 applied math indicates a weak foundation in number sense and numeration, which will affect her understanding of new concepts in number sense and algebra. There are also indications of weak skills in geometry and measurement, and in some mathematical processes (problem solving, reasoning, and proving).
Learning styles/preferences and needs, interests, social/emotional strengths and needs
- auditory learner
- verbal/linguistic
- enjoys independent reading
- enjoys reading fiction and creative writing
- intrapersonal preference
- hands-on, tactile learner
- enjoys working with animals; volunteers at veterinary clinics in the community
- accomplished pianist
- needs a peer mentor/tutor in math
- needs to have new concepts explained in a concrete way
- needs to have math processes broken down into smaller steps
Other relevant information
- Had IEPs in Grades 7 and 8 that outlined required accommodations (applying to work in math)
- In order to access Gr. 10 academic math, will have to take a transfer course in summer 2014
- Needs to develop self-confidence and self-advocacy skills
Assessment and Instruction
Considerations for Instructional Strategies
- supplement oral instructions with written explanations
- allow extra time to process new abstract concepts
- use real-life examples, concrete materials, and hands-on activities
- break down math processes into smaller chunks
- provide access to assistive technology, if possible
Considerations for Assessments
- share and clarify learning goals
- provide timely and descriptive feedback
- initiate self and peer assessment where appropriate
- allow extra time for math assignments, projects, and exams
- provide assistive technology, when possible
- assign hands-on projects, and written and/or oral reports when possible
Available Resources and Supports
- Student Success Team
- local veterinarian clinic
- peer mentor
- writer’s club in school
- computer lab/assistive technology lab
- resource room
50 • Learning for All
Part 4 • Modali Augmented Clinical Exemplar
Modali Multi-Dimensional Diagnostic Engine • Grade 9 De-streamed Science (SNC1W)
MODALI AUGMENTED STUDENT PROFILE – SECONDARY (SNC1W)
Name:
Marcus Chen
(OEN: 482-910-334)
Age:
14 yrs 7 mos
Grade/Course:
Grade 9 (SNC1W)
School:
Northern Collegiate Institute & V.S.
Date:
October 14, 2025
ELL / STEP Proficiency: Level 3 (Expanding English)
Cognitive Modality: Visual-Spatial (\(S_{VIS}=4.60, S_{SPA}=4.80\))
Lang-Cog Asymmetry: \(\Delta_{\text{Lang-Cog}} = +2.10\sigma\) (EAL Safe)
Sources of Information & Psychometric Telemetry
✓ OSR Review (Sept 2025): Consistent Level 4 in Grade 8 Science & Math; Level 2 in English Writing.
✓ IEP Status: Non-exceptional; accommodations provided under ELL / STEP framework.
✓ Diagnostic Inventory: Modali 15-Minute 13-Subscale Psychometric Scan completed Oct 2, 2025.
✓ Parent Consultation: Family speaks Mandarin at home; requests bilingual vocabulary organizers.
✓ Student Voice: Marcus states: "I understand how the circuit works in my head, but I get stuck writing the lab report paragraphs."
✓ Work Samples: Outstanding 3D circuit schematic; incomplete written hypothesis explanation.
Findings from Information Sources – Strengths, Areas of Need & Modali Telemetry
Academic Readiness
- Level 4+ in spatial deduction, 3D modeling, and mathematical computations.
- Strong deductive reasoning (\(Z_{\text{LOG}} = +1.65\)).
- Scientific schema retention is in 94th percentile.
- Lab manual comprehension requires 1.5x time when presented as unformatted text.
Learning Modalities & Needs
- High Visual-Spatial perceptual gateway (\(S_{VIS} = 4.60, S_{SPA} = 4.80\)).
- Severe academic vocabulary friction in text-heavy biology tasks.
- Prompt-dependency: Requires teacher validation before initiating written answers (\(\Delta_{\text{Indep}} = 1.45\)).
- Calm, highly cooperative in small peer engineering teams.
Other Relevant Information
- Canonical Typology: Pipeline #214 – High Spatial, High Math, ELL Language Acquisition Asymmetry.
- EAL Safeguard: Explicitly protected against false cognitive deficit labeling via Cummins BICS/CALP threshold.
- Enrolled in Grade 9 Robotics Club after school.
Assessment and Instruction – Tailored Accommodations & UDL Strategies
Instructional Strategies
- Provide dual-coded visual flowcharts alongside text lab manuals.
- Bilingual English-Mandarin scientific glossary cards.
- Sentence frames for Claim-Evidence-Reasoning (CER) scientific explanations.
- Chunk multi-stage inquiry into 15-minute milestones to dissolve prompt-dependency.
Considerations for Assessments
- Allow alternative demonstration of mastery via 3D CAD simulation or annotated schematics.
- Oral defense option for lab reports with English-language scaffolding.
- 1.5x time on summative unit tests.
- Use rubrics that separate scientific conceptual understanding from grammatical fluency.
Available Resources & Supports
- ESL / STEP Itinerant Teacher consultation.
- Modali Algorithmic UDL Playbook generator.
- Peer mentor in SNC1W lab group (bilingual peer facilitator).
- School STEM maker-space workstation.
Evolution of Ontario Pedagogy
5. Comparing 2013 Ontario Ministry Forms with Modali's Automated Telemetry
While the 2013 Learning for All document established the visionary foundation of student and class profiling, implementation was historically hindered by manual paperwork, subjective observational guesswork, and hundreds of hours spent searching through physical Ontario Student Records (OSRs). Here is how Modali transforms every element:
| Ministry Appendix B Section | 2013 Manual Practice | Modali Real-Time Telemetry Engine | Operational Impact |
|---|---|---|---|
| Sources of Information | Manual review of paper OSR folders, report cards, and handwritten consultation notes. | 15-minute diagnostic inventory with automatic psychometric triangulation across 13 subscales. | Saves 15+ hours per student at start of term. |
| Learning Styles & Preferences | Subjective checklists (V/A/K/T) often influenced by debunked "learning style" neuromyths. | Empirical measurement of sensory friction thresholds (\(S_{VIS}, S_{AUD}, S_{KIN}\)) and cognitive mapping (\(S_{VER}, S_{SPA}, S_{LOG}\)). | Scientific validity; conforms to APA empirical standards. |
| ELL / STEP Analysis | Risk of misidentifying language acquisition friction as a cognitive learning disability (LD). | Mathematical calculation of \(\Delta_{\text{Lang-Cog}} = Z_{\text{Cognitive}} - Z_{\text{Language}}\). Flags EAL safeguards when \(\Delta \ge +1.50\sigma\). | Prevents inappropriate Tier 3 special education referrals. |
| Instructional Accommodations | Generic handwritten recommendations ("allow extra time", "use visuals"). | Algorithmic mapping to 324 canonical pipelines and 65 targeted UDL strategies. | Instant, actionable instructional blueprints tailored to precise student friction. |