Student
Student A Student B
Intervention/ Reports
Starting Point - Student is extremely defiant and
argumentative. She refuses to
complete learning tasks or
participate in class activities
- Student often has conflict with
figures of authority, such as
teachers or administrators, and
occasionally with peers.
- Assessment of learning is
difficult as task completion is
extremely low; student will not
seek or accept direct teacher
support
- Student does not have an
individual student plan (ISP),
but there has been discussion
over connecting with
behavioural specialists to
create a behavioural plan.
Collaborative Response This student has accessed both
and Intervention Tier 2 and Tier 3 Supports.
While we are working to
incorporate more in-class
strategies, this student often
refuses to be inside of the
classroom, and when she is,
refuses to accept any form of
Student C
- Student struggles with
emotional regulation and has
frequent outbursts
- Student presents extreme
behavioural challenges and
often expresses negative
dialogue about himself.
- Student has closer
relationships with a small group
of peers, but refuses to
participate in class activities
with other outside this group.
- Assessment of learning is
difficult as task completion is
extremely low; student will not
seek or accept direct teacher
support
- student does have an
individual student plan (ISP)
This student utilizes both Tier 2
and Tier 3 supports. While we
are working on incorporating
more strategies for inside of the
class, this student does require
support from our Family School
Liaison Worker and has been
referred to physicians due to
Student D
- Student does not have high
behavioural needs, but requires
additional support for his
academic needs
- Student is very easily
distracted or will often actively
seek distractions to avoid his
work due to not understanding
concepts or struggling with his
reading fluency and
comprehension
- student does have an
individual student plan (ISP)
This student can utilize many of
the universal Tier 1 classroom
strategies, but does require
Tier 2 support for certain
aspects of his learning. He
often requires a reader and/or
scribe due to low levels of
reading fluency and
- Student does not have high
behavioural needs, but does
sometimes struggle with
emotional regulation
- This student does require
additional academic support
and oftentimes he becomes
frustrated and struggles with
emotional regulation when
he does not fully understand
a concept.
- student does have an
individual student plan (ISP)
This student benefits from
both universal and targeted
supports. He does often
require Tier 2 supports due
to low-level reading and
writing skills. He can do very
well when working
one-on-one with a reader
 support.
She does have access to our
Family School Liaison Worker,
but oftentimes does not wish
to connect with him.
A case conference was
conducted with this student’s
parents, teachers,
administrators, FSLW, and
classroom support teacher to
address the extreme
behavioural issues.
OLE Domain#1 - Strategies to implement,
Responsive Curriculum assess the outcome of these
and Instruction during final report of
student:
- Foster an inclusive
community where all
aspects of diversity and
learner variability are
understood, expected, and
welcomed
- Integrate relevant,
rigorous, and
grade-appropriate content
into instructional practices
- Provide feedback and
opportunities for self
directed learning to
promote learner agency
talk of self-harm.
An individualized case
conference has not occurred yet
for this student, but parents
have been made aware of the
situation.
Strategies to implement,
assess the outcome of these
during final report of
student:
- Foster an inclusive
community where all aspects
of diversity and learner
variability are understood,
expected, and welcomed
- Integrate relevant, rigorous,
and grade-appropriate
content into instructional
practices
- Provide feedback and
opportunities for self
directed learning to promote
learner agency
comprehension. This student
also struggles to comprehend
number operations in math
concepts and requires a visual
or physical manipulative to
demonstrate his understanding
Strategies to implement,
assess the outcome of these
during final report of
student:
- Foster an inclusive
community where all
aspects of diversity and
learner variability are
understood, expected, and
welcomed
- Integrate relevant,
rigorous, and
grade-appropriate content
into instructional practices
- Provide feedback and
opportunities for self
directed learning to promote
learner agency
and/or scribe as he is
genuinely interested in the
content and does well and
verbally expressing his
understanding, but does
become easily frustrated
when he does not have
additional support.
Strategies to implement,
assess the outcome of
these during final report
of student:
- Foster an inclusive
community where all
aspects of diversity and
learner variability are
understood, expected, and
welcomed
- Integrate relevant,
rigorous, and
grade-appropriate content
into instructional practices
- Provide feedback and
opportunities for self
directed learning to
promote learner agency
OLE Domain #2 - Safe Strategies to implement,
Learning Environment assess the outcome of these
during final report of
student:
- Foster self-awareness and
adequate emotional
regulation
- Promote expression of
reasoned thoughts and
ideas - Focus on effort,
supported risk-taking, and
growth
- Support safe and engaged
interactions through
procedures, routines, and
classroom design
- Create positive
relationships that are kind,
caring, and respectful
Strategies to implement,
assess the outcome of these
during final report of
student:
- Foster self-awareness and
adequate emotional
regulation
- Promote expression of
reasoned thoughts and ideas
- Focus on effort, supported
risk-taking, and growth
- Support safe and engaged
interactions through
procedures, routines, and
classroom design
- Create positive relationships
that are kind, caring, and
respectful
Strategies to implement,
assess the outcome of these
during final report of
student:
- Foster self-awareness and
adequate emotional
regulation
- Promote expression of
reasoned thoughts and ideas
- Focus on effort, supported
risk-taking, and growth
- Support safe and engaged
interactions through
procedures, routines, and
classroom design
- Create positive
relationships that are kind,
caring, and respectful
Strategies to implement,
assess the outcome of
these during final report
of student:
- Foster self-awareness
and adequate emotional
regulation
- Promote expression of
reasoned thoughts and
ideas - Focus on effort,
supported risk-taking, and
growth
- Support safe and
engaged interactions
through procedures,
routines, and classroom
design
- Create positive
relationships that are kind,
caring, and respectful
 OLE Domain #3 - - Maximize individual
Meeting Diverse Needs strengths leveraged to
support academic, social,
and emotional growth
- Develop multiple learning
pathways
- Connect with student to
determine interests that can
be incorporated into
learning
Final Report
- Maximize individual
strengths leveraged to
support academic, social, and
emotional growth
- Develop multiple learning
pathways
- Connect with student to
determine interests that can
be incorporated into learning
I have been implementing
differentiated and/or modified
assignments and assessments
for this student based on his
ISP. While the same outcomes
are still being addressed, I am
providing this student with a
different entry level in the
learning tasks. I have also been
exploring various math
manipulatives with this student
so he can visually demonstrate
his level of understanding.
I have been working on
providing this student with
direct teacher support
whenever appropriate. He
enjoys working one-on-one
with me, as I am able to help
him reach an understanding
of concepts without him
struggling with the
reading/writing aspects.
This student enjoys being a
leader within the classroom,
so it benefits him to