Michael’s Profile from a GPS-IEP Example
Key terms are bolded to emphasize topics presented in his Profile to develop the BIG picture of him.
This paragraph discusses his grade; what he enjoys; his parent’s desires for
school; his previous special education services; his learning style, and his
learning style.
Michael is a fourth grade student who enjoys mysteries and adventure stories. He also enjoys drawing, playing Wii
sports, and using the computer to play games. His parents want him to be successful in school and are very active in his
education. Michael began participating in special education through a preschool program at the age of three. He
continued services once he entered the school-age program - speech and language therapy, occupational therapy (fine
motor skills), behavior modification, instruction in computer skills and specially designed instruction in the area of
language arts. He learns best through visual presentation and will participate in class discussions. Michael has been
successful with grade-level materials when presented orally, when working in small group settings that are quiet and
private, and when he has preferential seating near the teacher.
Michael’s reading skills; what has been successful; what he does not
enjoy academically; his math skills; Ohio Achievement Test results with
information on some subscales reported.
Michael's reading fluency skills are slightly below his peers at the fourth grade level. He has increased his word
recognition and fluency through direct instruction. Michael does not enjoy writing assignments and tries to avoid
anything that requires this skill. When permitted, he uses word processing to complete assignments. Michael enjoys
math. He has excellent rote math skills and is at grade level in math except for word problems. He also has well
developed long term memory skills and can multiple two-digit numbers in his head. Michael's third grade performance
on the Ohio Achievement Test in reading was Basic. He was near proficient in the areas of Vocabulary and Reading
Process. He was below proficient in Literary Text and Informational Text. In Mathematics his designation was
Proficient. He was below proficient in Data Analysis and Probability and performed near proficient in the areas of
Number, Number Sense and Operations; Measurement; Geometry and Spatial Sense; and Patterns, Function and
Algebra.
Information on his classroom behavior; what behavior plan efforts work;
what stimuli cause him difficulty; and how his disability affects his
participation in the regular education classroom are reported here.
Michael's classroom behavior has greatly improved during the last two years due to an intensive behavioral
modification program. Michael no longer resists new activities and follows class routines. He will remain seated in his
chair for a period of 15 minutes if he is engaged in an activity that he is interested in the subject. He will work until he is
finished on any activities that involve math. When given writing assignments, he demonstrates a short attention span
by getting out of his seat and wandering, but will return to his chair if given verbal cues. Once he returns to his seat,
Michael will resume working on his written assignment when redirected. When hearing certain loud noises (e.g.
garbage trucks, lawn mowers, vacuum cleaners, etc), Michael will leave his desk to get away from the noise, but will
return when given verbal cues. Michael's distractibility and short attention span prevent him from completing tasks in
a timely manner.