Ontario Class Profile Matrix (Appendix A) – Horizontal Landscape
Exact verbatim replica of the official Ministry 8-column horizontal landscape template (Page 60), followed immediately below by the official completed Ministry source samples (Ms. B., Page 40; Mr. S., Page 41), and Modali's modern clinical cohort version.
Appendix A: Class Profile Template
| Student | Learning profile* | Strengths/Areas of need (achievement/readiness, interests, learning needs, social/emotional strengths and needs) |
Instructional strategies and resources; assessment tools; accommodations | Evidence of improvement in learning | Adjustments in instruction/Other interventions, if needed | Available supports and resources | Other relevant information |
|---|---|---|---|---|---|---|---|
| Student 1 | — | ||||||
| Student 2 | — | ||||||
| Student 3 | — | ||||||
| Student 4 | — | ||||||
| Student 5 | — | ||||||
| Student 6 | — | ||||||
| Student 7 | — | ||||||
| Student 8 | — |
* The learning profile may include learning style, type of intelligence(s) (“learning preference”), as well as preferences or traits related to socioeconomic or cultural background.
Learning styles: A – Auditory; V – Visual; K – Kinesthetic; T – Tactile
Learning preferences: VL – Verbal Linguistic; LM – Logical Mathematical; VS – Visual Spatial; BK – Bodily Kinesthetic; MR – Musical Rhythmic; N – Naturalist; I – Interpersonal; In – Intrapersonal
Sample Class Profile – Elementary*
| Student | Learning profile** | Strengths/Areas of need (achievement/readiness, interests, learning needs, social/emotional strengths and needs) |
Instructional strategies and resources; assessment tools; accommodations | Evidence of improvement in learning | Adjustments in instruction/Other interventions, if needed | Available supports and resources | Other relevant information |
|---|---|---|---|---|---|---|---|
| Afareen | A / MR | Insufficient assessment information so far. Further observation needed. | |||||
| Carter | T / LM | Enjoys counting, sequencing. Beginning to identify letters and consonant sounds. | Provide manipulatives. Involve in team projects. | Nov. 20: Shows continuing progress in sound recognition. | |||
| Mark | V / MR | Responds well to visual cues and consistent routines. Age-appropriate counting, sorting, sequencing skills. Enjoys peers but also needs quiet personal space. Diagnosed with ASD; is easily overwhelmed and loses focus. Needs transition cues, frequent positive reinforcement. (Prepare individual student profile) | Present information in small chunks. Use visuals, transition picture cards (e.g., visual schedule generated by computer software). Pair with student who needs support in math. Provide quiet space for academic tasks. Give positive reinforcement. | Nov. 15: Good progress – retreats only occasionally; responds to familiar visual cues when making transitions. | Receives support from board ASD team and school resource staff. | Has behaviour plan and safety plan. | |
| Nigel | A / In | Enjoys books; counting skills lagging. | Perhaps pair with Mark. | ||||
| Maia | — | ||||||
| Shelley | — | Seating arrangement: Proximity to teacher during circle time. | Loves cars. | ||||
| Maurice | T / BK | Eager to learn to read. Enjoys interacting with peers. Strong verbal expressive language. Needs attention and focus cues. | Provide card with graphic depiction of task for him to consult until he completes the task. Provide manipulatives. Allow additional time for him to express himself; provide concrete cues for turn taking during group conversations. Use cars in examples. Provide access to computerized phonics programs. | Nov. 15: Shows some improvement in attention focus during group time; will continue to require redirection. | |||
| Anita | — | ||||||
| Susie | V / I | Sociable. Well-liked by peers. Demonstrates leadership qualities. Enjoys arts. | Provide opportunities for group work. Oral presentation. Pair up with other students as a peer mentor. | Nov. 15: Shows improved cooperation and turn-taking. | Nov. 15: provide more opportunities for leadership. | Takes dance classes after school. |
* This sample class profile illustrates a work in progress, which is why some of the sections are blank or incomplete. At any given time during the school year/term/semester, a classroom teacher may choose to focus on a student or a group of students and to collect information on specific curriculum areas and/or areas of focus.
** The learning profile may include learning style, type of intelligence(s) (“learning preference”), as well as preferences or traits related to socioeconomic or cultural background.
Learning styles: A – Auditory; V – Visual; K – Kinesthetic; T – Tactile
Learning preferences: VL – Verbal Linguistic; LM – Logical Mathematical; VS – Visual Spatial; BK – Bodily Kinesthetic; MR – Musical Rhythmic; N – Naturalist; I – Interpersonal; In – Intrapersonal
Sample Class Profile – Secondary*
| Student | Learning profile** | Strengths/Areas of need (achievement/readiness, interests, learning needs, social/emotional strengths and needs) |
Instructional strategies and resources; assessment tools; accommodations | Evidence of improvement in learning | Adjustments in instruction/Other interventions, if needed | Available supports and resources | Other relevant information |
|---|---|---|---|---|---|---|---|
| Angela | A / VL | Enjoys independent reading and creative writing; strong auditory learner; loves animals; strong in language and other subject areas, except math; difficulty understanding new abstract math concepts. (Prepare individual student profile) | Pair verbal instruction with written format; provide opportunities for projects, written reports; allow extra time to process information and complete projects. (See individual profile) | Nov. 15: shows improvement in understanding of decomposition of 2-D shapes, including the Pythagorean relationship, especially when real-life context is part of the problem, and when discussing possibilities with a learning partner. Beginning to connect linear relationships to linear growing patterns involving tiles. | Provide more regular access to assistive technology when possible. Provide access to Targeted Learning (CLIPS). Arrange for peer mentor. Involve Student Success Team. | Creative Writing Club; guidance to support pathway transition to Gr. 10 academic math through transfer course; local vet clinic. | Had IEPs in Gr. 7 and 8 for math. |
| Keith | T / LM | Enjoys hands-on activities, projects; puzzles, games, patterns; creative thinker. | Provide authentic, hands-on experiences; involve in team projects; encourage higher-order thinking skills; provide opportunities for leadership. | ||||
| Sean | V / I | Responds well to visual cues and positive reinforcement; understands concepts when explained in logical fashion; easily overwhelmed by clutter; often needs quiet personal space to focus on work; requires preparation to support transitions. (Prepare individual student profile) | Present information in small chunks and in logical fashion with visual support; encourage the use of a personal organizer for daily tasks; require written prompts and preparations for all transitions; provide quiet space for academic tasks. | Nov. 15: Formative assessments show success in working with 2-D and 3-D measurements, and particular interest in applications of optimization. | Update IEP with new Gr. 9 applied math expectations; emphasize self-advocacy skills; provide peer mentor support for self-advocacy skills and transitions. | Guidance and Resource support for social skills. Consultation with In-School Support Team if required. | Previous years' behaviour support plans reviewed; safety plan removed. |
| Amanda | A / In | Enjoys books; likes quiet work space and independent projects. | May need extra time to process information and complete assignments; use written assignments. | ||||
| Troung | V / LM | Visual learner; attention to details and focuses on tasks; English language learner. | Pair verbal instructions with visual support; provide opportunities for small-group work; pair with English language learner or first-language student in class. | Nov. 15: More comfortable participating in small-group work; is volunteering answers from time to time. | Continue to monitor English language development. | Enrolled in ESLAO first semester; Guidance and ESL team; Community Centre access. | Arrived in Canada one year ago from Vietnam; English language skills. |
| Haneem | T / I | Good social skills, well liked by peers; needs attention and organization support. | Provide opportunities for leadership; encourage the use of personal organizer and self-monitoring skills. |
* This sample class profile illustrates a work in progress, which is why some of the sections are blank or incomplete. At any given time during the school year/term/semester, a classroom teacher may choose to focus on a student or a group of students and to collect information on specific curriculum areas and/or areas of focus.
** The learning profile may include learning style, type of intelligence(s) (“learning preference”), as well as preferences or traits related to socioeconomic or cultural background.
Learning styles: A – Auditory; V – Visual; K – Kinesthetic; T – Tactile
Learning preferences: VL – Verbal Linguistic; LM – Logical Mathematical; VS – Visual Spatial; BK – Bodily Kinesthetic; MR – Musical Rhythmic; N – Naturalist; I – Interpersonal; In – Intrapersonal
Grade 9 De-streamed Science (SNC1W) • Cohort Profile Matrix
| Student Archetype | Psychometric Gateway • Modality | Strengths & Cognitive Readiness | Targeted Bottlenecks & Areas of Need | Differentiated UDL Strategies & Accommodations | MTSS Tier Level | Canonical Pipeline Match | Review Date |
|---|---|---|---|---|---|---|---|
|
Marcus Chen OEN: 482-910-334 |
\(S_{VIS}=4.60\) \(S_{SPA}=4.80\) |
Level 4 in Math/Logic: Highly adept in 3D spatial rotation, circuit design, and deductive modeling. High retention of visual concepts. | ELL STEP 3 Gap: Text-dense scientific language friction (\(\Delta_{\text{Lang-Cog}} = +2.10\sigma\)). Prompt-dependency (\(\Delta_{\text{Indep}} = 1.45\)). | Dual-coded visual organizers; CER sentence frames; 1.5x time; 3D simulation demonstrations; bilingual glossaries. | Tier 2 (Targeted) | Pipeline #214 | Oct 30, 2025 |
|
Maya O'Connor OEN: 719-204-883 |
\(S_{KIN}=4.75\) \(S_{AUD}=4.10\) |
Kinesthetic Experimentation: Rapid hands-on laboratory setup; excels during inquiry-based physical dissections and dynamic modeling. | ADHD (Inattentive): Working memory decay after 12 minutes of sedentary lecture; executive planning disorganization. | Standing laboratory station; 10-minute chunked inquiry milestones; tactile manipulatives; audio-recorded lab notes. | Tier 2 (IEP Accom.) | Pipeline #087 | Nov 05, 2025 |
|
Samuel Adebayo OEN: 339-118-502 |
\(S_{VER}=4.50\) \(S_{INTRA}=4.30\) |
Verbal Leadership: High communicative fluency, charismatic peer group mediation, comprehensive scientific report synthesis. | Abstract Spatial Hesitancy: Struggles with complex 3D molecular symmetry without physical modeling kits. | Physical molecular model ball-and-stick sets; assigns role of Group Research Director; oral presentation defense. | Tier 1 (Universal) | Pipeline #012 | Jan 15, 2026 |
|
Luc Tremblay OEN: 881-304-129 |
\(S_{SPA}=4.20\) \(S_{TACT}=4.50\) |
Visual Mechanical Deduction: Intuitive understanding of ecological trophic cascades and mechanical force vectors. | Severe Dysgraphia & LD: Written output is laborious; working memory processing deficit under time pressure. | Speech-to-Text (Google Voice Typing); SEA chromebook workstation; diagram-labeling tests in place of extended essays. | Tier 3 (Intensive SERT) | Pipeline #319 | Oct 25, 2025 |
|
Priya Patel OEN: 512-409-772 |
\(S_{LOG}=4.70\) \(S_{VER}=4.40\) |
Analytical Rigor: Exemplary mathematical calculations; meticulous note-taker; consistent 90%+ in textbook evaluations. | Evaluative Anxiety: Panic during unannounced pop-quizzes or open-ended ambiguous inquiry tasks. | Detailed advance organizers; explicit grading rubrics; quiet testing carrel; cognitive reframing checklists. | Tier 2 (Targeted) | Pipeline #152 | Nov 10, 2025 |
|
Sofia Santos OEN: 649-823-110 |
\(S_{AUD}=4.40\) \(S_{INTER}=4.50\) |
Interpersonal Fluency: Outstanding collaboration in bilingual lab groups; strong social engagement and enthusiasm. | STEP Level 2 (Spanish L1): Struggles with English scientific morphology (e.g., photosynthesis, cellular respiration). | Spanish-English cognate charts; pictorial vocabulary cards; collaborative pairing with bilingual peer mentor. | Tier 2 (ELL Support) | Pipeline #228 | Nov 15, 2025 |
|
Alex Kowalski OEN: 902-114-633 |
\(S_{LOG}=4.90\) \(S_{SPA}=4.60\) |
2e (Gifted / ASD): Prodigious computational logic; independently codes Python climate models for science fair. | Sensory Overload: Severe auditory sensitivity to noisy lab chatter; social friction during unstructured group debates. | Noise-canceling headphones allowed in lab; structured role assignment ("Data Analyst"); quiet workstation corner. | Tier 2 (IEP Accom.) | Pipeline #044 | Oct 28, 2025 |
|
Daniel Nguyen OEN: 418-772-901 |
\(S_{KIN}=4.30\) \(S_{VIS}=4.20\) |
Applied Engineering: Excellent builder; quickly constructs mechanical prototypes for physics flight unit. | Reading Hesitancy: Skips long instructional paragraphs; relies on trial-and-error without reading safety instructions. | Illustrated safety protocols with warning icons; video pre-briefings before laboratory exercises; checkpoint sign-offs. | Tier 1 (Universal) | Pipeline #008 | Jan 15, 2026 |
Cohort Modality Synthesis
68% of the cohort demonstrates primary sensory gateways in Visual-Spatial or Kinesthetic-Tactile processing. Standardized text-heavy lectures create unnecessary friction for 14 out of 24 learners. Universal Design for Learning (UDL) core requires dual-coded visual instruction for all units.
Universal Environmental Blueprint
Lab stations configured in 4-person teams with defined roles (Lead Researcher, Materials Specialist, Data Analyst, Quality Auditor). Quiet focus pods equipped with noise-canceling headphones; bilingual scientific word-wall prominently displayed.
5. Comparing 2013 Ontario Class Profiles with Modali's Automated Multi-Student Matrix
Under the 2013 Learning for All model, assembling a complete Class Profile for a single secondary course (24–30 students) typically required 40 to 60 hours of manual teacher file collation across OSRs, IEP binders, and report card comments. Here is how Modali automates this entire lifecycle:
| Dimension | 2013 Ontario Appendix A Matrix | Modali Modern Class Diagnostic Engine | Empirical & Operational Benefit |
|---|---|---|---|
| Roster Assembly Time | 40+ hours per class across physical file drawers and separate OSR records. | 15-minute student self-inventory via 1-click classroom invite link (/join). |
160x time reduction; immediate cohort visibility on Day 1. |
| Grouping Mechanism | Manual teacher estimation; often defaults to static or arbitrary table seating. | Algorithmic DI Grouping Engine: generates balanced, homogeneous, or complementary teams across 13 subscales. | Eliminates subjective bias; optimizes peer scaffolding and ZPD. |
| Accommodations Selection | Handwritten generic strategies from memory or informal advice. | Automatic assignment of 62 empirical UDL strategies matched to student psychometric friction thresholds. | Precision instruction; directly aligns with CAST UDL Guidelines 2.2. |
| Progress Monitoring | Paper notes that frequently remain static after October review. | Continuous live tracking with mid-term re-scans and automated MTSS Tier 1/2/3 referral alerts. | Living diagnostic loop; longitudinal student growth tracking. |