Student Support Persona Cards

Difficulty sounding out unfamiliar words; guesses based on first letter

Handwriting is slow, effortful, inconsistent in size and spacing

Cannot reliably recall basic addition/subtraction facts after typical instruction

Reads text aloud accurately but cannot summarize or answer questions

Strong reader and verbal communicator; poor math problem-solver

Frequently off-task during independent work; stares into space

Frequently out of seat during work time; fidgets constantly when seated

Frequently off-task AND out of seat during the same lesson

Sits with a blank page long after classmates have begun

Consistently last to finish — by a significant margin

Limited or absent spoken language; may use AAC device, PECS, or gestures

Speaks in full sentences but conversation is one-sided or scripted

Socially isolated; approaches peers in ways that are misread or rejected

Refuses demands that seem simple or reasonable, including things they enjoy

Advanced academic performance in some domains alongside significant behavioral challenges

Seeks constant reassurance from the teacher ('Is this right? Am I doing okay?')

Frequent late arrivals, often following physical complaints (stomachache, headache)

Explosive outbursts (screaming, crying, throwing materials) over small frustrations

Hypervigilant — monitors the room, flinches at sudden sounds or movements

Argues about or refuses nearly every adult direction

Verbal responses are short, simplified, or filled with filler words and pauses

Follows class routines but is lost when the routine breaks

Repetitions ('I-I-I want to...'), prolongations ('Ssssnake'), or silent blocks before words

Does not speak at school, or only whispers to one or two peers

Dominates conversations with monologues about their topic

Holds materials unusually close or moves toward visual displays

Asks for repetition or seems confused when instructions aren't clearly seen

Difficulty with handwriting, cutting, or other fine motor academic tasks

Extreme reactions to sounds, textures, smells, or visual stimulation

Frequent or prolonged absences for medical appointments or illness episodes

Academic skills significantly below grade level in all areas

Limited verbal communication; may use AAC, sign, or picture exchange

Academic skills developing below grade level with significant individual variation

Developmental milestones (language, motor, social) that lag significantly behind same-age peers

Remarkable verbal reasoning or creative production in areas of strength

Significant memory difficulties — forgets recently learned material

Needs intensive support across multiple domains simultaneously

Limited access to visual and auditory information in the environment

Challenges in both English language acquisition and other developmental domains

Remarkably high performance in some domains alongside significant deficits in others

Sudden complaints of severe joint, chest, or abdominal pain requiring immediate nurse referral

Persistent, productive cough that is louder and more frequent than a typical cold

Sudden mood shift — irritability, tearfulness, or unusual silliness without identifiable cause (possible hypoglycemia)

Brief, repetitive staring episodes with unresponsiveness and eye blinking — possible absence seizures

Extended and unpredictable absences for treatment cycles, hospitalizations, or immune-compromised recovery periods

Requests to use the restroom frequently, urgently, and sometimes immediately after just returning

Sudden complaints of severe headache, often preceded by complaints of seeing spots or blurry vision (aura)

Refusal to eat certain foods; anxiety around food-sharing, birthday treats, or cafeteria trays

Slow, stiff movement at the start of the day — especially after sitting for extended periods

Unusual joint flexibility that causes instability — may trip, fall, or injure easily during normal activities

Requires scheduled nurse visits for intermittent catheterization (every 2–3 hours); may be away from class briefly and predictably

Moves carefully and deliberately; avoids crowded hallways, rough play, and sudden contact

Completes tasks such as writing, cutting, and manipulating materials using adaptive strategies (mouth, feet, modified grip) that may look different but are effective

Requires a step stool or adapted furniture to reach standard-height desks, sinks, cubbies, and interactive whiteboards

Repetitive movements or sounds that the student cannot voluntarily suppress for long periods (eye blinking, throat clearing, shoulder jerking)

Difficulty connecting actions to consequences; may repeat the same rule-breaking behavior after multiple corrections

Strong startle response to unexpected sounds, touch, or sudden movement; may freeze, cry, or lash out

Holds materials very close to the face or uses an unusual head tilt to focus — these are compensatory strategies, not signs of inattention

Responds more reliably to brightly colored, moving, or familiar objects than to printed black-and-white materials

Frequently asks for repetition or says 'what?' — especially when the teacher is speaking from the student's impaired-ear side