The Learner Profile is designed to help you understand your students' strengths and needs in the skills that drive achievement and social-emotional well-being. With this information, you will know how each student learns best, the mode of presentation that will make it easiest for each student to remember, and how they might be most comfortable sharing and presenting their learning.

It is recommended to start by reading the profile of a student you know very well. Envision him in your classroom as you read the profile. Are you starting to see why your student is successful in some areas but struggles in others? Think of specific examples of classroom performance, assignments, or interactions with other students that resonate based on what you are reading.

Consider Mindprint as your guide to better understanding all of your students--those you might not have yet had the opportunity to know as well as this student. Mindprint makes it much easier for you to better understand all of your students very well from the start of the year.

The Summary Results section of the profile is unique to each student. You will want to look at the chart and read the bullet points in this section carefully for all students. The subsequent pages of the profile, however, are standardized so you will not need to read those for every student.

Notice the color coding throughout the report. Strengths are in green, skills in the expected range are in blue (high, medium, and low) and skills in purple are those that fall below expected and will likely need support.

Not every student has skills in the green or purple boxes, but they might still have clear relative strengths and needs. It is the relative differences in skills that could trip them up or cause confusion while learning. Many teachers consider high expected skills to be strengths and skills in the lower expected range as skills to support.

As you read past the summary, you will find details about the ten skills in the assessment, including a definition, examples and an explanation of how each skill was assessed. With the exception of the colored bubble reminding you how the student performed on this skill, this is the same for every student. That means that after you are familiar with the Mindprint approach, you will only need to read the Summary Results section for your students.

If you are sharing the Mindprint results with a parent, we recommend having the parent read the full Mindprint report before meeting with you. This will save you time of explaining the assessment, defining the skills, and helping parents understand how each skill affects learning.

Now that you understand the profile, you might choose to read the Summary Results for all of your students. Or you might choose to go to your student dashboard, sort by skill, and identify which students might need the most help or nurturing and focus on those students.

Footnotes. Some students might have a footnote on a strength or a skill to support, suggesting the student is in the top or bottom 5% in this skill, respectively. This might suggest the student is gifted or struggling in the particular skill. If this is consistent with your observations you might consider discussing this student's results with the student support team.

Test of Reading. In the recommendations section, you might see a suggestion for a test of reading. These students also might have a comment in the Needs about letter and number reversals. If this is the case, it is highly recommended that the learning specialist at school tests the student's reading fluency, including a test of nonsense words.

Attention. Be sure to read bullets about attention in the Needs and Recommendations section, even for students with medium expected attention. Some students have very good accuracy but work very slowly, suggesting that while they might have good attention for shorter tasks, they might struggle with attention on longer tasks. These students might have some attention difficulties that are often overlooked and might benefit from the same types of supports as students with low expected attention.

Combinations of skills. A student might have no skills in the "Skills to Support" but more than one skill in the low expected range. Some combinations of lower expected skills can create just as many challenges as having a single "Skill to Support". The recommendations will provide an explanation if that combination of skills could be a concern.

Consistent Learners. If the Strengths describe the student as a consistent learner, this truly is a strength, even if the skills are in the middle of the expected range. Students who can comfortably move across subjects and formats can be among the strongest learners--they might be very self-aware and find it relatively easy to navigate the differences among teachers and subjects. That level of comfort can provide the self-confidence to be a very successful learner.