1-IEP+(G.S.)

=__Gavin__=

Study || Chapter Questions || He had completed up to Chap 19 while the class had competed up to Chap 25 and the Epilogue. || # Some kind of study routine is needed @ home to help Gavin keep pace with the class. own Stories || Finds it easy to explain his thinking orally || # These will be recorded and perhaps Scribed but perhaps made available using QR codes || the computer instead of typing into it. || Gets distracted easily. When asked what he was doing he said he was noticing that my computer keyboard was different from his. || # Allow for breaks to let him have open times to think but partner || Works well with others || # Perhaps have her be a part of study group that uses vocab cards. || Fractions || Enjoys being able to draw to represent what he is doing || # Have him use pictures as much as possible to represent Math concepts. || Equivilant Fractions || Nothing completed. Nothing to observe. || # Study group with review questions that replicate test wording. Additional practice. Concrete examples - manipulatives. || concept || He seems to get the concepts. Just needs more time and some form of visual support. || # Allow him to make a Crib Sheet for future tests (with pics in it) || paragraph || able to use highly descriptive words such as: but it took him almost 20 min to write 10 words out of a 45 word composition || # Has a high vocabulary but struggles with output (SLD)
 * ~ Date ||~ Subject ||~ Activity ||~ Observations ||~ Implications ||
 * Oct.27 || Novel
 * 1) I propose that he record his answers in some fashion. Presently I am recording them on Evernote which seems to work well. ||
 * " || " || Chapter Questions || He is able to recall most of what he has read || # He can read what the class reads
 * 1) He should remain a part of any class discussions on a topic ||
 * " || " || "" || Does not get lost on the concepts. He can do the work. But any writing takes him a long time so he gets behind easily || # Therefore it is appropriate for him to do the work that his peers do -- as long as he is given support for the writing ||
 * " || " || Vocab || Needs an opportunity to play with new words. || # He should use Spelling City to work through new vocab ||
 * " || Journal || Writing
 * " || Work Habits || Looking at
 * 1) When there is an expectation to work that it's time to work ||
 * " || Math || Working with a
 * " || Math || Drawing
 * " || Math || Creating
 * " || Math || Working with a
 * " || Math || Not doing his worksheet || not very independent on his own -- but responds to higher expectations || # Needs accountablitiy. ||
 * Nov.3 || Writing || Revising a
 * 'horrible' instead of 'bad'
 * 'steaming' instead of 'mad'
 * 1) But struggles to get focussed and stay focussed long enough to get this down
 * Dec.1 || [IEP] || TC || Gets lost easily in transitions ||  ||
 * Dec || Novel Study || Looking up new or unusual words as he read || He was fascinated by the different plants referred to in the story and, slowly, started to take the initiative to 'own' his learning. || Is a very capable reader; he required almost no support from me once he was set up on these resources available on the iPad. ||
 * Dec. 14 || Spelling || Creating original sentences || He started to take off with this. It lead very quickly into a story. || Enjoys the challenge of solving a complex problem like the creation of an original story using specific, unrelated words.
 * Dec. 14 || Spelling || Creating original sentences || He started to take off with this. It lead very quickly into a story. || Enjoys the challenge of solving a complex problem like the creation of an original story using specific, unrelated words.

Has a sense of humour and wit. || "Oh that's clever" he said. || He likes things that have a 'twist' in them. Will look for more. || When I think of the things that engage him I see a Gifted Student. He loves Logic Puzzles for instance. || I think we are dealing with a Gifted/LD situation here. I want to do more activities from my Gifted Students Handbook. || (on Spelling City -- scribed) || VERY engaged. 8/10 || There is a tremendous amount of potential evident here. He discovered a pattern and his Spelling Test results were GREAT! || -exaggerated sounding out (to id the individual sounds in the words) -scribing (while Gavin used TILES to arrange the letters by hand to make the words) || # He has some phonetic sense. He is really confused about the 'magic e'. Therefore: -I will emphasis __word endings__ and -the '__magic e'__ with him. || -same as above... ||  || -helped him tackle new words through SYLLABICATION. -his working vocab is quite high || ====Very motivated to read Novels -- should read more @ home.==== Very capable of understanding these. Needs to learn some GOOD READING STRATEGIES such as context and chunking || Novel Study Ques || -Was told to get it signed. Continually not signed. After phone call home this -- and his Novel Study questions -- remained @ home. Apparently he gave this to his Dad to sign but then forgot it @ home. (close but not quite there yet) therefore no iPad today. -Gavin was incredulous -- to him not being able to use the iPad didn't make any sense. || Getting the message.
 * 14 || Free Time || Looking @ Optical Illusions || @ first not interested but once he got the 'twist' of each illusion he was hooked; he asked if he could take the book home...!
 * Dec 14 || -- || Personal Reflections || I see a student who is lost in class, has a need to work on survival skills for dealing with anxiety that is completely lost in class.
 * Dec 15 ||  || Conf with Counsellor || Shared with her the enrichment activities I am doing with Gavin and hi positive response to them. She was very positive that these options tap into his potential to learn. || Gavin CAN learn -- he just seems to need a medium that speaks his language. ||
 * Dec 16 || Spelling || Test
 * " || Reading || Raz-Kids Test || VERY engaged. HIGH level of comprehension and EXPRESSION! || Gavin genuinely enjoys learning new and complex things. Reading is very easy for him., ||
 * " || Math || Math Games on iPad || VERY engaged. VERY independent! || There is no lack of motivation evident; though he found the math to be quite challenging. ||
 * Jan 4 || Spelling || Pretest || Used the following strategies:
 * 1) Most of his problems are with how the words END
 * Jan 10 || Spelling || Pretest || Used the following strategies:
 * Jan 11 || Reading || Re-Reading Aloud Chaps 22-24 || -recorded his reading -- very motivated; very fluent & expressive.
 * "" || Homework || Spelling Pretest

Logical consequence

Perhaps motivation will improve -- we'll see. || Achievement || Phoned Home || Left message to inform parents of the seriousness of the situation. ||  || @ 10:20 pulling hair. @ 10:25 stretching - reminded of need to do the work in order to show what he knows, 10:30 playing with eraser, 10:35 playing with eraser, 10:40 filling in a question. Handed in with only one page completed. While he knew he could stay he handed it in with a smile and left as quickly as he could to go outside for recess.
 * Feb 16 || Academic
 * Feb 17 || Math || Assessment || Given half an hour to work on the Assessment [from 10:10-10:40]

When asked later if he would like to come in and finish the Assessment he said, "No." When reminded that the results of this Assessment would be shared with his parents he said, "That's ok" and proceeded to walk back to class. || No signs or indications that he cares about completing the Assessment or of showing what he knows in Math.

The long periods of wasted time are typical of how he spends his work-time in class (or one on one) when he asked to do something he finds either challenging or of little interest to him. ||
 * Feb 28 || Spelling || Pretest || -Argued that he was to do his Novel not his Spelling

-Continued to argue even after shown this in his schedule

-When given the opportunity to start on his Spelling work in Spelling City (after being reminded to get to work) -- no words were entered after fifteen minutes.

-@ this point he was asked to leave and go back to class.

When this is discussed later he simply says -- in response to losing the help he would have received here in LST--, "My Dad will help me @ home." || -

-Doesn't like to be told when he is to do his work

-@ times like these he simply won't

-You can lead a horse to water but you can't make him drink...

-No remorse evident. [see above] ||