Sample+Student+plans

MID IEP [Computer] || Raz-Kids Google Images Dictionary.com || # To give B.A. the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow B.A. seemed to benefit from the opportunity to hear himself read and to hear what he would do || Round & Round || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || B.A. did quite well with these activities. He was motivated and was able to work through particularly the vocab and comprehension activitindependently. || Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || This year B.A. received support in the form of having a scribe. His writing is still very much at the beginner stage. Next year this should be a high priority. || Rhyming Dictionary || To improve his phonemic awareness skills -- through the study of Word Families -- that he would be better able to both hear and create rhymes || This was a very successful program. It helped solidify B.A.'s sense of how English words are constructed and for him to become better able to 'hear' the parts that make up English words. || Spellingcity.com || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || B.A. needs more opportunity to make orginal sentences using new vocabulary. || Virtual Manipulatives || Review operational phrases and Telling Time (focus Digital Duration of Time Activities and Time of Day Check Calendar To improve his abilities and conceptual understanding of: Fractions, Movement on a Grid, Division and Multiplication through an emphasis on Concrete-Pictoral-Symbolic and the need to be able to both SHOW and TELL how to perform the various skills in a live Learing Log format of Audio recording and picture || All of these more conceptual math activities were a real challenge for B.A.. Next year he should work his way through a sequentially designed grade 1 level math program. ||
 * **B.A.**
 * Div. 4** || __Resource__ || __Goals for Term 3__ || __Results__ ||
 * Work Habits || My Wiki site || # To improve his ownership and initiative by keeping him accountable on a daily basis with weekly conferences to discuss his progress and set or adjust goals accordingly || This worked only to a degree. On his own B.A. still showed a lack of initiative. Even with support he struggled to maintain any consistency in this area. ||
 * Oral || Let's Go [Green] || # Improve his ability to express himself more clearly with less circumlocution
 * 1) Improve his ability to express himself in full sentences ('Can I get a drink' instead of 'drink') || Minimal prgoress noted here. B.A.'s converstional expressive language has only improved slightly over the course of the year. The conversational models were helpful and should be continued next year. ||
 * Reading
 * 1) To give him the opportunity to assess his progress through regular Running Records || B.A. was quite motivated to do this work
 * Reading Strategies || Claws and Paws
 * Writing || Journal || To improve his ability to express himself more fluently and with greater skill at being able to expand on a topic for the purpose of sharing his thoughts, feelings and experiences with an audience || B.A. had difficulty composing impromptu pieces based on his personal experience. he had more success writing from concrete and observable information -- more like writing a report -- but still it was a challenge for him to write in a coherent, sequential manner. ||
 * WR [Computer] || Weekly Letter/
 * Grammar/Word Families || Blue Board
 * Spelling-Vocabulary || Target Spelling [540]
 * Math Drills || Multiplication [3/4] || To improve his ability to compute through the 0-11 timestables || B.A. did well with these straight-forward computational activities. ||
 * Math || Do the Math [Division]
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || This was not a success. ||
 * ELL [Computer] || ello || To give him an opportunity to hear good english in conversations || He did not use this very often if at all. ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || This was worth doing and may be something he could continue to do next year although it may be more profitable for him to either use a scribe or a text to specch program to record his ideas. ||

Student notes: Activity put time on clocks backwards [Math] || He needs to take a unit on __time__ in his Math prog || know 'How many more?'[MA] || In his Math program he needs to review these operational terms. Perhaps best in Life skill situations: ie Money, or a Recipe || Circumlocution || Needs more Let's Go... || based on the pics || v. literal. He was able to get the 'pattern' of this book with support, however. ||
 * Date || T || Observations || Implications ||
 * March 14 || R || During a Warm up
 * || R || On a Math question did not
 * || R || During [French] Was using
 * 16 || C || Unable to predict 'Find a Pattern'
 * || C || Brandon explains 12/9 || Here you can hear how he simply does not make connections on his own but, with support and patience, he CAN. ||
 * May 4 || C || Weekly Checklist Conf || Needs to check off items AS HE COMPLETES them. B.A. gave himself a mark based on his effort. (See his Evernote note and pic on this). He reset his goals for the next week and we wrote out a simple rubric for both he and I to see what a G,S or N would look like (expressed concretely as 0-2 G, 1-10 S, 11-20 N, 21- I) ||

SLD IEP (Organization/Work Habits) Tumble Books || # To give him the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow /Grammar || Birdseye Writing Skills: Sentences || # To improve his ability to identify and apply parts of speech. Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || R.W. opted out of this option and chose instead to do the work by hand || Spellingcity.com || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || [see above ''] || Sample Records/Notes 17 || P || R.W. leaves projects to the last minute. Hard for parents to know what's due when || Needs a checklist/timeline (perhaps put these on the class wiki) Need some form of communication about project deadlinesPerhaps put these onto a calendar. ||  || Perhaps go into kick boxing or Hip Hop Dance to help tire him out. ||  || 23 || C || Does not do well with loose structures || Needs an established structure and homework routine (with consequences pre-determined) || Wiki site || Needs an embedded LST support program || Needs Structure and Accountability || to build the IEP in Sept. ||
 * **R.W.**
 * Div. 4** || __Resource__ || __Goals for Term 3__ || __Comments__ ||
 * Reading || Raz-Kids
 * 1) To give him the opportunity to assess his progress through regular Running Records || He did for a while but then stopped completing the work ||
 * Writing
 * 1) To improve his ability to identify and create complete sentences (working with subjects and predicates). || '' ||
 * WR [Computer] || Weekly Letter/
 * Spelling-Vocabulary || Target Spelling [540]
 * MA [Computer] || Math Playground || To expose him to a range of Math activities in an exploratory format || n/a ||
 * WR [Computer] || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || [see above ''] ||
 * Date || T || Observations || Implications || Actions ||
 * March
 * 17 || R || Comes to school tired || Perhaps needs a more consistent bedtime routine.
 * 17 || R/P || Organization and Planner top issues || Things have improved but need to be maintained. The more he can access what's due ||  ||
 * 17 || C/R/P || Prioblems staying focussed || The more he does quiet activities such as Word Searches, Memory games ||  ||
 * 17 || R || Not participating in the Home Reading || P feels he needs to be more autonomous. The suggestion is to use Tumble Books @ home. ||  ||
 * ~  ||~   ||~ Year End PTC Meeting ||~   ||   ||
 * June
 * || F || Gets behind easily || Needs more time to get work done. || Exempt him from French ||
 * || C || Has a frenetic level of energy || Needs a dance program or the like and exercise breaks at school || Famioly will look into this ||
 * || C/F || Has enough of a challenge to keep up with regular homework || Needs some form of (LST) support
 * || C || Highly motivated for topics that interest him || Needs opp to follow his nose on self-directed projects || Work through the Writer's Process ||
 * || C || Very creative || Needs an Art element in his program || Incorporate this into projects ||
 * || C || Very Verbal || Needs share and speech opportunities (perhaps @ assemblies or announcements?) || Speech to text app (Windows app) ||
 * || C || His written output doesn't match his potential || Needs support for writing -- the Writer's Workshop? || Have him work through the Writing Process ||
 * || C || Benefits from talking about what he's learning || Needs a tutor @ home for Math 2-3 times a week || Context/Problem Solving Approach ||
 * || F ||  || Needs help keeping track of his work/tasks || Establish a homework leaving routine/checklist Wiki ||
 * || F ||  || Needs to understand what he's learing or establish some sort of routine || Open LST block/Peer Tutor support/Home tutor ||
 * || F ||  || Needs to take ownership for his learning || Meet Parents, Ryan, LST, T

SLD IEP (Grammar/Spelling/Writing) [Reading Resource] || Raz-Kids In My World || # To give him the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow More next year || Phonemic Awareness || Blue Board || To improve his phonemic awareness skills -- through the study of Word Families -- that he would be better able to both hear and create rhymes || this improved his PA More next year (in another format) || Book Talk || To improve his writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || This was particular effective when he had a scribe because N.W. has a lot of ideas || More next year || [Writing Resource] || Spellingcity.com || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || [see above] || 3/4 || To improve his ability to compute through the 0-11 times tables || n/a || (Number Sense) || n/a || n/a || [Math Resouce] || Virtual Manipulatives || To give him the opportunity to manipulate virtual concrete materials to help him solidify his understanding of various math skills/concepts || n/a ||
 * **N.W.** || __Resource__ || Objectives || Comments ||
 * Reading Comp || Claws and Paws || To improve his ability to use particular strategies when reading such as summarize, transform, visualize and sequence || Success ||
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || a very good program because it gave Nelson the opportunity for a lot of reinforcement ||
 * Writing/Grammar || Brids Eye || # To improve his ability to identify and apply parts of speech.
 * 1) To improve his ability to identify and create complete sentences (working with subjects and predicates). || very relevent and appropriate good progress
 * Phonics/
 * WR [Computer] || Weekly Letter/
 * Spelling-Vocabulary || Target Spelling 540 || To improve his ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and his ability to use these words to create sentences. || This was successful
 * WR Computer
 * Math Drills || Multiplication Facts
 * Math || Jump Math [Purple]
 * MA Computer
 * Typing || All The Right Type || To introduce the concept of touch typing that he might improve his skills in this area || n/a ||

ELL AIP more next year || [Computer] || Weekly letter/ Book Talk || To improve her writing by working a weekly letter and other projects (such as his monthly book talks) through the stages of the Writing Process using Kidspiration, Word and Power Point || not enough of this happened this year for her more next year would be key || Builder || # To improve her ability to identify and apply parts of speech. this would still be good for her to do next year || [Reading Resource] || Raz-Kids || # To give her the opportunity to both hear and read a variety of books at his Independent Reading level with questions to follow more next year (perhaps through the summer?) || [Vocab Resource] || Spellingcity.com || To improve her ability to infer meaning through CLOZE activities, his visual discrimination skills through various exercises and her ability to use these words to create sentences. || minimal progress more next year (perhaps through the summer?) ||
 * **E.M.** || __Resource__ || __Objectives__ || __Comments__ ||
 * Oral || Let's Go [Orange] || # Improve his ability to express herself more clearly with less circumlocution
 * 1) Improve his ability to express herself in full sentences ('Can I get a drink' instead of 'drink') || more next year ||
 * Reading Comp || Claws and Paws || To improve her ability to use particular strategies when reading such as summarize, transform, visualize and sequence || good progress
 * WR
 * Grammar || Birdseye Sentence
 * 1) To improve her ability to identify and create complete sentences (working with subjects and predicates). || [see above] ||
 * Oral Computer [ELL Resource] || ello || To give her an opportunity to hear good english in conversations || [see above]
 * RD Computer
 * 1) To give him the opportunity to assess his progress through regular Running Records || good progress
 * Word computer