Cloverdale StarrBucks Individual Education Plan

Student Information Name: Address: Phone Number: Birth Date: Parents: Thomas Smith 123 Some Street 778-555-5555 May 1 2000 Jane and John Smith Grade: School Year: Age: PEN#: 7 2013/14 12 7896474

Adapted Program

Presenting Problem or Diagnosis x Modified Program Code P

Assessment History Psych-ed Assessment Teacher Observations

Date October 2012

Grade 6

Comments Scores in the 90 percentile on academic and cognitive tasks. (Highly)

th

If awards were to be given out by his fellow Grade 7 students, Thomas would be voted the "most intellectual". He is not always the first one to raise his hand in a discussion, but his teachers are certain of thing: Thomas thinks very deeply about what he hears and sees. When a teacher discusses a new perspective, idea or point-of-view, Thomas sits up and is immediately attentive and engaged. Thomas is both endearing and annoying in the classroom. He sometimes complicates a seemingly simple question with a complex answer. He has his own timeline, and finds it difficult to transition from a project in which he is involved to another activity. He tends to be systematic and logical in his thinking, and is uncomfortable when creative products are expected of him. He prefers structure and wants clear and defined expectations to accompany teachers' assignments. He responds to questions by paraphrasing them before answering. He works quickly through the extra assignments the teacher provides him in Math and Science when he has demonstrated mastery of the content. He is a sponge for information with an astounding memory for fact and detail. Thomas has top grades in every subject area, and scores highly on cognitive and achievement tests. However, he may be

underachieving because the curriculum being offered him is neither complex, fast-paced nor deep enough. He struggles to be optimistic in hopes that school will in the future offer him a challenge.
Speech and Language Medical Occupational Therapy Vision/Hearing None None None Yes Far Sighted

Strengths Deep thinker Preferred subjects he is attentive and engaged Endearing Logical Hyper-focuses in preferred subjects/projects Memory for fact and detail Strong in all subjects Requires structure Social skills Structured transitions Clear expectations

Needs

Principal Teacher Student Support Worker

(A) Dara Starr (T) Shannon Karr (W) Louise Marr

Support Team LST Parents

(L) (P)

Amanda Barr Jane and John Smith

Organization Skills Goal: Will transition appropriately in the classroom. Objective Teaching Strategies, Materials and Supports - Shape of the Day/Agenda Will observe and respect - Visual Schedule (classroom) directions for transitions without prompting 8 out of 10 - Clock/timer times

Progress
(M = Meeting or C = Continuing)

*ST

Social Skills Goal: Will be aware of appropriate boundaries in a social environment. Objective Teaching Strategies, Materials and Supports Will recognize when a peer is - Child and Youth Care not interested in the Worker/Counselor/SLP conversation and tactfully - Social Stories (self create) terminate interaction 4 out of - Role Playing 5 times. - Video Modeling

Progress
(M = Meeting or C = Continuing)

*ST

Academic Challenge Goal: Will apply a repertoire of skills and strategies to explore and extend aspects of the classroom curriculum or project work. Objective Teaching Strategies, Materials and Progress ( M = Meeting or C = Continuing) Supports Will make connections across - Interview/collaboration with two or more subject areas mentor/peer Will record observations in - Classroom lessons his own words from online and - Rubrics (clear expectations) print sources in all - Templates opportunities to develop the ability to ask - Interview/collaboration with critical questions to guide mentor/peer his inquiry and project work in the classroom and at seminars [5 times out of 10] [] Will present ideas in a clear - Rubric and understandable format - Interview/collaboration with and that will present well to mentor/peer the audience with some support.

*ST