individualized program planwss/individualized_program_plan3_2a.doc · web viewhe tells his...

Individualized Program Plan2003-2004

Student:Taylor Reid

Birthdate:15-0

School: Wilfred Laurier High School

Grade:10

Years in School:Kindergarten to grade 10

IPP TeamAngela Contrada, Anastasia Deligianis, Veronica Gavrila, and Steven Schneider

Medical or Other Considerations That Impact Schooling:No medical conditions of what we are aware of, however, we do believe Taylor is suffering from depression.

Strengths and Interests:He wants to cooperate. Therefore, he shows some effort. He also likes to doodle.

Needs and Area for Growth:He needs to learn how to manage time, take notes, proof read, outline, listen and test taking strategies. He also needs to complete homework and hand it in.

Classroom Context and Services Provided:Will provide posters in math class for him to be able to relate math problem formulas, in English he will be given reading material that will be provided with audio tapes for him to follow along because his reading speed is slow. The material that will be provided will be material that is in not the same as the rest of his fellow students, such as reading the outsiders instead of Macbeth.

Instructional and Assessment Accommodations:He will be receiving help from a learning resource assistant teacher during library time and study skills option course, which would amount to one period per day. Before this IPP there has been no help for him in high school. In Elementary he saw a learning resource teacher 3 hours per week, and in Junior high received remedial instruction during class period for 45 minutes per day.We will also be requesting that another assessment take place to see where he stands with the rest of his classmates at the present time.

Summary of Assessment Results:(as indicated by formal and informal testing)Wechsler Intelligence Scale for Children-Taylor at the age of 13.5 had a full scale IQ of 104, a verbal IQ of 95 and a performance IQ of 111.

Peabody Individual Achievement test (PIAT)Reading Recognition: 6.8 GES (grade equivalency score)Reading Comprehension: 4.7 GESSpelling: 4.9 GESMathematics: 5.9 GES (varied with method of material presented)General Information: 8.6 GES

Teacher observation in elementary says that he’s seems lost most of the time and at times was very frustrated.

An informal assessment in grade 9 used to measure his rate of reading and comprehension indicated that he reads slowly and it may be a reason for his poor reading comprehension. Informal problems were also conducted to assess note taking, outlining, proofreading, listening, time management and test taking strategies. Taylor used few, if any of these strategies.

Year End Review and Transition:The two general priorities that should be targeted the following year include; social skills and reading comprehension

Student transition to an adult setting when Taylor leaves high school : Homework/communication book was very useful in helping coordinate the home and school components of Taylor’s program

and should be continued throughout high school and into an adult setting (i.e.: agendas, palm pilot etc..). Taylor’s teacher will set up visits to agencies providing supported employment (work experience). Taylor’s extracurricular activities will include volunteer work at an organization of his choice. In scheduling for Taylor’s grade eleven year, time will be allotted to include two days of work experience per week. His grade eleven year will include the core curriculum subject Career and Life Management (CALM), where strategies and

tools will be learned to assist him in his transition to an adult setting.

Signatures of IPP Team

GOALS AND OBJECTIVES

STUDENT:Taylor Reid GOAL:Taylor will complete his homework on time by the end of the school year

INITIAL LEVEL OF PERFORMANCE:Homework assigned was frequently late or incomplete. He tells his parents when asked he doesn’t have any homework.

OBJECTIVES HOW MEASURED STRATEGIES & MATERIALS

-By Oct 31, Taylor will hand in his homework with a week extension, once a week for 5 consecutive weeks, during class time

-By Dec 19, Taylor will be able to hand in partially completed homework assignment with a week extension. To be handed in twice a week for 5 consecutive weeks, during class time.

-by the teacher, teacher will also do the marking and monitor when and if he hands work in on time


-He will enroll in a study skills class for one period a day where he will learn skills on time management, study skills, organization and note taking. He will be given a week extension. He will have an agenda with homework listed, along with the due date that is to be marked daily by his parents and the teacher. He will also be assigned a study buddy to do homework with and will be given free computer time for homework that is handed in 3 times consecutively

-He will be given a week extension. He will have an agenda with homework listed, along with the due date that is to be signed daily by his parents and the teacher. He will also be assigned a study buddy to do homework with and will be given free computer time for homework that is handed in 4 times consecutively.


-By March 15, Taylor will be able to hand in partially completed assignments on due date (without week extension), to be handed in once a week for 7 consecutive weeks, during class time

-By May 1, Taylor will hand in his homework, once a week, during class period on time and completed, for the rest of the school year.


- by the teacher, teacher will also do the marking and monitor when and if he hands work in on time

-He will hand in work on time with the regular class, and will be encouraged for work done. He will continue to have an agenda with homework listed, along with the due date that is to be signed daily by his parents and the teacher. He will also continue to have an assigned study buddy to do homework with and will be given free computer time for homework that is handed in 4 times consecutively.

- He will hand in work on time with the regular class, and will be encouraged for work done. He will continue to have an agenda with homework listed, along with the due date that is to be signed daily by his parents and the teacher. He will also continue to have an assigned study buddy to do homework with and will be given free computer time for homework that is handed in 4 times consecutively.

GOALS AND OBJECTIVESSTUDENTTaylor ReidGOALBy the end of the school year, Taylor will participate in discussions within the class and with other students.

INITIAL LEVEL OF PERFORMANCEHe has always been a ‘loner’ and has not been involved in sports or other extra curricular activities, nor does he have any close friends.


-By October 31, Taylor will participate in classroom discussions when called upon by the teacher, assuming that he’ll answer questions asked of him 1/3 of the time per week

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-The teacher will measure it visually by counting the amount of times he answers a question when called upon.

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-Taylor will be included in classroom discussions; the teacher will call upon him for his input. When input is given, she will praise him. Questions will be open-ended so that there are no wrong answers. Taylor will also be seeing the counselor once a week, to see for signs of depression.


-By December31, Taylor will actively participate in 4 peer group work, at which time he will be assigned a study buddy within the group who will ask him questions, he will answer 5 out of 8 times in each half hour session, once a week.

-By March 15, Taylor will participate in a 4-peer group during class, once a week for 30 minutes working on carious assigned group projects and will answer 11 out of the 12 prompts that the assigned study buddy will ask of him.

-This will be administered and measured by the teacher and the study buddy. The teacher will monitor how many times he speaks within the group; as well the study buddy will pay attention to these as well.

-This will continue to be monitored by the teacher and the study buddy at which they will both make mental notes and at the end of the week meet on his progress.They will meet once a week (teacher, study buddy and Taylor) to report on his progress.

-Taylor will participate in group activities (cooperative learning), doing various projects. The groups will be assigned evenly to include both weak and strong students. Within the group there will be an assigned student (study buddy), who will prompt Taylor with questions that will allow him to give input. Thereby, the other group members see that he is interested. By this we also hope he will form social relationships with other group members. At this time the teacher will be rearranging the classroom so that students are seated in pairs rather then individually.

-Taylor will participate in group activities (cooperative learning), doing various projects. The groups will be assigned evenly to include both weak and strong students. Within the group there will be an assigned student (study buddy), who will prompt Taylor with questions that will allow him to give input. Thereby, the other group members see that he is interested. Once a month within the group he will be asked by the teacher to lead the group on the assignments they are working on.


-By June 30, Taylor will participate in the 4 member peer group, working on various assigned projects once a week for 30 minutes at which, he will no longer be prompted to answer questions or give input because he will do this on his own.

-Teacher and study buddy will monitor how many times he participates within the group, and continue to meet weekly to check on Taylor’s progress.

-Taylor will continue to participate in group activities. He will be assigned leader in the group twice in one month to give him the opportunity to open up and converse with other student. Thereby, giving him a leadership role that will help break down his feelings of being a loner, and having low self-confidence in his ability to achieve in his work.

GOALS AND OBJECTIVES

STUDENTTaylor ReidGOALTaylor will be able to increase his reading comprehension by one full grade level by the end of the year.

INITIAL LEVEL OF PERFORMANCETaylor can not understand his textbooks and has a hard time remembering things, also he has difficulty following directions and with concepts and names.


-By October 31, Taylor will be able to highlight and review words not understood in the readings he’s given, in this case he’ll be reading the book the Outsiders (which is an early Junior high read) to read in class and outside of class, for 5 consecutive weeks. The words will be made into a list of vocabulary- 20 words per chapter, at which Taylor and the teacher will look up the definitions, keep them in a list and review them with the teacher.

-The teacher will make weekly observations to see if and what words Taylor has highlighted, at the end of each week they will go through the words together so that he understands them.

-There will be 15 minutes of silent reading, first thing in English class, at which all students are required to read silently. Taylor, at this time will read following an audiotape of the reading at which he can hear the pronunciations and follow along at the same time.

OBJECTIVES HOW MEASURED STRATEGIES & MATERIALS-By December 30, Taylor will be able to recognize, look up and decipher words highlighted in his book on his own. At the end of each week for the following month they will continue to meet weekly to review. There will continue to be 20 words per chapter.

-By December 30, Taylor will be able to write a quiz and answer questions to the book the Outsiders, that will be at a 5.7 level, (assuming he went up one grade level in grade 9), and the questions will be modified to meet these needs. The test will also be open book. Taylor will get 15 out of 20 correct based on these criteria.

-By March 15, Taylor will be able to give an oral summary in the style of a book report during class to the entire class. He will be given two class periods per week for three weeks to work on this assignment. He will be given 10 minutes to present, will be able to use visuals and will give a comprehensive summary as to what it is that the book is about. This assignment will be for marks.

-At the end of each week, the teacher will meet with the students and go over the words he has highlighted and found definitions to.

-The quiz will be written, administered and marked by his English teacher.

-The teacher will mark him based on observation she makes on his comprehension and the content of the presentation. Does he understand the main points in the book, do his visuals relate to the material he is presenting?

-The teacher will meet with him every week and with him will review the words he has picked, check to see if they are correct and that he understands them. He will continue to have 15 minute silent reading, however on every second day instead of silent reading he will be assigned to do paired reading for 15 minutes with a stronger reader to whom he will read to out loud.

-The quiz will be given at the same time as the other students are writing a quiz on the material they are working on. Taylor, however, will be able to use his book and his vocabulary list to write the exam

-Taylor has been given most of the year to read this book. The whole class will be doing these oral projects at which point every one will be given two class periods per week for three weeks to work on their material needs for the presentation. While these periods are being used to prepare, the teacher will give Taylor any extra guidance he needs for his project, and will praise him for the work being done.


-By June 30, Taylor will be able to within class time, write quizzes and answer questions to short stories covered in class, at his grade level but without modifications. From the quizzes there is an expected outcome that he will get at least 15 out of 20 correct.

-The teacher will write, distribute and mark the quizzes. The quizzes will be given during class time.

-Taylor will be given material to read at his grade level. He will be able to continue following along with an auditory taping of the story. He will also continue to have silent and paired reading each day-to is rotated every second day between the two. He will also continue to highlight words not understood, look them up and keep a vocabulary list, however unlike before he will not be permitted to write it with an open book style of exam.

GOALS AND OBJECTIVESSTUDENT Taylor ReidGOAL Taylor will solve word problems at a grade seven level.

INITIAL LEVEL OF PERFORMANCE

Just beneath 6.0 GES (5.9 GES) - varies w/presentation method


1) By Oct 15 Taylor will read 90% of the given grade six word problems aloud w/help over a period of two weeks.

2) By Oct 30 Taylor will explain aloud the goal of 80% of the given grade six word problems w/some help over a period of two weeks.

1) * Taylor will be given selected grade six word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher who will provide guidance in the resource centre. - Taylor will read selected word problems aloud.

2) * Taylor will be given selected grade six word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher who will provide limited guidance in the resource centre.

- Taylor will explain the goals of selected problems aloud.

1) * Strategies: listening, oral feedback, explanation * Materials: separate worksheets, oral quizzes

2) * Strategies: listening, oral feedback, explanation * Materials: separate worksheets, oral quizzes, posters on word problem structure


3) By Nov 15 Taylor will identify on paper the components of 80% of the given grade six word problems w/some help over a period of two weeks.

4) By Nov 30 Taylor will solve on paper 80% of the given grade six word problems over a period of two weeks.

5) By Dec 15 Taylor will state his solutions as a sentence to 90% of the given grade six word problems over a period of two weeks.

3) * Taylor will be given selected grade six word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher who will provide limited guidance in the resource centre. - Taylor will identify the components need to solve the selected problems on paper.

4) * Taylor will be given selected grade six word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher in the resource centre. - Taylor will solve the selected problems on paper.

5) * Taylor will be given selected grade six word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher in the resource centre. - Taylor will state the solution to the selected problems on paper as a sentence.

3) * Strategies: observation, oral feedback, explanation * Materials: separate worksheets, written quizzes, posters on interpreting word problems

4) * Strategies: observation, written feedback * Materials: separate worksheets, written quizzes, posters on solving word problems

5) * Strategies: observation, written feedback * Materials: separate worksheets, written quizzes


6) By Jan 15 Taylor will compose grade six level word problems with some help 70% of the time over a period of two weeks.

7) By Feb 14 Taylor will explain aloud the goal of 80% of the given grade seven word problems w/some help over a period of two weeks.

8) By Feb 28 Taylor will identify on paper the components of 80% of the given grade seven word problems w/some help over a period of two weeks.

6) * Taylor will spend time 2x's/wk w/mathematics teacher who will provide limited guidance in the resource centre. - Taylor will compose grade six level word problems.

7) * Taylor will be given selected grade seven word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher who will provide limited guidance in the resource centre. - Taylor will explain the goals of selected problems aloud.

8) * Taylor will be given selected grade seven word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher in the resource centre. - Taylor will identify the components needed to solve the selected problems on paper.

6) * Strategies: listening, oral feedback, explanation, written feedback, observation * Materials: separate worksheets, posters on constructing word problems

7) * Strategies: listening, oral feedback, explanation * Materials: separate worksheets, oral quizzes, posters on word problem structure

8) * Strategies: observation, oral feedback, explanation * Materials: separate worksheets, written quizzes, posters on interpreting word problems


9) By Mar 30 Taylor will solve on paper 80% of the given grade seven word problems over a period of two weeks.

10) By April 30 Taylor will state his solutions as a sentence to 90% of the given grade seven word problems over a period of two weeks.

11) By June 15 Taylor will compose grade seven level word problems with some help 70% of the time over a period of two weeks.

9) * Taylor will be given selected grade seven word problems on a separate worksheet. * Taylor will spend time 2x's/wk w/mathematics teacher in the resource centre. - Taylor will solve the selected word problems on paper.

10) * Taylor will be given selected grade seven word problems on a separate worksheet.* Taylor will spend time 2x's/wk w/mathematics teacher in the resource centre. - Taylor will state the solution to the selected problems on paper as a sentence.

11) * Taylor will spend time 2x's/wk w/mathematics teacher who will provide limited guidance in the resource centre. - Taylor will compose grade seven level word problems.

9) * Strategies: observation, written feedback * Materials: separate worksheets, written quizzes, posters on solving word problems

10) * Strategies: observation, written feedback * Materials: separate worksheets, written quizzes

11) * Strategies: listening, oral feedback, explanation, written feedback, observation * Materials: separate worksheets, posters on constructing word problems

GOALS AND OBJECTIVESSTUDENTTaylor ReidGOALTaylor will demonstrate the ability to solve simple problems of mechanical motion.

INITIAL LEVEL OF PERFORMANCEGiven that Taylor’s math level is 5.9, it is assumed that his physics level is almost the same.


1.By October 15th, Taylor will identify mechanical motion of different objects in a lab setting by comparing with objects at rest- with help. He will answer correctly 4 out of 10 questions on a quiz.

2.By November 15th, Taylor will measure the distances traveled by different objects in a lab setting-with help. He will measure correctly 5 out of 10 distances.

3. By January 15th, Taylor will plot a movement of an object on the x-axis- with help. He will plot correctly different movements 5 out of 10 times.

4. By April 15th, Taylor will calculate the distance traveled by an object using the relation d=vxt-with some help. He will calculate the distance correctly 5 out of 10 times.

-by the teacher, who will help Taylor, will write and mark the quiz and verify the lab assignments.

-by the teacher, who will observe and help Taylor and will verify the lab assignments.

-by the teacher, who will help Taylor and verify the worksheets.

- by the teacher, who will verify the worksheets.

Observation, explanation, conducting experiments, lab assignments, quiz.Objects (balls, pieces of wood) for observing the motion, computer program simulating the motion.

Observation, explanation, comparing, measurement, lab assignments.Balls, ruler, chronometer, videotape showing the steps.

Explanation, computer program.Worksheets, graphs.

Explanation, teacher demonstration.Worksheets, computer program showing the steps.


5.By June 15th, Taylor will correctly calculate by himself the distance traveled by an object 7 out of 10 times on worksheets and 6 out of 8 times on the quiz.

-by the teacher, who will verify the worksheets and mark the quiz.

Teacher observation, worksheets, quiz.

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