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Individual Learning Plan for Zachary D. Sander

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Individual Learning Plan for Zachary D. Sander

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· Zachary, age 14, is a freshman at Valley Center High School. He has been diagnosed with Dyslexia, Dysgraphia, ADHD, and OCD. Dyslexia has been prominent since beginning Kindergarten, and testing showed that Zachary indeed has ADHD and OCD in his 4th grade year. Zachary was placed in T1 after Kindergarten per parents request to develop his reading skills.
· Zachary lives at home with Father (Chuck) and mother (Tara) as well as an older sister who support Zachary in his learning. Chuck works for Koch full-time, and Tara is a 5th grade teacher at L’Ouveture Magnet School in Wichita. During the weekends, Zac enjoys listening to music and working in the yard with his dad, and watching College football.
· Zachary is currently on the Freshman football team and plans to be on the JV wrestling team this coming January. Zachary’s hobbies include movies and K-State football. His primary interests and passions are his family, watching and or participating in football and wrestling.

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Student's Preferred Learning Style and Personality Traits

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Student's Preferred Learning Style and Personality Traits

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·  Zachary prefers to learn verbally and hands on. Zachary has shown great ability to learn by hearing information or completing hands on projects. Zachary struggles when he has new para’s work with him, as well as needing a strict routine throughout the day.He also works well when receiving special opportunities or incentives. He can become Zachary is known for his manipulation, and ability to get out of class work.

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Ms. Flaming will have Zachary choose to either pick a song that most resembles his life and verbally explain its significance to himself, or he will create a short project with pictures and information about what he enjoys, looks forward to and or goals for this coming year. Ms. Flaming will also complete one of these tasks in order to allow for student-teacher connections.

Ms. Flaming will encourage Zachary to create a “Get to know You” interview, in which we both interview each other on our hobbies and interests as well as our goals, worries, and hopes for the coming school year. This will allow for more in-depth connection and allow for Ms. Flaming to get a feel for where Zachary sees himself now and where he would like to be.

The below song is Zachary's favorite song. Call Me by Shinedown

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Ms. Flaming will have Zachary and the class play 2 Truths and a Lie in order to develop a connection with other students, and see similarities in their interests, lives, or dreams.

The game is played by each student choosing 2 things that are true about something in their life, and then creating a lie that they can tell the class in hopes to not allow the classmates to choose the lie. The class will then hear the students 3 items and a student(s) "choose" which one they think is a lie.

Ms. Flaming will have the students complete a “Classroom Scavenger Hunt” in which they must find a person that has done or has one of the items on the list in which they initial. This will encourage students to walk around and meet each other and find things in common amongst themselves.

Student's will have assigned group discussions daily and or weekly about specific subject areas, which they will present their findings and or notes to the class. This will allow for students to explore their individuality while learning about each others views and perspectives and how to maturely coordinate those into one cohesive idea as a group.

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Student Motivation and Plan of Execution

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Student Motivation and Plan of Execution

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In order to promote good behavior, I will create a “Goal” sheet with 3-5 listed goals and the points awarded for obtaining those goals daily. Zachary’s goal chart will have listed the goal points to be awarded for the day, as well as three reward choices he may claim if the points have been awarded. Zachary will be given rewards throughout the day to ensure he follows his goal sheet, such as extra breaks and or free-time on his chrome book for an allotted amount of time. Lastly, Zachary will receive his favorite “snacks” at the end of the next day if his point sheet has been signed and looked over by his parents as an incentive to keep his parents informed of his behavior and accomplishments.

In order to encourage Zachary to read, I will offer a series of books about football and or events in history, in particular the Vikings or Dark Ages. This will encourage Zachary to work on his reading abilities as well as earn an incentive while doing so.

If Zachary's point sheet indicates that he has been meeting his listed goals for the term ( 9 weeks), he will have the option to choose between a new "fidget" to aid with future learning, and or a movie during his Special Education class time that fits with his interests.

If Zachary's goals have not been met per the requirements on his goal sheet, we will revaluate and meet with his parents to create new goals that are within reach so that he may be successful and earn the proper incentives.

The goal sheet will have goals such as:

“Completing classroom tasks with less than 3 reminders to work and or follow directions”

“ Following along during instructions, and presentations”

“ cooperating in a positive manor with students and faculty”

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Teaching and Learning Strategies for Zachary

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Teaching and Learning Strategies for Zachary

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The student will be allowed to have movement breaks in which they can get up and stretch or leave the room for a drink. This strategy can be implemented for the whole class as well, by adding in a “dance” or stretching time in order to help all the students feel as part of the group. A consistent structured schedule can allow for Zachary to stay on task, remain organized and know what to expect throughout the day. Encourage a ‘Share time” in which the students will be able to talk about a specific topic that allows for individuality and communication amongst students.

http://www.learnersedgeinc.com/blog/teaching-students-with-adhd

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Zachary spends much of his time watching movies and football, as well as spending time with friends and family, and practicing football and or wrestling. Zachary is passionate about history and coins, many times he will spend his weekend watching History Channel and researching historical events. Zachary's specific interests in history, are the Vikings and Dark Ages, in which he does enjoy reading and watching about.

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Teaching and Assessment Needs Strategies

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Teaching and Assessment Needs Strategies

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The teaching strategies that will be used, is fill-in-the-blank notes, and textbooks that allow for read-along. For assignments and assessments, Zachary will be allowed to use a speech-to-text application. I will have a series of assignments that have an opportunity for students to choose the way they conduct research, apply and present it in order to allow for individual needs and creativity. Assessments will be given in a quiet environment with a paraprofessional to read questions and answers when permitted. I will create on-line test which will have read-aloud options and speech-to-text for adaptability of the student.

https://dictation.io/speech

https://classroom-assessment-theory-into-practice.wikispaces.com/Assessment+for+students+with+ADHD

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Math

To aid with Dyslexia in math, have students read the equation out loud and then write it down and encourage the students to talk through the word problems while being asked questions about the operations. To aid with ADHD, have students develop memory tricks to help memorize the order of operations, an example would be PEMDAS (Parenthesis, exponents, multiply, divide, add, and subtract). The student can receive notes that outline steps within the frequently asked math questions.

Analogies and or memorization tricks can be tied to history, wrestling and or football. Therefore, in order to help remember PEMDAS, Zachary can learn it as Practicing Everyday Means Defense for All Safeties which is an analogy that connects to football. This of course can be altered to what fits Zachary's preferences and memorization skills.

Assessments, can and or need to be modified based on the students IEP in order for the student to be able to comprehend and or show what they know.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/math-issues/how-various-learning-and-attention-issues-can-cause-trouble-with-math?gclid=Cj0KCQjwnqzWBRC_ARIsABSMVTN94bGi-5135Gec7B3B9lDXusQJ0c7fsvBZs1FVLKbq8jkjv0ASeLwaAoxXEALw_wcB

English Language Arts (reading and writing)

Allowing students with Dyslexia to utilize online textbooks and videos will aid in facilitating learning on their own pace, and in away that they can follow along and or review what is being taught or read. If students are quietly working on book work or classwork, allow the students with ADHD to use music as a “fidget” in order to help them focus in class. Lastly, encourage students to read-a-loud when they can in order to help reading comprehension, that they hopefully will be a skill they choose to use on their own.

If students are allowed to select their own reading, encourage Zachary to utilize this opportunity to read books about the Vikings, football, and or Kansas State University. If the book is also available in audiobook, encourage Zachary to read along with the book.

Assessments may be read aloud and or modified based on the students needs, as well as having a quiet testing area in order to allow them to read the questions and information out loud.

http://beyondpenguins.ehe.osu.edu/issue/keeping-warm/adhd-current-research-and-teaching-strategies-for-reading-and-writing

Social Studies

Students with ADHD learn best when the activities are brief and interactive. There are different types of modalities that can be used to teach students, such as; Role playing, graphic organizers and review games. Many students benefit from going through simulations that allow students to create, communicate and utilize their own skills while learning and understanding the course of history.

Allowing for a simulation will encourage Zachary to allow himself to experience one of his interests. It is important to allow Zachary to be in a group that allows him to showcase and use his knowledge effectively. Encourage Zachary to participate more in class and simulations by either offering extra credit for creating props and or offering Zachary a special or specified job within the class or group.

Assessments should be taken based on the students IEP (Individual Education Plan), in which they may need separate testing spaces, and or a modified test that fits their individual needs.

https://www.brighthubeducation.com/special-ed-inclusion-strategies/97609-five-ideas-for-teaching-social-studies-to-students-with-adhd/

Science

In order to aid students with learning in Science, it is crucial to have hands-on-demonstrations that spark student interest and encourage them to grasp the concepts presented. While going through the demonstrations, ask students questions that initiate their curiosity and make the experiment and information memorable. Lastly, feel free to allow students to partner up or work in groups that will help them stay on task and encourage cooperation.

Allow Zachary to experiment some on his own, trying an experiment out in different ways allows for more research data and or deeper learning of how things work or do not work in science.

Science assessments can be modified, and or be projects that show what the student has learned and or gained by going through the experiments in the classroom.

https://www.additudemag.com/experiment-with-these-strategies/