•  He is a happy kid who often makes the class laugh. He does have focusing problems as well as issues with completing assignments outside of class. They often get frustrated and give up if they don't easily get something. The student is smart but fails to apply themselves. They often participate in class. Home background is good. Comes from a good family who don't seem to have financial struggles. Parents aren't very involved in the child's academics.  

• ADHD. Struggles with hyperactivity and attention span. Often disruptive. Organization issues.  

• Student's hobbies, interests, and passions: guitar, making music, video games, drawing and painting, listening to music, and choir. 

• Student's preferred learning styles and personality traits: visual, auditory, kinesthetic, and multisensory learning. The student likes to be handed one after first having explained examples of what they should be doing. They often do better with someone helping to keep them on task and taking breaks to help with the hyperactivity.  

• Personality traits: Shy, vocal, low self-esteem, eager, disorganized, artistic, musical 

1. Completing homework outside of class on time  

2. Completing in class assignments on time  

3. Organized backpack and comes to class prepared 

4. Passes all tests  

5. Passes the class with knowledge gained from the class  

• Behavior and/or Motivation Goals (both long term and short term) 

1. Organized and class ready with all necessary materials  

2. Raises hand to make comments 

3. When frustration arises, asks for help instead of getting angry  

4. Sees challenges and faces them rather than running  

5. Takes appropriate breaks between work time 

6. Sees school as an opportunity not a chore 

7. Self-motivates to complete tasks with the learned tasks  

• Goals related to student passions and interests (possible career goals, etc..., as applicable to student age or grade level) 

1. Learns his favorite song on guitar  

2. Makes it into the honor choir  

3. Joins fun art classes and excels in them  

4. Participates in talent show 

5. Creates a song he enjoys that can have the potential of making money in the future  

6. Finds interest in the music field and considers teaching music 

1. Completing homework outside of class on time. Motivation: Small Chunks of Homework at a time per night and even per hour. Work on homework for 15 minutes and play the guitar for 5.  

2. Completing in class assignments on time. Allow headphones and standing desk. If finished before end of class, computer time is allotted. 

3. Organized backpack and comes to class prepared. Backpack checks with incentives for preparation and organization, such as homework pass, or extra time outside 

4. Passes all tests. Study group time with peers. One on one meetings every week leading up to the test. 

• Behavior and/or Motivation Goals (both long term and short term) 

• Raises hand to make comments.  

Motivation: Redirect when answer is shouted out use kind phrases to get them to raise their hand and repeat their answer for dojo points 

• When frustration arises, ask for help instead of getting angry.  

Motivation: Give them a chance to walk outside or take a walk to gather themselves.  

• Sees challenges and faces them rather than running  

Overall Motivation: Behavior Chart to track good and bad behavior. Use the chart to track when the good behavior occurred doing what, and when the bad behavior occurred to conclude the correlation between activity or situation and behavior to diminish the bad behavior and encourage good behavior. If a good day happens, a reward can be given, when a bad day happens, a brief discussion on what to do better will take place.  

• Goals related to student passions and interests (possible career goals, etc..., as applicable to student age or grade level)  

Motivation: Have the student list out why their personal goal is so important to them, what it takes to achieve the goal and help create a plan that chunks out steps to reach their personal goal. When achieving a big goal like learning a new song and breaking it up over a period of time, allows the student designated time with something they enjoy and a chance to not get overwhelmed with the workload.  

• Class Playlist: Allow you and the class to collaborate on a music playlist to play during work time. Justin McDonald enjoys music and would feel more connected to me as a teacher if we knew a few of each other's favorite songs as well as connected with the class with their favorite songs. This can even be specifically for Justin during test time, he can be allowed headphones to help drown out the other distractions in the classroom.  

• Mini Art Gallery: On a day where the class has spare time, we will hold an impromptu art gallery. Justin enjoys art and can look forward to this day when feeling antsy in the classroom. A theme will be set for the art gallery. The students will have 10 minutes to create their art, and then 5 minutes to walk around browse everyone's art and choose the top 3 that fit the theme the best.  

• Student-Student - . 

• Class “Therapy”: Before the beginning of class, students will have a 5-minute window to discuss with their peers at their table explain one high from the week, and one low from the week. This gives students the opportunity to interact with peers while also being heard about their accomplishments or even defeats. This creates a safe space where everyone feels heard and welcomed.  

• Beads; Beads will be set out for the class. Each student will have an opportunity to pass out a bead to a student that best fits the bead and their personality  

• Red for kindness  

• Show kindness and earn the red bead! Whether it's lending a helping hand or sharing a smile, campers spread joy wherever they go.  

• Orange for inclusiveness  

• Celebrate diversity and earn the orange bead! We believe in creating an inclusive environment where every camper feels valued and accepted. From welcoming a new friend to making sure everyone feels included, campers can earn the orange bead by showing the value of inclusiveness.  

• Yellow for respect  

• Respect earns you the yellow bead. Treat others with respect and consideration, then watch as friendships flourish.  

• Green for integrity  

• When a camper or staff member shows integrity, they earn the green bead! We value honesty, accountability, and doing the right thing, even when no one's watching. 

• Blue for optimism  

• Optimism earns you the blue bead! Stay positive, embrace challenges, and watch as you grow more confident with each hurdle you overcome. 

• Purple for well-being  

• Prioritize well-being and earn the purple bead! Take care of yourself, both mentally and physically, and watch as you thrive. Campers are rewarded for advocating for their needs. 

• Language Arts: Offer Choices. List of 15 activity choices or practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words. You can have the student draw some pictures, or produce art that reflects the story they read, the words they learned, or using words to create an image.  

• Social Studies: Create learning opportunities where children experience things first-hand. Have students act out a play that reflects the history being learnt, record an assignment on videotape using music to convey the emotions paired with the history being learned. Students can find songs from the period they are learning about and use it to help with assignments.  

• Science: Hands on Learning. Science is fun and can be active which is beneficial for Justin. If we are learning about the trees and leaves, we can go outside to have Justin find leaves, learn about them through drawing and tracing the leaves.  

• Specials (Art, Music, and PE): Justin likes art and music but if we have trouble staying interested in the art or music being presented. Behavior charts can be introduced and for every on-topic song or art piece completed, they can be allowed to free draw or make/ listen to music.  

• Language Arts: Quick quizzes: Short, targeted questions to gauge understanding of key concepts throughout a unit.  

• Exit slips: Brief written or drawn responses summarizing key takeaways from a lesson. 

• Peer review: Utilize peer feedback to provide ongoing assessment while encouraging collaboration. Before assessments, peer discussion can act to get ideas out before getting them on paper. 

• Social Studies: Project Based assessments. A video that includes graphics and music from the period. A poster project with visual aids and or models.  

• Science: Group Lab. This gives Justin the chance to collaborate with others, learning the material. Breaks can be given in between sections to allow for free talk, draw or listening to music time. 

• Specials (Art, Music, and PE): Art: clay model of guitar. Start with a sketch, move on to a painting, and end it with a clay model of their favorite item they own. 

• Music: Sing the star-spangled banner in a quartet. Written exam over musical notes, with drawings to trace.  

• PE: Music while exercising.