IPP

__**Child Information**__
 * Child:** Danny Boy
 * Date of Birth:** August 15, 1999
 * Parents:** Sunny Boy
 * Address:** 126 Jennings Cres, Red Deer, AB T4P 0E2
 * Year of E.C.S.:** 2004
 * Age as of Sept. 2010:** 11 years, 1 month
 * Date I.P.P. Created:** September 2010
 * Phone #:** 403-346-1234
 * Eligibility Code:** 54 (mild/moderate learning disability)

__**Background Information: Programming Context**__
 * School/Program:** St. Teresa of Avila, Red Deer AB
 * Teacher Delivering Programming:** Mrs. Amanda Wright
 * I.P.P. Coordinator (Certified Teacher):** Miss Tammy Chapman
 * Program Administrator:** Mr. Darcy Warawa
 * Additional I.P.P. Team Member:** Dr. Ashten Layden, Psychologist

Danny is in a regular stream grade 6 classroom of 21 students. He currently joins Miss Chapman in the resource room for support in Math and Language Arts. Occasionally, Danny needs to be coached by various school staff on managing his behavioural out-bursts and improving his socialization skills. From viewing documentation of Danny's behaviour throughout the previous school year (Grade 5), it is clear that Danny does in fact show strong potential with his studies, however he is struggling to stay motivated because of the many small setbacks that are leading to a large decrease in self confidence both academically and socially.

__June 30th, 2010__ - Ms. Boy sat down with Danny's grade five teacher, Miss. Plant, to discuss the upcoming school year. Ms. Boy is concerned that Danny is not receiving the proper assistance, and hopes for her son to become part of a more formal program for his grade six year. __September 15th, 2010__ - Ms. Boy and Danny met with the IPP team to discuss goals and objectives for Danny for the upcoming year. Ms. Boy is eager to get involved in Danny's reading progress and is willing to assist with an 'At Home' reading program. She has also agreed to using and recording study strategies with Danny at home. However, she has expressed discomfort with helping her son in mathematics and is considering the option of hiring a math tutor. __September 30th, 2010__ - Ms. Boy went ahead and hired a math tutor so she could ensure that Danny was receiving the best possible assistance with his mathematical skills. She is very excited about the implementation of Danny's program and has agreed to help in achieving the goals set. We had Ms. Boy and the complete IPP team sit down to sign the document so that we could begin to implement the program. __November 17th, 2010__ - Met with Ms. Boy and Danny to discuss and reflect upon the first set of objectives that have been met. Ms. Boy commented on how her son's attitude and self esteem has begun to improve. Danny is now able to multiply numbers up to 12, successfully segment words, and is able to implement "cool down" techniques into his routine so that he is less anxious when it comes to writing exams, oral presentations, and any other high pressure situations. __March 20th, 2011__ - Conducted another meeting with Ms. Boy and Danny to review his level of progress and achievement of the second set of objectives. Ms. Boy has commented that his confidence level is continually increasing and he enjoys coming to school more now than he did at the beginning of the year. She also mentioned that his social skills are steadily improving. As a team we feel that this is due to his increased achievement with his academics. Danny is now able to complete multiplication worksheets to an accuracy of 80%, and can confidently manipulate words. He has partly achieved his goal in the use of study strategies because he seems to favor SQ4R, and is uneasy about incorporating multiple techniques at one time. __June 19th, 2011__ - Held one of the final meetings with Ms. Boy, Danny and the IPP team to discuss Danny's overall success for the year, and the final set of objectives. Overall, Ms. Boy is impressed with the progress her son has made, and is pleased with the work done by the IPP team. Danny's first goal of achieving at least 80% of multiplication related questions on math unit exams was not completely met. However, this is still an improvement from the beginning of the year, and shows that Danny is in fact benefiting from the program. He nearly achieved his goal on breaking down compound words, but is still slightly struggling in this area, although Danny admits that he is feeling more confident. Also, Danny has learned to better deal with his anxieties when it comes to test writing, and is now able to complete 80% of each exam, which is a significant improvement.
 * __Background Information: Parental Input and Involvement__**

Danny has extensive sight word knowledge which shows that he is quite intelligent and has great potential when he applies himself. Even with all his struggles, he is still making an effort in class, which demonstrates his perseverance. For the most part, he is a respectful individual who listens to authority well. Even when Danny does act out in class, his behaviour is still manageable.
 * __Strengths__**

He shows potential mathematically, and has expressed interest in working with the math tutor that his mother recently hired.

Danny is quite adaptable, and is willing to work in many different settings and environments. He is however more successful when working with a familar group of people. When working with people that Danny feels comfortable with he is actually quite social, which is very good to see.

Lastly, he enjoys physical activity! He has expressed several times that it helps to decrease his stress level, and he has fun doing it. His favorite sport is currently soccer and he is playing on a recreational soccer team. He has mentioned the possibility of joining a competitive league within the next few years.

During class time, Danny's participation level is significantly low, unless he is really interested in the activity, which is quite rare. Because of this lack of interest he tends to be distracted easily and engages in minor misdemeanors, like inappropriate outbursts and moving around the classroom to chat.
 * __Areas of Need__**

He becomes quite anxious, especially when writing exams, during oral presentations or when under pressure by another peer or adult. It is clear that Danny lacks confidence, and he feels as though he is always being judged by others, especially if it is someone that he doesn't know.

Through classroom observations and assessments we have noticed that Danny struggles with his printing, reading, spelling, math and creative writing. He struggles to generate ideas, understand cause and effect relationships, and use sequential thought processes. He also struggles with his phonological awareness and use of phonics, and has trouble properly pronouncing unfamiliar words, especially when reading aloud in class.

Danny shows social skill deficits specifically in displaying confidence and assertion. For instance, he has trouble accepting compliments and struggles in keeping eye contact. We suspect that his lac of confidence can be attributed to a cycle of frustration and failure. It seems Danny has become a passive learner, showing feelings of self-defeat and is reluctant to try new things for fear of failure.

Currently, Danny does not have any known medical conditions that would impact his schooling.
 * __Medical Conditions that Impact Schooling__**

Dr. Ashten Layden, Psychologist University of Alberta || PPVT - Peabody Picture Vocabulary Test || 46th percentile Below Average || Dr. Ashten Layden, Psychologist University of Alberta || TERA - Test of Early Reading Ability || 32nd percentile Below Average || Dr. Ashten Layden, Psychologist University of Alberta || TEMA - Test of Early Mathematical Ability || 12th percentile Significantly Below Average || Dr. Ashten Layden, Psychologist University of Alberta || Gates-MacGinite Reading Test || 3.6 Grade Equivalent ||
 * __Assessment Data (Specialized Assessment Results)__**
 * **Date** || **Test** || **Results** ||
 * May 15, 2007
 * May 17, 2007
 * May 17, 2007
 * May 20, 2010


 * Current Level of Performance and Achievement ||  Year End Summary  ||
 * September || June ||
 * Grade 5 report card indicates Danny is working at 2 years below grade level in math, and 1 year below in Language Arts. || Danny is currently functioning at one year below grade level in both math and Language Arts. ||
 * The majority of Danny's specialized assessments were conducted at the end his grade 2 academic year (2006/2007). These included PPVT, TERA, and TEMA tests. The most current test was the Gates-MacGinite Reading Test given at the end of his grade 5 year (2009/2010) which showed a 3.6 grade equivalent in reading. || Re-Testing of specialized assessments is currently being scheduled for Summer/Fall 2011. ||
 * Danny has a strong sight word vocabulary that masks his reading difficulties. He needs to improve on his phonological awareness and use of phonics to enhance his overall reading and spelling ability. || Danny’s increased ability to decode words has increased his reading, and spelling abilities although he is still one year below grade level. ||
 * Physical Education is an area of strength where Danny is performing above average. || Physical Education continues to be a strength and should be considered when developing lesson plans to accomodate Danny's learning style. ||
 * Although Danny is very social with familiar people he struggles with basic social interactions with unfamiliar people, which inhibits his ability to develop new relationships. || Danny has experienced higher rates of academic success and an increased confidence level which has led to increased instances of positive social behaviours. ||
 * Danny experiences anxiety during test writing, oral presentations and other forms of assessment. || Danny has learned to identify signs of test anxiety, cool down methods and is able to complete at least 80% of exams. ||

Danny is currently seeing a private Math Tutor, Jayde Livingstone. Danny also visits the resource room at the school and works along side Miss. Chapman to receive required assistance. Ms. Boy is assisting Danny with employing and recording study strategies used for exam preparation and an at home reading program outside of school.
 * __Coordinated Support Services__**

__**Goals:**__
 * Long-term Goal #1:** By June 20, Danny will show progress in his math skills by demonstrating mastery of his multiplication facts across math units with 80% accuracy.

Achieved Danny accurately filled in the 0-12 multiplication table. || Achieved Danny has achieved at least 80% accuracy on his last 4 weeks of 20 multiplication question worksheets. || Partly achieved Since March 14 Danny has shown mastery between 70 and 80% on multiplication questions on math unit assessments. ||
 * Short Term Objectives ||  Assessment Procedures  ||  Progress Review  ||
 * 1. By Nov 30 Danny will learn his multiplication facts up to 12 with 100% accuracy. || Danny will fill in a blank multiplication table 0-12 with 100% accuracy. || Nov 15
 * 2. By Mar 30 Danny will be able to accurately solve multiplication questions with up to 3 place values with 80% accuracy. || Danny will complete a 20 question work sheet with multiplication questions with up to 3 place values each week with 80% accuracy. || Mar 14
 * 3. By June 20 Danny will be able to apply his multiplication knowledge to solving math problems across various math units at 80% accuracy . || With each math unit assessment Danny will have answered any multiplication related questions with 80% accuracy. || June 10

-math tutor at home will work on multiplication problems with Danny -use of computer software with multiplication practice (i.e. number munchers) both at home and at school -20 minutes of math time alotted to 20 question math worksheet once a week. -unit assessment allow for a reader, additional time, and a quiet and private work space, likely one-on-one with Miss. Chapman in the resource room.
 * Accommodations and strategies to support this goal**


 * Long-term Goal #2:** By June 20, Danny will improve his phonological awareness by identifying and manipulating phonemes and compound words with 80% accuracy using the Earobics computer program and worksheets.

Achieved Danny has passed the word segmenting assessment component of the Earobics computer program with 100% accuracy. || Achieved Danny has passed the word manipulation assessment component of the Earobics computer program with 100% accuracy. || Partly Achieved Danny achieved 70% accuracy on identifying the prefix, root word and suffix on worksheets in his last week, however, he saw 80% and above in previous weeks. ||
 * Short Term Objectives ||  Assessment Procedures  ||  Progress Review  ||
 * 1. By Nov 30 Danny will be able to segment words into their phonemes, identifying initial, middle and final sounds with 100% accuracy. || Danny will use the Earobics assessment program that will log his progress on word segmenting activities. || Nov 15
 * 2. By Mar 30 Danny will be able to manipulate the phonemes of words to create new words with 100% accuracy. || Danny will use the Earobics assessment program that will log his progress on word manipulation activities. || Mar 14
 * 3. By June 20 Danny will be able to identify the parts of compound words (prefix, root word and suffix) with 80% accuracy. || After achieving both #1 and #2 short-term objectives, Danny will complete a compound word worksheet once/week where he will identify the prefix, root word and suffix of 20 compound words with 80% accuracy. || June 10

-Use of Earobics computer program -allow 1 period/week of L.A. in resource room for Earobics computer program (short-term objectives 1 & 2) -allow 20 minutes/week during L.A. for compound word worksheet (short-term objectives 3) -mom is helping with a reading program at home
 * Accommodations and strategies to support this goal**

By June 20, Danny’s test anxiety will be reduced so that he is able to complete at least 80% of questions on his exams.
 * Long-term Goal #3****:**

Achieved Danny recognizes many of his personal physical reactions indicating test anxiety, i.e. tightness in his chest, and has used breathing techniques as a cool down method. || Partly Achieved Danny is having difficulty consistently using more than one study strategy because he is favoring the SQ4R reading strategy. || Achieved Danny is completing at least 80% of questions on all of his exams. ||
 * Short Term Objectives  ||   Assessment Procedures   ||   Progress Review   ||
 * 1. By Nov 30 Danny will be able to identify his test anxiety related stressors using self-monitoring of his physiological responses and will demonstrate use of at least one cool down strategy before/during exams. ||  Danny will meet with teacher after test has been written and he will share at least one cool down strategy he used before/during test writing.  ||  Nov 14
 * 2. By Mar 30 Danny will be able to use at least 2 study strategies from a list of suggested strategies from the resource room during preparation for exams. ||  Ms. Boy will record study strategies used during study time at home in Danny’s agenda and classroom teacher will review it to confirm use of at least 2 study strategies.  ||  Mar 15
 * 3. By June 20 Danny will be able to approach exams more calmly and confidently, completing at least 80% of questions on each exam written. ||  Danny’s tests will have at least 80% of questions completed.  ||  June 10

-Ms. Boy has agreed to support Danny’s studying at home, recording study strategies used in his agenda. -Resource Room is providing coaching on: -Self-monitoring of physiological responses to stress/anxiety - cool-down methods to reduce stress/anxiety -studying techniques/tools -allow test writing accommodations, including a reader and a quiet and private space to work.
 * Accommodations and strategies to support this goal**

Danny is in need of retesting of specialized assessment which is currently being scheduled for summer 2011. It is recommended that Danny continue working with his private math tutor into grade 7 to allow for additional improvement in his math skills. Arranged to have Danny meet his grade 7 teacher before fall of 2011 to discuss grade 7 curriculum and changes in student expectations. **PDF]**
 * __Planning for Transition__**
 * __Signatures__**
 * __References:__** 'children with exceptionalities in canadian classrooms', IPP book

[|IDEAS AND ACTIVITIES FOR DEVELOPING PHONOLOGICAL AWARENESS SKILLS]

 * __ File Format:  PDF/Adobe Acrobat -__** [|**Quick View**]
 * __FOR DEVELOPING. PHONOLOGICAL AWARENESS. SKILLS. A Teacher Resource ...__**
 * __ www.doe.virginia.gov/.../ideas_activities_develop_phonological.pdf  __**