Areas of Strength Behaviour / Social ______________________________ 11 - Good manners 12 - An ability to get along with others 13 - Care & concern for others 14 - Co-operation 15 - Polite & cooperative with teachers 16 - Considerate of others 17 - Competitiveness 18 - Interpersonal skills 19 - Good team worker 20 - Asking for needed assistance 21 - Persistent when wants to achieve a goal 22 - Self awareness 23 - Sense of humour 24 - Parental support Academic ______________________________ 25 - Academic ability 26 - Computer skills 27 - Mental reasoning skills 28 - Verbal skills 29 - Verbal & written skills 30 - The arts 31 - Mathematic ability 32 - Sciences 33 - Good reading (decoding) skills 34 - Reading comprehension 35 - Visual arts & drama Work skills ______________________________ 36 - An ability to follow directions 37 - Ability to listen to the instructor 38 - Work ethic & positive attitude 39 - Attendance & punctuality 40 - Work ethic 41 - Positive work ethic 42 - Organizational skills 43 - Responsible 44 - Task commitment 45 - Self motivated 46 - Class participation Other strengths ______________________________ 47 - Athletic ability 48 - Creative/artistic ability 49 - Abstract spatial abilities 50 - Strong visual skills 51 - The Mohawk language & culture 52 - Native singing & dancing 53 - Knowledge of his culture 54 - Penmanship 55 - Speaking French ************************************ Areas of Need Behaviour/Social ______________________________ 61 - To lessen impulsive behaviours 62 - To work on self control & restraint 63 - Anger management 64 - Social skills development 65 - Increase sensitivity towards others 66 - Develope on task behaviour 67 - Develope self control & acceptable behaviour 68 - Developing self confidence 69 - Reducing attention seeking activities 70 - Reducing impulsive or inappropriate behaviours 71 - Responding appropriately to correction & direction 72 - Learning to accept consequences of behaviour 73 - Developing responsibility & accountability 74 - Increasing effort & motivation 75 - Reducing distractibility 76 - Develop a positive self-image 77 - Decrease volatility & defiance 78 - Anger management 79 - Task commitment 80 - Self-help skills Academic ______________________________ 81 - Developing confidence in oral expression 82 - Increase fluency in oral expression 83 - Develop vocabulary 84 - Develop listening & comprehension skills 85 - Improve academic skills 86 - Improve math skills 87 - Improve reading & writing skills 88 - To improve language arts & math skills 89 - Develop language arts skills 90 - Develop compensatory strategies in math 91 - Improve sequencing Work skills ______________________________ 92 - Capitalizing on strengths 93 - To develop positive work habits 94 - Improve organizational skills 95 - Improve ability to work independently 96 - Improve attendance & punctuality 97 - Develop a good work ethic 98 - Improve task completion 99 - Improve consistency in task commitment 100 - Produce quality work 101 - Increase attention & concentration 102 - Time management 103 - Participate in class activities Other needs ______________________________ 104 - Improve auditory memory 105 - Use of graph paper & other aids ************************************ Cross-Curricular Accommodations 111 - Delivery language & expectations for independent work are continually adjusted to encourage growth without frustration 112 - Constant redirection to task, extra explanation of instructions, with visual demonstrations 113 - Speak clearly & use visual clues for attention before beginning tasks 114 - Rephrase & restate instructions to clarify messages 115 - Modify curriculum with staff support for the total learning environment including classroom, yard, lunch room, etc. 116 - Modify the written components across the curriculum 117 - Make accommodations to the environment & method of instruction 118 - Continually redirect & refocus the student to the current task 119 - Use visual & auditory aids to promote attention & organization 120 - Adjust environment to accommodate individual requirement (eg. preferential seating, a study cubicle, a time out place & 1 on 1 help) 121 - Behaviour management program across the curriculum 122 - A behaviour modification approach with consequences & re-enforcers 123 - A uniquely designed program with significant modifications to the regular curriculum, emphasizing communication & daily living skills 124 - Intensive supervision in less structured classes, monitoring in others 125 - Constant supervision in all settings 126 - A behaviour contract applied in all academic & social areas 127 - Compacted curriculum for success & realistic goals 128 - Frequent redirection, guidance & other interventions for impulse control & social functioning 129 - Life skills/alternative programming delivered in a small group situation or in regular classes 130 - Almost constant direction, guidance & educational support ************************************ Cross-Curricular / Assessment Accommodations 133 - Administer tests individually or in small groups 134 - Provide extra time for assignments & tests 135 - Allow no time limits 136 - Provide for oral response to test questions 137 - Provide a reader, scriber, audiotape 138 - Assessment not based on tests but on classroom work 139 - Use of calculator for numeric operations 140 - Verify underst&ing 141 - Access to Resource as required 142 - Access to Social Adjustment as required 143 - Use of dictionary & thesaurus 144 - Assessment emphasises classroom work ************************************* Strategies & Accommodations General 150 - Use of agenda to promote organizational skills 151 - Gradual increase of workload 152 - Increase computer time as a reward where appropriate 153 - Work on organizational skills in scheduled Social Adjustment period 154 - Referral to Social Adjustment when rules not followed or for inappropriate behaviours 155 156 - Highlight what is done well 157 - Teacher/Student conferencing in Social Adjustment regarding anger 158 - Assistance in resource room on teacher's referral 159 - Opportunity to complete assignments in Social Adjustment Unit 160 - Homework sheet 161 - Encouragement to slow down Attention Difficulties ______________________________ 162 - Provide a high level of structure & monitoring within the classroom 163 - Organize the student's environment to reduce distracting elements (preferential seating, providing an "office") 164 - Provide opportunities for individual instruction &/or review 165 - Help the student develop self-monitoring strategies to keep focussed 166 - Maintain a calm quiet manner when interacting with the student Automatic Processing Difficulties ______________________________ 167 - Extensive practice in basic skills such as word recognition or number facts until the student can recall them without pause 168 - Teach skills at a "high" level, e.g. using a whole-word approach to focus on automatizing the words 169 - Allow student to take more frequent breaks in order to avoid mental fatigue 170 - Teach the student to make & copy notes in point form Central Auditory Processing (CAP) Difficulties ______________________________ 171 - Preferential seating to allow the student optimal visual & auditory locations 172 - Make use of visual aids when explaining new concepts 173 - Be alert for signs the student is not underst&ing concepts being presented 174 - Rephrase material the student is having difficulty underst&ing 175 - Speak clearly & use gestures 176 - Use short, simple questions & repeat the questions 177 - Multiple questions or directions should be avoided for this student 178 - Emphasize key words so the student learns to focus on important parts of the auditory signal 179 - Provide extra time to allow the student to adequately process auditory information Memory Difficulties ______________________________ 180 - Provide plenty of opportunities to practice & drill new information in small units 181 - Present information in an auditory/visual/tactile style, as required 182 - Present material in a structured manner which is easier to remember 183 - Provide auditory/visual cues 184 - Teach strategies for remembering information 185 - Provide aids so student has quick access to the facts in order to concentrate on concepts (eg. calculator, spellchecker) 186 - Work towards recognition of what is correct rather than requiring recall Planning Difficulties ______________________________ 187 - Teach the student to delay responding in order to process the instructions & to decide on a plan 188 - Allow student to decide own plan, implement it, monitoring & modifying own plans 189 - Teach strategies to organize time & materials Sequential Processing Difficulties ______________________________ 190 - Preferential seating to allow the student optimal visual & auditory locations 191 - Make use of visual aids when explaining new concepts 192 - Be alert for signs the student is not underst&ing concepts being presented 193 - Rephrase material the student is having difficulty underst&ing 194 - Speak clearly & use gestures 195 - Questions should be short, simple & repeat the question 196 - Multiple questions or directions should be avoided for this student 197 - Emphasize key words so the student learns to focus on important signals 198 - Provide extra time to allow the student to process the information adequately Simultaneous Processing Difficulties ______________________________ 199 - Divide reading passages into units & talk through these to find topics, themes 200 - Develop comprehension skills by directing student to answer the '5W' questions 201 - Teach the student to verbalize what is being learned or done 202 - Emphasize verbal cues/directions & auditory memory strategies; give things verbal labels 203 - Teach the overall concepts or skills through a gradual accumulation of details, step-by-step build up Speed of Processing Difficulties ______________________________ 204 - Slow the pace of instruction 205 - Pause frequently between pertinent points of information 206 - Allow more time to complete assignments 207 - Use advance organizers in each lesson to outline & direct the student as necessary 208 - Allow more time for oral responses Difficulty Underst&ing ______________________________ 209 - Build in appropriate opportunities for discussion 210 - Draw arrows on worksheets or text to show what ideas are related 211 - Draw parallels & relate to the student's own experiences 212 - Establish a purpose for learning by relating to future experiences 213 - Have student close eyes to visualize the information 214 - Have student use imagination 215 - Provide a common experience such as a field trip before teaching lesson 216 - Provide categorical cues 217 - Provide headings or a partially filled in chart for an example 218 - Use oral presentation of a brief article (excerpts) or story to stimulate interest 219 - Seat student closer to teacher (distance affects interest) 220 - Use acronyms to help recall lists of names (HOMES for the Great Lakes) 221 - Teach cause-effect directly through brainstorming & simulations 223 - Teach relations directly (such as categories or opposites) 224 - Teach student to visualize what is read & use role playing 225 - Use a banner with symbols for ideas/events 226 - Use stories which relate the lesson to people's lives 227 - Use concrete examples 228 - Tree charts may help relate disassociated historical events 229 - Use real-life situations for roleplaying Visual Perception Difficulties ______________________________ 230 - Use verbal descriptions of visual presentations when teaching new tasks 231 - Teach word-study techniques & proofreading skills 232 - Allow the student to be a slower & more careful reader 233 - Use concrete materials when introducing math concepts 234 - Encourage physical fitness activities which do not require exacting skills, e.g. swimming 235 - Present visual materials on simple backgrounds 236 - Teach effective use of a highlight marker when reading Visual-Motor Integration & Motor Speed Difficulties ______________________________ 237 - Use lined or graph paper 238 - Provide extra time to complete written tasks 239 - Encourage the use of computers & typewriters 240 - Teach the student to make & copy notes in point form 241 - Reduce the amount of writing required, i.e. use fill-in-the-blank questions, oral responses, provide h&outs ********************************** Learning Expectations 251 - School rules will be followed 252 - Will work on controlling anger 253 - Will work on decreasing his attention seeking activities 254 - Will stay on task to complete assignments 255 - Will accept the consequences of his actions 256 - Complete classroom assignments 257 - Demonstrate socially acceptable behaviour 258 - Attend school regularly 259 - Be verbally appropriate with peers & teachers 260 - Curriculum expectations for current grade level courses 261 - Improve his listening skills 262 - Follow teacher instructions 263 - Take responsibility for his actions 264 - Will demonstrate age appropriate & socially acceptable behaviours 265 - Improve impulse control & take responsibility for her own actions 266 - Will improve organizational skills