Max Earle’s Individual Education Plan

Max’s Educational Paradigm

Max engages in a variety of learning activities 5 or more times per week usually for 4 to 6 hours each day. He is intrinsically motivated to learn, achieve, and continue to develop his skills in all of the areas mentioned above. The following pages provide a visual description and skill break-down of each “Learning Experience”. These descriptions include Max’s current level of ability, goals, and continued outcomes and advances associated with each one. *SEL= Social and Emotional Learning

Max's Learning

Experiences

Academic

Social &Community

Physical Functioning

Fine/Gross Motor

Functioning

Spiritual, *SEL & Self Reflection

Self Care

Academic Level of Ability

Goals Outcomes &

Advances Writing

-printing

-sentence structure and formation

-paragraph about topic/theme

-prints all letters /words independently (needs assistance w. spelling)-prints complete sentences & Parag’s with teacher sitting at his side to assist w. spelling, sentence structure, and word spacing.

-prints 4 -5 letter words completely on his own w/o spelling help and with teacher out of view-prints 3 consecutive words w/o underlines to guide letter location/spacing-creates 3 sentences independently about a single topic and prints the first sentence w. teacher out of view

Language Development

-understands the rules/structure of majority of speech sounds

-initiates greetings to others when he first meets or sees the individual

MathMultiplication Addition & SubtractionFractionsTime

Language &

Reading

Short Stories/NovelsLanguage development Aud. & Reading ComprehensionReading to Learn

Writing

Independent printingComplete SentencesParagraphs with 3-4 sentences related to a single theme

-phonology

-semantics

-grammar

-pragmatics

-is able to articulate words best when he speaks slowly-speaks in complete sentences when cued; usually uses 2 to 4 words to discuss/describe something-has a vocabulary between 500- 1000 words-understands the meanings of most words in and out of context-is able to express simple concepts and ideas using vocabulary words-effectively uses the rules of syntax to create sentences; at times needs cues to ensure grammatical accuracy-uses language for greeting and asking (but does not usually initiate greeting)-uses nouns, adjectives, and verbs when cued

-initiates questions in a complete sentence-speaks in complete sentences 75% of the time when asking, describing, etc.-increases his vocabulary and understanding of words by learning a new word each week.-understands the use of syntax for sentence creation, and uses complete sentences to describe a person/place/thing without cueing- effectively uses a variety of adjectives to describe a person/place/thing-understands the meaning of nouns and verbs, and effectively uses them in a single sentence about a person/place/thing

Reading -currently reads Level D-J of the “Reading A to Z” series-reads various short stories, mainly with

-reads up to Level M in the “Reading A to Z” series-reads a variety of short stories related to areas of particular interest

animal themes-reads single sentences while keeping his eyes on the words, and looks up after each sentence.-memorizes sight words, but does not have a method for sounding out words-retains information after reading story once, but needs some multiple choice options for cueing/help

(animals, jets, sports)-reads all sentences on a single page before looking up-successfully sounds out words by practicing phonetic combinations and memorizing the appropriate sounds these combinations make-retains information after reading story once, and can answer open ended questions in complete sentences

Mathematics – X, +, and –

-is able to identify an equation as either addition, subtraction or multiplication based on the symbol-understands basic rules affiliated with each type of equation (ex: +1 means it comes after) but sometimes relates them to the wrong type of equation- understands concept of grouping when it comes to multiplication-understands that when we

-can read an equation and associate it with the correct rule right away- can give a correct answer within 3 seconds to any given equation-will be able to identify any number that comes before a given number-can represent an equation using an assortment of media such as blocks, coins, fingers, etc.-establishes proper technique to answer an unknown equation (ex: thinks of an equation familiar

add, the number gets larger and when we subtract, the number gets smaller-can read and answer an equation within 5 seconds although not always accurate and just a guess- can supply the answer to an equation without reading aloud the equation first (demonstrates his equation recognition)

to him that comes before, applies a specific rule, etc.)-builds a solid foundation for grouping and can therefor apply this knowledge to division- is able to conceptualize numbers, thus allowing him to distinguish their relationship to one another (ie. Larger, smaller, etc. )

Fractions -can identify what a fraction looks like (ex: 2/3)-is able to read a fraction correctly (ex: two out of three)-uses correct names when identifying a fraction such as one third, one half or one fourth-identifies the top number as being the number of parts shaded-identifies the bottom number as being the number of equal parts

-forms a stronger foundation for what a fraction really is and how to apply them in everyday living-identifies other fractions other than those pertaining to thirds, halves and fourths-can make his own fractions- relates fractions to everyday living

Time -can easily read time on a digital clock-can identify the

-can look at an analog clock and be able to recite the time (both

hour on an analog clock using the small hand-can identify the minutes on an analog clock using the big hand-can put the hour and minutes together to form an exact time, once he acknowledges both the hour and minutes separately-aware when to use the terminology o’clock-aware of where to find 0, 15, 30 and 45 minutes on a clock-is aware that when the small hand points between 2 numbers, it refers to the hour that comes before-knows that am refers to the mourning hours and pm refers to the afternoon and night time- can look at an analog clock and be able to recite the time (both hour and minutes) without breaking it down first, although still does with more challenging

hour and minutes) without breaking it down first for more challenging times (ie. 5, 35, 50 minutes, etc.)-holds a better understanding of “time of day” as it relates to a 24 hour day-can identify certain activities with exact times throughout the day (ex: eating lunch at noon, waking up at 9am, etc.)-can easily identify minutes in increments of 5 on an analog clock-becomes familiar that there are 24 hours in a day, 7 days in a week, 4 weeks in a month and 12 months in a year-familiarises himself with a calendar and how it relates to different events (ex: birthdays, seasons, Christmas, etc.)- can answer more challenging content related questions pertaining to a calendar without guidance(ie. How may Wednesdays are in this month?)

times- understands the use of a calendar and can answer questions related to it’s content-can identify the month on a calendar and number of days- Starting with Monday, is able to recite the days of the week in order

Money -uses specific characteristics to identify each coin (ex: a penny is brown, a dime has a boat on it, etc.)-knows the value of each coin-knows what money is used for

-can easily identify coins with no mix up- adds the value of his coins to get a sum-can use money in various situations (ex: buying a sprite at the store)

Self - Care Level of Ability

Goals Outcomes & Advances

Morning Routine

-requires cueing in order to know what task comes next-brushes teeth, combs hair, and uses washroom independently-showers with parental supervision

-knows exactly what to do in the morning, and does not need assistance in order to get started and finish his routine-does all morning activities independently (with parent close by, but out of Max’s view)

Meal Prep. -takes out lunch meal and puts it in the microwave with some cueing-needs cueing to get out utensils/drink

-prepares his lunch and gets utensils independently and w/o cues-prepares his lunch meal 4 out

Morning Routine

brushing teeth, combing hair, washing face, showering, applying deoderantdressingmaking his bed

Meal Preparation

prepares toast, cereal, juice, cutlery, etc. for his breakfastProactively gets out his lunch, utensils, and uses the microwave Replaces items in fridge, and puts dishes in the sink

Evening Routine

uses the washroom, brushes teeth, washes faceUndresses, puts away clothes, chooses clothes for the next day

-uses microwave independently

of 7 days of the week

Evening Routine

-can brush teeth, wash face, and use the washroom with parental assistance-can take off certain items of clothing; requires help for others

-uses the washroom, brushes teeth, washes face independently with parent out of view (but close by)-undresses independently and puts clothes in laundry/drawers-chooses clothes to wear the next day

Spiritual, Artistic & Self

Reflection

Level of Ability

Goals Outcomes &

Advances Meditation -engages in -recognizes when

SpiritualMeditation/deep breathingConnection with nature/outdoors

ArtisticArt Therapy Medium experimentation (paint, photos, drawing, sculpture, colour theory)

Self Reflection

Reflective Writing (Self expression of ideas, interests, likes, dislikes, goals, achievements, challenges, etc.)Positive self talk & self-concept reflected in affirmations

meditation (takes long, deep breaths) with hands together at chest, or raised in the air

deep breathing is useful (when feeling stress/anxiety, after having a seizure, while walking at Glenmore)-takes between 5 and 10 slow, deep and loud breaths through the nose and out the mouth

Connection with Nature

-walks outdoors at Nosehill, Glenmore, and Edworthy Park

-walks in National parks, such as easy trail hikes in Canmore-understands importance/health benefits of breathing fresh air and being near trees/nature-collects bits and pieces of nature from his walks

Art Therapy -currently does not engage in expressive art therapy

-expresses and explores emotions/ideas/concepts with the use of art-making to gain deeper meaning and insight into personal feelings/experiences-creates a nature mural out of collections from his walks in forest/near mountains

Artistic Experiments

-uses pencil and wax crayons to colour during learning activities

-has fun exploring various styles and methods of art-making-uses a variety of mediums such as paint, clay, pastels, sand, mosaic, nature, etc. to learn about colour theory,

texture, movement, and creative expression

Reflective Writing

-independently prints a complete sentence which reflects daily activities/feelings (with teacher present)

-independently prints 2 sentences which describe daily activities/feelings with teacher out of view

Positive self-talk & self- perception

-Max has several positive affirmations and engages in positive self-talk while on walks

-uses affirmations and positive self-statements during challenging activities, or while doing learning activities

Fine Motor Level of Ability

Goals Outcomes & Advances

Hand & FingerStrength

-can lift heavy objects (no more than 10-15 lbs)

-can lift objects of more than 15 lbs.-can use fingers

Fine Motor Exercises

hand and finger strengtheningcoordinationpinching/graspingManipulating hand held materials

Funtional Applications

seat belt, zippers, waist belts, buttons, gloves

Toolstheraputty, clothes pins, peg board, hand web, squeeze ball/ pick up stix

to pinch, squeeze, and push into hard theraputty and clothespins

Coordination/Pinching/Grasping

-can touch pointer and thumb fingers together-can make fists with both hands at same time

-can touch all digits to the thumb one at a time-can squeeze theraputty using thumb combined with each digit separately

Functional Apps.

-can put seat belt on independently (at times needs prompt to buckle up)-zips up jacket to the top-can put thumb right into thumb space when wearing gloves

-puts seat belt on right away, without prompting-can fasten large buttons on jacket-can fasten waist belt when wearing pants-can fit fingers into individual finger spaces in gloves

Tools -uses soft grade theraputty-uses peg board (only 2 columns)-uses small sized clothespins-hand web (for clenching, gripping)

-uses hard grade theraputty-can use up to 4 columns on the peg board-can use large clothespin box to practice difference tensions

Social & Community

Level of Ability

Goals Outcomes & Advances

Engages in community activities 2 times per week

-goes for walks at Glenmore & Nosehill Park-trains with Darrin, bball & swimming at CWC

-continues to walk at Glenmore & Nosehill Park-trains with Darrin once/week-participates in activity with someone other than mom/dad for1 hour per wk(perhaps even paid work?)

Interacts with another person

Articulates “Please”, “Thank you” clearly

-orders food independently (Thai Chicken)-says hello, goodbye, please, thank-you using quiet tone of voice

-starts small conversation with a stranger-says hello, goodbye, please, thank-you using clear, loud voice

Community Activities

walking in parksCWC-swimming, training with Darrin, basketball, other sportsZoo/museums/science centre"dude time" with another male/person for an hour

Social Interaction

Speaks clearly and loudly to othersmaintains eye contact while engaging in conversationstarts conversation with stranger

Work Experience

engages in 1 hour of paid work per week (perhaps at the Calgary Winter Club)

Answering questions that are asked of him

-can answer most questions using “yes/no” answers-answers more questions with familiar person

-can answer most questions using complete sentences-answers questions (using C.S.) asked by strangers

Maintaining Eye Contact with the individual when speaking/introducing himself

-can maintain eye contact longer with familiar people-maintains eye contact during directions to complete a task

-maintains eye contact with strangers while greeting/saying goodbye-maintains eye contact when stranger speaks directly to him

Physical Current Goal Outcomes &

Physical Therapy

Sessions with Darrin - Strength, Stability, Balance, CoordinationBody Awareness - Yoga, Movement, Flow, Proximal, Distal, Spatial

Swimming

Independlty: front, back, kicking, use of flutterboard, face in water, floating, changing direction, submersions

SportsBasketball, Soccer, Running, Squash, Yoga, Tai Chi, Stretching

Ability Advances Personal

Training with Darrin

-can engage in gross motor movement for running, squatting, shooting-coordinates foot movements with various exercises-can perform exercises of mobility

-can lift weights in controlled and stable manner-can perform exercises of stability and strength

Body Awareness

-can move arms in all directions-can identify spatially where to put arms/hands-can organize body to do various positions (as directed by Darrin)

-maybe Darrin’s input here??

Swimming -can swim on back (elementary back stroke) without buoyant support (needs support to begin)-can swim on front using flutter board and noodle for support-floats (front & back) for 5-10 seconds-can swim (on back) 2 laps independently w/o stopping

-can swim on back without help starting or prompts to keep kicking-can swim on front using only a flutter board (1 lap)-floats for 15 seconds (both front & back)-can swim 4 laps (on back) consistently & independently w/o stopping

Sports

The Importance of AffirmationsMax uses affirmations on a daily basis to ground himself before, during, and after any kind of learning activity. These positive self-statements are used with the purpose of building and strengthening Max’s self-esteem, confidence, and perception of his own independence.

This Individual Education Plan was developed by:

Katie Brown, BA Chelsea Renaud, BSc

Trust Myself By Listening To Myself

I am positive.

ITake it Easy & Take it

Slow.

I Concentrate Meditate &

Breathe

I have a nice/good

personality.

I am a hard worker.

I am proactive.

I am independent.