An Example of An Individual Education Plan for an Elementary School Student

E1. Describe how the playworker can create a play environment where all children and young people feel listened to and respected.

I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to

b. According to Dr. Brian Ray (2011). Students are engaged in social and educational activities.

5.1: Explain the importance of play to children’s learning and development and the need for an inclusive approach.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

Students will answer questions about the key details in a text by using matching and counting strategies to compare sets when the numbers of objectives in one set is greater than the number of objectives in the other set.

2. A month after the classroom teacher completed the review unit for multiplication, we began long division. One student was having a very difficult time with long division. The student hadn't quite mastered their multiplication facts, thus, making the long division unit difficult. I printed out a multiplication chart which listed the multiplication tables from 0-12. The student completed the long division unit with confidence using the chart. Additionally, I created and located

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

1 Using addition and substation within 20 to solve word problems involving situations of adding, taking from putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawing, and equation with a symbol for unknown number to represent the problem.

I will use the assessment from the previous lesson which divided three and four digit numbers by a one digit divisor.

Student B demonstrates mathematical strengths in the explanation of both solutions of the area and perimeter, although one of the formula used was incorrect. Mathematical strength was also displayed in the actual multiplication 5x2x5x2=100, and addition 5+2+5+2=14 cm, failing to include the units of measurement

Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery.

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

At the end of the lesson as independent Students will complete a two sided practice worksheet to demonstrate mastery of the objective. This worksheet will provide students the opportunity to practice using a tens frame to add within ten as well as using a tens frame to support the recognition of tens fact families.

In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”