1. Study case Alpha student Alpha is a ten and a half years old boy who was diagnosed like LD student two years ago. Currently he is in the 5 th grade class specialized for special needs students and he is receiving accommodated Georgia’s state curriculum true the IEP including modifications. The first symptoms appeared during the first term in second grade when Alpha changed his behavior and had faced difficulty in reading and writing. Upon arriving at NIS he has changed five different schools (two Arabic's, two International and Government Special education needs school). At the kindergarten Alpha was described like a quite and very shy boy but his behavior was change since second grade. He became very easily frustrated boy who has problem to control his anxiety and temper. Because of his behavior even now he is on behavior management plan. The parents describes their son like quite, introvert person who avoids contacts and can’t manage the way to make friends. Alpha is the only boy among five children at the family. According to the parents fit back given his interests are to watch TV, playing PS 3 games and drawing. Alpha has shown talents only in the areas-drawing, playing sports (mainly football) and mechanics. The results from the WAIT 11 (Wechsler Individual Achievement Test) done on August 2009 has shown significant delay in English reading – K-7, Math numerical operation – 2.5 and Writing – K – 6. The retest was done on October 2010. The results are as follow: - Letter word (reading)- grade 2.1 equivalent age -7.5 months - Reading fluency – grade K -7 month - Oral - 3.1 grade equivalent age -8.7 months - Reading comprehension – grade 1.5 month - Spelling words – grade 1 equivalent age – 6.9 months - Writing – grade 1 - Math calculation – grade 4.1 equivalent age -9.8 months - Math fluency – grade 2.5 equivalent age -7.5 months

2. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrated at the class. Planning Framework Nikola Djarov,2010

3. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrated at the class. Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

4. What is a child’s LearningPrint ™ ? Think about… Strengths (not only what a child is good at, but also what s/he likes) Ideas to Explore (curiosities) General Interests (what areas and how much time) Learning Style Preferences: – Ways to Learn – Ways to Think – Best Conditions for Learning – Ways to Show Learning Activities & Experiences: – Clubs, Lessons – Family Experiences – Activities at Home – Hobbies & Collections – Motivation for Learning

5. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math- Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

6. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math-Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Teacher input: l Working w/adults one-on-one l He has leadership quality. Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

7. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math-Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Teacher input: l Working w/adults one-on-one l He has leadership quality. Parent input: l Likes to draw l Likes to play PS games l Likes to watch cartoon movies Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

8. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math-Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Likes to draw l Likes to play PS games l Likes to watch cartoon movies Student input: l Likes to play football l Collecting wrist straps l Likes to draw Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

9. Curriculum accommodations, modifications, within class, small groups, graded cluster grouped by interests and learning styles. Curriculum accommodations, modifications, within class, peer leaning with supervision. KGElementary SchoolMiddle School General classroom enrichment.

10. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math-Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Likes to draw l Likes to play PS3 games l Likes to watch cartoon movies Student input: l Likes to play football l Collecting wrist straps l Likes to draw l After school football club near to his home (Al- Arabi Club). l After school art program provided at NIS. l Concealing sessions at NIS. l One on one ESL sessions. Alpha has low self- esteem and lacking social skills. Planning Framework Nikola Djarov,2010

11. Planning Framework Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Alpha struggles with reading and writing in English, he has difficulty to remain concentrate d at the class. l He is good in Math-Numerical operations. l He loves to draws. l He has very good interactive skills. l Preference for reading bodybuilding articles. l He loves to play football. l Has leadership quality. l He likes to learn true manipulation and movements. Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Likes to draw l Likes to play PS3 games l Likes to watch cartoon movies Student input: l Likes to play football l Collecting wrist straps l Likes to draw l After school football club near to his home (Al- Arabi Club). l After school art program provided at NIS. l Concealing sessions at NIS. l One on one ESL sessions. l Alpha to develop better self-esteem. l Alpha develops friendships. l Alpha has talent development opportunities. l Alpha becomes self-regulated and more concentrated at the class. l Alpha to improve his reading and writing skills. Alpha has low self- esteem and lacking social skills.

12. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Bellow grade level in all areas without exception. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Nikola Djarov,2010

13. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Bellow grade level in all areas without exception. Intellectual: bellow grade-level materials and appropriate assignments. Physical: noisy, things to manipulate, movement. Emotional: Time with age interest peers. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Nikola Djarov,2010

14. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Bellow grade level in all areas without exception. Intellectual: bellow grade-level materials and appropriate assignments. Physical: noisy, things to manipulate, movement. Emotional: Time with age interest peers. Football: twice in a week football club. Drawing: participation in after school art program. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Nikola Djarov,2010

15. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Bellow grade level in all areas without exception. Intellectual: bellow grade-level materials and appropriate assignments. Physical: noisy, things to manipulate, movement. Emotional: Time with age interest peers. Football: twice in a week football club. Drawing: participation in after school art program. Parent resources (travel, time, $) School provide after school art program. Support for developing social skills with age-mates, weekly counseling sessions, one on one ESL sessions. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Nikola Djarov,2010