1. Ahmed is 13 years old now and he is in the 7 th grade. He has ADHD and is dyslexic. Although he is capable of brainstorming ideas he finds it difficult to write a paragraph due to his inability to spell and as a result he does not like to read and write. He is in grade 3 level in spelling and reading. He is one or two grades below his level in other subject areas. He is attending a special needs school from elementary level onwards where he is following an adapted form of the California curriculum. He goes to the language therapist to improve his spelling but he has to do writing and reading like other students in science, social studies and math. He is not fast enough on computers also. He loves to draw, build and conduct experiments. He has good comprehension skills and problem solving skills. He knows his strengths and weaknesses and has a high self esteem about himself. When he was teased by his friends he used to get in physical fights with them and so he was on a behavioral plan until grade 5. Now he is matured and controls his emotions. He loves to talk and involves actively in group discussion.

2. 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) Ahmed has ADHD and is dyslexic. He does not like to read and write.  Decodes at grade 6 level.  Good global awareness  Good comprehension and problem solving skills  Favorite subject are social studies and science  Performs well in group discussions  Prefers learning by doing activities and watching videos  Loves to draw, build and act  Passion for animals and animal rides.  learnt to ride bikes and cars by the age of 10 Teachers input  Works well in content areas if someone reads to him  Can finish his writing if he gets help in spelling  Loves to act in drama  likes group discussions Parents input Enjoys  Horse riding  Travelling  Acting Students input Loves to  travel  Doing hands on activities  Acting School  Continue to attend scientific spelling classes in school  Buddy reading: Read to elementary students in grades 1, 2 and 3  After school drama club  Let the assistant help him in reading and spelling whenever necessary in all classes  Public speaking club  More challenging and higher grade level activities in art lesson.  More project based activities in content areas  Hands on activities in science classes.  group learning opportunities  Allow to use word processor for written assignments. Home  Attend equestrian club during weekends  After school art lessons  Summer program to improve reading and spelling  Summer computer classes. Install computer programs like ‘dragon speak’ at home computer.  Performs and learns better and will soon be on grade level in subject areas  develops interest in reading and writing and improves spelling  opportunities for talent development  stays focused and motivated  gets acceptance and appreciation from friends and teachers. Ahmed seems less motivated in the class. He shows lack of interest from being tired every morning.

3. Grade- level Benchmark s Least Restrictive Environment Talent Development Options Necessary Support Improvement in grades in all subject areas. Improvement in reading and spelling. Intellectual :  Grade level materials including group discussions  Above grade level art lessons Physical:  include hands on activities and acting  spatial activities Emotional:  time with similar interest peers and peers on same reading levels.  Use of positive reinforcements in class.  Showing videos of famous people with similar disability.  public speaking Involvement in students council  Allowing him to read the daily news headlines to the whole school during the morning announcements. Acting  Participation in middle school drama club.  Performing in middle after school play. Art  Afterschool art class  Encouraging to prepare art works for the school exhibition. Home  Adult support in reading and spelling at home and school.  Install affordable computer software that assist him in improving his reading and writing skills School  Using different activities to gain the student’s interest.  Including visual, tactile and kinesthetic methods.  Opportunities for talent development.  Positive reinforcements.  Ahmed has improved in reading and shows more interest in reading and writing.  His grade level in ELA had improved.  Grade level in other subjects has improved remarkably.  Great opportunities for awareness and development of his talents.  He is motivated and participates actively during the lessons. IEP: Working Design (for Nov./Dec.) Baum & Schader, 2005