Individual Education Plan | CONFIDENTIAL – DO NOT PRINT

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Student Name: Rashid Al-Khater Grade: 7

Class Teacher: Ms. Hannah Dennie DOB: 19/12/2019

Date of Plan: 06/11/2020 Attendees: Rashid (student), Sarah Maltby (SENCO)

Language Arts (LA) Maths (M) Communication (C)

1. Alphabetic principle 1. Number identification 1. Articulation
2. Phonemic awareness 2. Number recognition 2. Fluency / stuttering
3. Word identification 3. Basic facts 3. Social Communication
4. Reading comprehension 4. Computation 4. Expressive language
5. Reading fluency 5. Math reasoning 5. Receptive language
7. Writing conventions 6. Problem solving 6. Vocabulary
8. Writing expression
9. Vocabulary
10. Spelling
Motor Skills (MS) Study / Work skills (S/WS) Behavioural / Social skills (B/SS)
1. Gross motor skills 1. Time Management 1. Lack of motivation
2. Fine motor skills 2. Making transitions 2. Poor self-concept /self-esteem
3. Handwriting 3. Following directions 3. Peer relations
4. Copying 4. Following tasks 4. Withdrawn
5. Constantly seeking movement 5. Working independently 5. Noncompliance
6. Lethargic / listless 6. Concentration 6. Verbally / physically aggressive
7. Stamina 7. Fearful / anxious
8. Retaining information 8. Ritualistic behaviour
9. Frequently turns work in late 9. Poor social boundaries
*current areas of difficulty are highlighted in yellow 10. Difficulty with organisation 10. Difficulty problem solving
Notes on present level of performance:
Areas of strength: Areas for improvement:
− Reading and comprehension − Listening and focusing in whole class situations
− Mathematics − Awareness of those around him
− Motivated to do well at school − Organisation
− Interested in learning new things − Focus
− Asking for help
− Working independently
− Time management
− Knowing how to start and end conversations
− Social conventions of conversation
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− Getting caught up in learning new information and not being able to start the
task work

Reports on File:
Speech and Language assessment – December 2018
Occupational Therapy – January 2018
Individual Education Plan 2018-2019
Individual Education Plan 2019-2020

Student Background:
Rashid has been at ISL since August 2018, and has been learning at English speaking schools for all of his life. At home, his family speak Arabic, therefore
making Rashid bilingual. Rashid is very academically capable, respectful and is well versed in international issues he feels passionate about. He has made
some friends since arriving at ISL, however it can be difficult for Rashid to form strong friendships as he finds social communication challenging. In his previous
school, St Nicholas Preparatory School, similar difficulties were identified and Rashid completed an occupational therapy assessment in Jan 2018 to further
investigate his sensory processing and social communication. In December 2018, he completed a speech and language assessment to gain further insight into
his challenges with social interactions. Currently Rashid is attending OT sessions at ISL on Fridays which he enjoys.

Outside of school Rashid enjoys exploring new things. When he grows up Rashid wants to be a medical doctor and he is very interested in science. Rashid is
very close with his family and enjoys spendign time with them.

Internal/External Support: Formal Standardised Testing Access Arrangements:

Type of support (LS, OT, SLT, Counselling etc): Frequency (ISA, SAT, IB, GCSE etc.)
1. Extra time - %
In class Learning Support 2. Computer
3. Scribe
• English • 3 classes/week 4. Reader
• Maths • 3 classes/week 5. Own room
• 1:1 • 20 mins/week 6. Allow calculator
7. Supervised rest breaks
8. Other –
Occupational Therapy • 1/week *yellow highlighted areas indicates approved access arrangement

General in class strategies to support student’s learning needs:

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− Pair Rashid with sensible partners that he works well with (Kushal, Gaspard)
− Clear structure for how Rashid need to interact with each other
− Visual learner
− Hands on activities (making models to show what you know)
− Provide extension tasks to help Rashid feel challenged
− Visuals/drawing/ photos/diagram/
− Provide a structure for researching (set a time limit or provide a template so he doesn’t get carried away)
− Lots of check-ins through the lesson to make sure he has heard and understood the task
− Reduce distractions
− Write instructions on the board so Rashid can look back

Yearly IEP Goals 2020-2021

Goal One:
Develop independent organisational skills
The section below highlights the roles and strategies required of all key stakeholders to achieve the goal:
Student Class Teacher or Subject Teacher
− Bring materials to class to be ready
to learn
− Keep computer charged
− Bring charger to class
− Write a checklist- create a weekly
checklist in One Drive
− Use titles and subheading on notes
− Develop filing systems online
− Pack school bag in the evening
− Send teachers email if you have a
question before the deadline
− Plan weekly homework tasks
− Term 1
− Term 2
Learning Support Team (teachers, Parents
SENCO and specialists)
− Let the Learning Support team − Introduce a variety of different − Let the Learning Support
know when any concerns arise organisation skills (folders, filing, team know when any
− Include Learning Support titles, checklists, schedules, graphic concerns arise
Team on relevant email organisers) − Include Learning Support
correspondence with parents − Check-in with Rashid to see if he is Team on relevant email
− Provide clean instructions using the strategies and/or needs correspondence with teachers
− Check-ins with Rashid to see if reminders − Team know when Mum is
he is on task − Help him set up systems to begin traveling for extended period
− Model applying organisational different strategies of time
strategies for Rashid to − Regular check-ins with Rashid to − Check to ensure that Rashid’s
observer provide time to organise his work online files are organised
− Assist Rashid in setting up and − Be available for additional support when working with his
maintaining online sessions − Model applying organisational
organisational systems − Remind Rashid of his goals and how strategies for Rashid to
(folders, titles) he feels when he does well observe
− Provide clear structures and
expectations in written
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instructions for Rashid to refer

to

Links to growth: Success Criteria:

Study/Work Skills: • In the rest of term 1 I will choose 1 strategy above and use them 80% of the time
• My strategy is: Write a checklist- create a weekly checklist in One Drive
1. Time management • In term 2 I will choose 2 strategies above and use them 80% of the time
• My strategies are: Develop filing systems online and Plan weekly homework tasks
4. Following task
• In term 3 we will evaluate how effective past strategies were and set a plan
5. Working independently • I will apply my selected strategies stated above 80% of the time while in class
• This will be monitored by two official observations
6. Concentration • This will be monitored by teacher feedback
• This will be monitored by self-reflection
10. Difficulty with organisation

Evidence, Monitoring and Observations

Term 1: This will be added as a goal for Term 2- Sarah and Rashid will meet during the online week and set this template up so that Rashid can use it for the Term. (SM)
Term 2:

Learning Support Ms.Naima’s comment:

Rashid has been attending 1:1 check-in sessions where he goes over the expected tasks and any deadline, currently online. Rashid is a very capable student
who has reached an excellent level in science. He can reach higher level in math if he meets deadlines when submitting Homeworks. Rashid is not working to
his best ability in maths and he would benefit from attending the homework surgery in term 3.
Term 3:

Rashid has demonstrated a more positive attitude towards the development of his organisational skills, especially during his preferred subjects, such as Maths and
Science. However, he could not yet delivered the same standard in I&S or English without the additional help of the learning support teacher, thus, this goal should remain
his focus for the next academic year (TV).

Goal Two:
Develop positive communication and focusing skills
The section below highlights the roles and strategies required of all key stakeholders to achieve the goal:
Student Class Teacher or Subject Learning Support Team (teachers, Parents
Teacher SENCO and specialists)

− Listen to your peers when they
are speaking
− Listen to the teacher when they
are speaking
− Ask the teacher for clarification
if I do not understand
− Raising my hand if I want to
speak in class
− Avoid bring distracting items to
class
− Keep my computer shut when
the teacher is speaking
− Term 1
− Term 2
Links to growth:
− Remind Rashid and the
class to raise their hands
to speak
− Ensure you have Rashid’s
attention when giving an
instructions
− Prompt Rashid to look
before you give an
instruction
− Ensure Rashid understands
what is being asked of him
− Provide clear written
instructions to accompany
verbal instructions
− Provide clear success
criteria
− Establish clear routines for
Rashid to follow
− Communicate concerns
with Rashid, the Learning
Support Team and family if
and when needed
− Complete the weekly
communication to be sent
to Rashid’s family each
week
Success Criteria:
• In the rest of term 1 I will choose 1 strategy above and use them 80% of the time
Individual Education Plan | CONFIDENTIAL – DO NOT PRINT
− Maintain weekly
communication with Rashid’s
family
− Monitor all communication
from teacher to see if there is a
pattern that needs supported
− Remind Rashid of his goals and
how he feels when he achieves
them
− Do regular check-ins with
Rashid to reflect on how things
are going
− Using information from teacher
feedback meet with Rashid as
needed to communicate
concerns and positive
achievements
− Let the Learning Support
team know when any
concerns arise
− Include Learning Support
Team on relevant email
correspondence with
teachers
− Let Learning Support
Team know when Mum is
traveling for extended
period of time
− Read and comment on
Weekly Communication
− Model and draw attention
to positive communication
skills for Rashid to observe
− Comment on Rashid’s
positive use of
communication skills (tell
him when he is doing
something well, draw his
attention to the reactions
of other and his own
feelings)
− Help Rashid reflect on
ineffective/poor
communication skills
(what could he have done
differently? Did he get
what he wanted? How
does he feel? How does
the other person feel? Pay
attention to body
language and facial
expressions)
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• My strategy is: Listen to the teacher when they are speaking

• In term 2 I will choose 2 strategies above and use them 80% of the time
• My strategies are: Ask the teacher for clarification if I do not understand and Keep my computer shut when
the teacher is speaking
• In term 3 we will evaluate how effective past strategies were and set a plan
• I will apply my selected strategies stated above 80% of the time while in class
• This will be monitored by two official observations
• This will be monitored by teacher feedback
• This will be monitored by self-reflection

Evidence, Monitoring and Observations

Term 1: In some classes Rashid finds it easy to listen (Science, Art, Design), decently easy to listen in English, I&S and Arabic. He finds it difficult in French and maths. Rashid finds
he is most often distracted by tabs open on his computer and at times by other students. Next term a big goal for Rashid is to keep his computer shut during lessons so that he
minimises distractions. (SM)
Term 2:

Learning Support Teacher, Ms.Timea’s comment:

Rashid has showed up promptly for his lessons during virtual learning, however, he often interrupted his lessons with the use of mic and needed frequent reminders of
demonstrating positive attitude. He has taken the feedback on board and was able to respond appropriately.

Term 3:

Rashid ‘s communication skills show a massive improvement in this term. His note-taking skills have improved considerably as well.

Rashid has been focussing in Mahs & science lessons. He asks questions when he needs clarification. He completes class tasks at good standards, but he still needs to meet
deadline in term of submitting home assignments (NJA).