StudentInformation:

AdvancedLearningPlan
GradesK5

Name:
CameronWaier
Grade:3

SchoolInformation:

School:JeffersonElementarySchoolYear:20152016
ClassroomTeacher:
Mr.Bradley&Mrs.Clark(math)
GiftedSupportSpecialist:Mrs.Ellis

Area(s)ofGifted&TalentedServices:
ReadingandMath

ModifiedLearningEnvironmentAreasofFocus:

Mathematics:
Subjectaccelerationinmathematics
Inclassflexiblegrouping

Reading:
Inclassflexiblegrouping
ClusterGrouping

OptionsforCurriculum/InstructionModification:

Mathematics:
MathExtensionUnits
Preassessment
ChangeofPace
MostDifficultFirst
CriticalProblemSolvingStrategies
ExtensionProjects
MangaHighand/orNWEASkillsNavigator(AcceleratedMathContent)

Reading:
AdvancedLevelsofThinking
TieredAssignments
Enrichment/ExtensionProjects
InquiryCircles
AccesstoAdvancedTexts/Resources

Behavioral/AffectiveArea(s)ofFocus:

Mathematics:
Challengeshimselfandtakesadvantageoftoofferedchallenges
Increaseselfinitiative
Advocatesforself

Reading:
Leadership/Risktaking
SelfAwareness
CommunicationSkills
SocialSkills

MathGoals:
Goal1:Bytheendofthe20152016schoolyear,
Cameron
willimproveintheareaofOperations&AlgebraicThinking(includingfifthgradecontent)as
measuredinMangaHighand/orNWEASkillsNavigator,including:
Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressionswiththesesymbols
Writeexpressionsthatrecordcalculationwithnumbers
Read,write,andcomparedecimalstothethousandthsplace
Multiplymultidigitwholenumbers
Goal2:Bytheendofthe20152016schoolyear,
Cameron
willimprovehisabilitytoconstructviableargumentsandcritiquethereasoningofotherswhen
solvingwordproblemsusingadvancedmathcontent.
Constructargumentsusingconcretereferents,suchasobjects,pictures,anddrawings
Explaincalculationsbaseduponmodelsandpropertiesofoperationsandrulesthatgeneratepatterns
RefinemathematicalcommunicationskillsasheparticipatesindiscussionsinvolvingquestionslikeHowdidyougetthat?andWhyisthattrue?
Explainhisthinkingtoothersandrespondstoothersthinking

Date
Comments/Progress
(Exceed,Met,GrowthMade&GoalContinues,NotMet
Feb.,2016
Behavioral/AffectiveAreasofFocus:
While
Cameron
isaverycapablemathstudentandanengagedlearner,hewouldbenefitfromcompletingchallengesthatareoffered.For
example,whenassignedenrichmentactivitiesashomework,theyarerarelycompleted.

GrowthMade&GoalsContinue:
Goal1:
Cameron
hasmadesomeprogressinMangaHigh,butwouldbenefitfromadditionaltimebothatschoolandathome.We
recommendthatCameronspend3060minutesonMangaHigheachweekathome.
Goal2:
Cameron
hasimprovedhisabilitytoconstructargumentswhensolvingmathwordproblems.Anextstepisforhimistojustifyhis
solutionstoproblemsbothinwritingand/orbyaddingavisualrepresentation(tapediagram,numberline,etc.).

June,2016

ReadingGoal:
Bytheendof20152016,d
eterminetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext
(keyideasanddetails5.RI.2)

Date
Comments/Progress
(Exceed,Met,GrowthMade&GoalContinues,NotMet)
Feb.,2016
Growthhasbeenseeninidentifyingthemainideas.
Camerons
communicationisbetterinawrittenformatbecauseofthedifficultyin
crystallizingthoughtsinaninterviewsetting.Ifeelthatweareapproachingmeetingthegoal,butthatithasnotbeenmetasofyet.(IB)
Poetryrecitalsandpresentations,wewillhelpstrengthenhisverbalcommunicationskills.
June,2016

GTServicesfor20162017
(completedattheendoftheschoolyear)
:

Directions

Thefirstpage(s)ofthisdocumentshouldbesharedwithparentsbytheclassroomteacherduringfallParent/TeacherConferences,spring
Parent/TeacherConferences(ormailedhomewithreportcardsifnoconference),andmailedhomewithreportcardsattheendofthe
schoolyear.

ThisremainderofthisDocumentIsForInternalUseOnly

Directions:
Usethisformtodocumentsupportsandprogressforeachstudentgoal.TheclassroomteacherandGTSupportSpecialistshould
updatethisformeachmonthtosummarizestudentprogressandchangesinservices.

SupportforTeachersandStudents:
GTSupportSpecialistsshouldobservestudents,meetwithclassroomsteachers,anddocumentmeetingsat
leastoncepermonth.

ClassroomTeachers:
Monitorstudentprogresstowardtheirgoal,thefrequencyofteacher/studentmeetings,anddocumenttheinformationat
leastoncepermonth.

GoalProgressionInformation

AreasofIdentification&Levels:
ReadingTier2andMathTier3
Provider(s):
ClassroomTeacher
MeasureableGoalReading:
Goal1:
Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext(keyideasanddetails5.RI.2)

Goal2:
Compareandcontrastthe overall structure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationintwoormore
texts.(craftandstructure5.RI.5)

NameofIntervention/AcceptableEvidenceinReading:
KeyIdeasandDetailsand/orCraftandStructureInterviewandRubric(inCameronsfolder)
ReadingSetting:
Classroom
MeasureableGoalMath:

Goal1:AcceleratedMathContentStandards
Bytheendofthe20152016schoolyear,
Cameron
willmaster80%offifthgradecontentintheareaofOperations&AlgebraicThinkingasmeasuredinKhanAcademy,
MangaHighand/orNWEASkillsNavigator(focusondivision).

Useparentheses,brackets,orbracesinnumericalexpressions,andevaluateexpressionswiththesesymbols
Writeexpressionsthatrecordcalculationwithnumbers
Read,write,andcomparedecimalstothethousandthsplace
Multiplymultidigitwholenumbers

Goal2:PracticeStandards
Bytheendofthe20152016schoolyear,
Cameron
willachieveExemplarystatus80%ormoreofthetimeinthemathpracticestandardofconstructviableargumentsand
critiquethereasoningofotherswhensolvingwordproblemsinadvancedmathcontentstandards.

Constructargumentsusingconcretereferents,suchasobjects,pictures,anddrawings
Explaincalculationsbaseduponmodelsandpropertiesofoperationsandrulesthatgeneratepatterns
RefinemathematicalcommunicationskillsasheparticipatesindiscussionsinvolvingquestionslikeHowdidyougetthat?andWhyisthattrue?
Explainhisthinkingtoothersandrespondstoothersthinking

NameofIntervention/AcceptableEvidenceinMath:
Goal1:KhanAcademyand/orNWEASkillsNavigatorand/orMangaHigh
Goal2:ElementaryPracticeStandardsStudentRubric
MathSetting:
MathClass

Month

AcceptableEvidenceofStudentProgress
TowardGoal
(Teacherupdateseachmonth)

Frequency
of
Teacher/
Student
Sessions
(Teacher
updates
each
month)

October
Reading

AccordingtoMAP,Informationaltext
isrelativeareaofweakness
FindtwoormoreMainIdeaand
Detailsinaninformationaltextand
explainhowtheyaresupportedby
details

Progress
(Seekey

below)
(Teachers&GT
SupportSpecialists
update)

Action(s)taken
(Seekeyand
includerationale
fornextsteps)
(Teachers&GT
SupportSpecialists
update)

CONTINUE

Date&NotesofClassroomObservationsand
TeacherMeetings

(GTSupportSpecialistupdates
eachmonth
)

102815
GavetheteachertheJacobsLadders
passagesandstudentrubric
103015
Creatingindependentpresentationon
chromebookaboutConstellations
usingnonfictiontexton

October
Math

AccordingtoMAPdataO&Ais
relativeareaofweakness
Constructviableargumentsand
critiquethereasoningofotherswas
identifiedbasedonMathPractice
Rubricandsamplesofstudentwork
Developing
Pairedmathboxes

November/
December
Reading

11/10/15InformationalText
Assessmentsaregivenata5thGrade
Level
IdentifyingMainIdeaand
identifyingdetails.
Inaverbalinterviewscenario,
doesntcommunicateideaswell.
Decemberallowforwrittenreply
tokeyindicesquestions.
12/16/15ProvidedFrameandRubricfor
ResponsestoKeyIdeasDetailsof
designatedreading.

Constellationstocreateppt
presentation
Engagedinhiswork
Sayshewilllearnaboutthestoriesof
whyconstellationsareinthesky.
Helpedafriendgetpresentationupand
running
Spent15minutesdesigningslides
BookSelection:Chosethebook
The
LemonadeWar
becauseitlookslikeit
hasalotofaction.

101515
Tookawhiletosettle
Quicktosmile
Engagedinlesson
WhenworkinglookedatJackswhite
board&copiedthendidnextproblem
onown
Didnttakeopportunitytochallenge
himselfDebpushedhim
CONTINUE

111915
LitCircle:TheLemonadeWar(S)
Groupof9
Participation:
Readingwhilestudentsare
discussingdidntfinishassigned
reading.
Clarifyinginformationfromtext
(yes,theairconditionerbroke)

 Writtenformallowsformore
completeanswerstospecifics.
Wewillneedtoworkonstamina
becauseofthelengthofthe
passages.
Thiswillbedonebymonitoring
librarycheckoutstoensureone
selectionincludesmorecomplex
content.

November/
December
Math

November11

Developingonrubricbasedon
EngageNYmidmodulefractionunit
assessmentforshowinghisreasoningby
usingmodelsorpictures.Itisdifficultfor
himtoexplainhisthinking.
November
WorkingonMangaHigh
Challengepacketsminimal
effortandneedsremindersto
workonit
whenheisstuckitishardforhim
tousedifferentstrategiesto
solvetheproblem
December4
proficientinusingparenthesesin
numberequations
cansolveforanunknownand
usesvariablescorrectly
knowsmathvocabulary:multiples
product,factors,prime,
composite
confusionwithlandmark
vocabulary:range,mode,median

G1:Continue
G2:Continue

111615
CameronsclassjoinedAspensclass
Satinmiddleofroomandwas
immediatelyengagedinlesson
Drewdetailedfunctionmachine(in
29rule+13)sochosetoaddabit
ofchallenge
Wastedtimedrawingfunction
machineinsteadofcreatingatable
Workedwellwithpartnergood
analysis,stated,thatwashard.

 OpenResponseforUnit4
waitingforcompletion

January
Reading

ClassroomReading
BiographyCompareandContrastwith
anotherstudentofhistoricalfigures.
CameronssubjectwasAmericanArtist
HarrietTubman.
EssentialElementsof
Presentation
chronologyTimelinefeature

CONTINUE

12916
MetwithMr.BradleytoupdateALPand
reviewprogressmonitoringdata.Cameron
grew8pointsandexceededhiswinterMAP
projectedgrowth.Sofar,wehave3
monthlyprogressmonitoringdatapoints
usingthe
InformationalText:KeyIdeasand
DetailsInterview&Rubric.
Cameronisstill
workingonsummarizingatextandusing
thedetailstosupportthatsummary.

G1:Intensify
G2:Continue

12816
MetwithDebtoupdateALPandreview
progressmonitoringdata.Camerongrew15
pointsandhasexceededwinterMAP
projectedgrowth.Cameronrarely
completesmathextensionunitsevenwhen
givenashomework.Hellhaveadditional
practicewithG2inEurekaunit(comingup).

Twoormorereferencesources
Hardshipsovercome(cause/effect)
Comparison ofanother biographical
figure(FredrickDouglass)

January
Math

G1:Cameronstimeislimitedas4th
gradestudentsworkonMangaoutsideof
mathclass.Mangaisassignedas
homework,buthehasnotbeenworking
onitbutgrowthwasmade.
G2:Cameronneedstofocusonjustifying
hissolutionswhensolvingproblems.
(Developing)Heisabletoconstruct
arguments.(Proficient)

G1:
G1:+
Frequenc G2:+
yneeds
to
increase
G2:afew
times
each
month

February
Reading

CompletionofBiographyProject

Result of presentation was

somewhat successful, Cameron
was able to mine the important
information.
As aleader,thepresentationdidnot
help elevate his partner,it gave the

CONTINUE

21116

ObservedCameroninclassroom

Partnerworkoncomparingand
contrastingahistoricalfigure

Comparingand
contrasting:charactertraits,
famousfor,theirinspiration

appearance of two people not

collaborating and presenting their
own work, not what the project
calledfor.

Workingonpowerpoint
presentation
Workingnexttopartner,butin
isolation

2/24/16InformationalTextAssessment
onReading:ItsElectric

February
Math

G1:CameronworkedonMangaHighto
orderfractions,toaddandsubtract
fractions,andheattemptedtomultiply
anddividefractions.Healsoworkedon
longdivision.

G2:Camerondoesagreatjoblisteningto
thereasoningofothersanddiscussing
ideasandstrategiesinasmallgroup
setting.(Proficient)Heisbeginningto
constructhisownargumentsandjustify
hissolutionswithvisualrepresentations
andexplanations.(Proficient)

G1:
G2:

March
Reading

OurMarchReadingwasmergedwith
SocialStudiesevaluatingthecause/effect
ofhowpeopleinfluencetheir

G1:
G2:

G1:
G2:

CONTINUE

22216
ObservedCameroninclassroom
Wholeclasssharingofhowsolveda
wordproblemusedcamerahe
raisedhand&sharedhisstrategy
andansweredstudentquestions
(didnotincludevisual
representationonslate)
Helistenedattentivelytoother
studentsexplanations
Stayedengagedthroughout
observation
Debdidanexcellentjobof
modifyingaproblemgiventowhole
class:
49/103/10waschangedto:
49/1012/10
Heusedanumberlinetosolvethe
problem
Whenneedednewmarkerdidnt
takeinitiativetogetoneDebhad
togetmarkerforhim

32316
ObservedCameroninELA
GroupreadofBoomTown

 Roundrobinreading

communities.
Hewasabletoevaluatewhatthe
effectofindividualactionshadon
thegreatercommunity.
Thiswasevidencedbybothhis
presentationandteacher
observation
3/23Advancelevelassessmentgivenon
topicofEconomics.
Evaluationofmainideas(+)heis
abletoidentifymainideasrather
easilynow.
SupportingDetailsCameronstill
showsgreatdifficultyin
supportinghispositionsandwhen
givencoachingandan
opportunitytorevisehisworkis
satisfiedwithhisoriginalwork.I
donotfindthischaracteristicof
GTbehavior.
March
Math

G1:OnMangaHigh,Cameronworkedon
plottingcoordinatepointsona4
quadrantgrid.
HewassuccessfulatworkingwithU.S,
capacitymeasurements.Cameronalso
determinedthevolumeofacubeby
countingthecubeswithinit.

G2:Cameronsucceededincompletingall
ofhismultiplicationtimedtests.Hehas
lovedthelongdivisionunitandhasbeen
abletoexplainwhattodowith
remaindersinagivenstoryproblem(ex.

G1:
G2:

G1:
G2:

G1:
G2:

32216:
Studentsworkingonwordproblems
andneededtodeterminewhether
tomultiplyordivide&solve
Hesolvedmultiplicationproblem
correctlyusingtraditionalmethod
Whenstudentsdiscussinsmall
groupshedoesntinitiatediscussion
andtendstositbackbefore
contributing
Engagedinlessonraisedhand
Whenpresentedwithanew
problemhemultiplied(itwas

Expressingitasafractionordecimal,
ignoringit,orroundingup).Camerondid
anawesomejoboncalculatinghisanswer
totheOpenResponseinUnit6,however
onceagainheneedstoexplainhis
thinkinginwordsandinasequential
mannersootherscanfollowhis
reasoning.

division)andswitchedafterlistening
toclassdiscussion
Usedtraditionalmethodto
completedivisionproblemcorrectly
Doesntknowmulti.facts,(8x3
usedfingers&countedby3s)
Teacherstoppedbygroupandgave
himextensionproblemswhichhe
appearedexcitedaboutand
immediatelygottowork

April
Reading

4/14/16

G1:IncompletinghisAdvancedLearning
Activity.Cameronshowedabetterability
toidentifythemainideasinthereading.
Hestillshowsdifficultyinsupportinghis
ideaswithdetailsfromthereading.Ina
reflectiveconversationreviewingthe
workhesaysoh,yeahwhenthese
itemsarepointedoutasbeingsignificant
details,butdoesnottakethatlearningon
tothenextactivity.
G2:

4/21/16
ObservedCameronduringliteracyblock
Inasmall,heterogeneousgroup
discussingtextfeaturesofa
nonfictiontext.
Onlyparticipatedwhencalledon
Preassessmentdatademonstrated
thathehadmasteredtheskills
expected

April
Math

G1:
G2:Cameronwasabletoconstructa
simpleresponsetoaPartBanswer.I
wouldhavelikedfurtherexplanation.He
iscomfortablewithsimplifyingfractions
inalongdivisionproblem.Heneedsto
workontheorderofoperationsin
numbersentencesespeciallywhenasked
toinsertparenthesesordouble

G1:
G2:

G1:
G2:

42916
DebsharedanOpenResponse
problemthathedmissedonarea
IworkedwithCam&another
studentandhecaughthismistake
displayedstrongthinking&
reasoningskills(goodvisualspacial
skills)
Whenreturnedtoclassgotrightto

G1:
G2:

parentheses.

workseemsengagedwith4th
grademathworkondecimals
Seemscomfortablewithother
studentsandroutine
Thentheysharedresponsewith
wholeclassdidanicejobof
explaining(Debneededtoprompt
himabit)

May/June
Reading

May/June
Math

G1:
G2:

G1:
G2:

G1:
G2:

G1:
G2:

ReasonforModifying/DiscontinuingIntervention(includedate):
Reading:

Math:

GoalProgressionKey
ProgressKey:Ifdataindicate

ActionKey:Coachandteacherconsiderthese Markactiontakenas
actions
Noprogresstowardgoal
Improvefidelity,
FIDELITY
or
Intensifyinstruction,or
INTENSITY
or
Changeintervention
CHANGE
Sufficientprogresstowardgoal
+
Continuewithnochanges
CONTINUE
Goalismet
++
Intensifyinstruction,or
INTENSITY
or
Changeintervention
CHANGE
ImproveFidelity:
Fidelityofimplementationisthedeliveryofinstructioninthewayinwhichitwasdesignedtobedelivered.Toimprovefidelityconsiderinstructional
coaching,additionalclassroommanagementstrategies,additionaltraining,andotherstaffsupports.

Markprogress
as

IntensifyInstruction:
Increasingtheintensityofaninterventioncanbeaccomplishedinanumberofwayssuchaslengtheninginstructionaltime,increasingthefrequencyof
instructionalsessions,reducingthesizeoftheinstructionalgroup,oradjustingthelevelofinstruction.Also,intensitycanbeincreasedbyprovidinginterventionsupport
fromateacherwithmoreexperienceandskillinteachingstudentswithgiftededucationalneeds(e.g.areadingspecialist).

ChangeIntervention:
Ifthestudentisnotmakingadequateprogresstowardtheirgoal(afterincreasedfidelityorintensityofinstruction)annewinterventionshouldbe
selected.Ifthegoalhasbeenmet,theteamshoulddevelopanewgoalandplanforthestudent.