INDIVIDUALIZED EDUCATIONAL PLAN

QUARTERLY PLAN

SCHOOL YEAR 2024-2025

NAME: DIAGNOSIS/EXCEPTIONALITIES:
______________________________ ATTENTION DEFICIT/
HYPERACTIVITY DISORDER

AGE: 8 YEARS OLD DOMAINS: COMMUNICATION AND

SOCIAL DEVELOPMENT

Present Levels:

Social:

 The learner lacks awareness or acknowledgement of positive feedback or

praise.

Behavior:

 The learner exhibits impulsivity in social interactions, struggles with turn-

taking, and may have difficulty staying on task during tutoring sessions.
 The learner can share his experiences. The learner has difficulty staying
focused while doing tasks, interrupts the other tutee.
 Using hygiene as scapegoat.

Academic:

 The math skill is on level. Excels in solving addition mentally.

 The communication skill(reading) is below academic level.
 The writing skill is below academic level. The writing skill is hindered by
his difficulty in staying focused during the tutoring.
 Often forget to bring his Activity Notebook during tutoring.

Abilities:

 High understanding in Mathematics.

 Good at Art—Drawings and Coloring.
 He is hygienic
 Can share his recent activities

Needs:
  Improving reading fluency, comprehension, and retention. Below academic
level in reading
 Improving spelling, writing. Below academic level in writing.
 Managing impulsivity and maintaining focus during tutoring.
 To acknowledge positive reinforcement with positive feedback.

QUARTERLY GOAL:

1. The leaner will improve his reading fluency by reading grade-level with
fewer mistakes and understanding what he reads. He will reach a level
where he can understand what he reads 80% of the IEP period. To reach
the goal,

The Learner…

 will practice reading high-frequency words to make reading easier.

 will work with the teacher for 15 minutes to practice understanding
what he reads.
 will read aloud with the tutor to help with fluency.

2. The learner will improve his spelling and writing. To reach the goal,

The Learner will…

 write the same word 3-5 times.

 practice spelling orally and will repeat it 2-3 times

3. The learner will improve his ability to stay focused and behave during
tutoring. To reach the goal,

The Learner will…

 take short breaks whenever he feels distracted or out of focus.

 get actual or physical reward instead of positive reinforcements on
his positive actions
Enroute Activities and Procedures Frequency &
Objective Duration

1. Reading - High-Frequency Word Practice: Daily: 15 min

Fluency Introduce 10-15 words with pronunciation (Words)
Improvemen and meaning. Practice reading words aloud
and play a “Find the Word” game in simple
t
texts.

(soft, fur, birds, barks, butterfly, jumping,

floppy, running, dream, yard)

3x/week: 15
- Guided Reading: Read a passage aloud, min (Guided
teacher provides corrections, discuss main Reading)
ideas, and answer comprehension
questions.

(Petey the Pup

Petey is a little pup. He has soft, brown fur
and big, floppy ears. Petey loves to run and
play in the yard. He chases balls and barks
at the birds. Petey is very happy when he
gets to play with his friend, Max the cat.
Max is not like Petey. Max likes to sleep in
the sun, but he also likes to play with Petey
sometimes.
One day, Petey saw a butterfly. He ran after
it, jumping over flowers. "Come back,
butterfly!" Petey barked. But the butterfly
flew high into the sky. Petey stopped and
sat down. He looked up and smiled. "Maybe
tomorrow," he said.
At the end of the day, Petey went inside to
rest. He curled up in his bed and fell asleep,
dreaming of running after butterflies again.) 2x/week: 15
min (Read-
Aloud)
- Read-Aloud with Tutor: Tutor models
fluent reading; learner practices aloud with
feedback, then re-reads for fluency.
1-2x/week: 15
- Echo Reading: Learner repeats sentences min (Echo,
read aloud by the teacher, matching tone Timed Reading,
and pacing. Story Retelling)
 - Timed Reading: Read a short passage for
one minute, track the number of words read
correctly.

- Story Retelling: Learner retells the main

events of a story in their own words.

2. Spelling - Repetition of Words: Introduce 5 target Daily: 15 min

and Writing words, write them 3-5 times, and say them (Repetition)
Development aloud.

(Bark, Jump, Run, Soft, Fly)

2x/week: 15
- Sentence Writing: Use target words in 2- min (Sentence
3 simple sentences. Writing)

- Oral Spelling Drills: Teacher says a word, 2x/week: 15

learner repeats and spells aloud. Conduct a min (Oral
timed spelling challenge and review Spelling)
mistakes.

(pup, soft, ear, brown, run, sun, bird, bark,

yard, friend)

- Fill-in-the-Blank Sentences: Use target

words in cloze exercises. 1-2x/week: 15-
20 min
(Rainbow
- Rainbow Writing: Write spelling words in
Writing,
multiple colors.
Dictation,
Bingo)
- Dictation Practice: Write sentences
dictated by the teacher.

3. Focus and - Break Management: Use a timer for 15- Integrated

Behavior minute focus periods, followed by 2–3- Daily: 2-3 min
During minute breaks per break
Tutoring

- Reward System: Set a daily behavior

goal track progress using a sticker chart or Daily: 5 min
tokens and provide small tangible rewards. (Reward
System)

- Self-Monitoring Activity: Learner

completes a reflection sheet and discusses 2x/week: 10
 progress with teacher/tutor. min (Self-
Monitoring)

- Brain Break Games: Play short games

1-2x/week: 10-
Goal-Setting Chart: Learner sets and
15 min (Brain
tracks personal focus goals on a daily chart.
Breaks,
Mindfulness,
Goal Chart)

- Mindfulness Activities: Practice

breathing or mindfulness exercises before
lessons to calm and focus.

ACCOMMODATION/s:

 Extra time on work.

 Oral spelling tests to make spelling easier.

 Breaks during class to help the learner stay focused.

 Modified writing assignments.

 Using Physical Reward as the positive reinforcement.

Observation Report

Learner Profile:

The learner is an eight-year-old boy diagnosed with Attention

Deficit/Hyperactivity Disorder (ADHD).

Behavioral Observations

1. Lacks Awareness to Praise:

 The learner demonstrates minimal response to verbal praise from

the tutor, even when completing tasks successfully.

 When complimented on completing his math seatwork, the learner

appeared to ignore the praise and shifted his attention to his
seatmate's paper.

 Occasionally, the learner acknowledges praise when it comes from

his seatmate (another tutee).

2. Completion of Seatwork:

 The learner consistently completes all assigned seatwork in math

(four tasks per session).

 Upon finishing his tasks earlier than his seatmate, he often redirects
his focus toward the seatmate’s progress, leading to potential
distractions.

3. Disruptive Behaviors:

 The learner frequently engages in interruptions during tutorial

sessions, such as throwing his pencil on the floor, which seems to
serve as an excuse to move around and break focus.

 The frequency of these interruptions was observed to occur three

times within a one-hour session.
  Has a lot of Scapegoat.

4. Difficulty Maintaining Quiet:

 The learner struggles to remain quiet during discussions. For

instance, when the seatmate shares an experience, the learner
often interjects with his own, starting with phrases such as, “Ay siak
idi keh...”

 Although the learner shares detailed experiences, the timing is

inappropriate, as it disrupts the flow of the session.

 Has a lot of Scapegoat.

Physical Observations

1. Constant Drooling:
 Although he is hygienic, it can’t be help to him but to drool in quite
some time. Hygiene also is one of his scapegoats.

Frequency and Patterns:

 Lacks Awareness for Praises: Observed every time he completes tasks

earlier than his seatmate.

 Disruptive Actions: Throwing his pencils or pencil case intentionally and

interruptions occurred at least three times during a one-hour session.

 Attention to Peer Praise: Praise is more effective when it comes from

his peer rather than the tutor.

Preliminary Analysis:

 The learner may be seeking peer validation more than adult recognition,
potentially indicating a preference for social acknowledgment from equals.

 The disruptive behaviors and interruptions could stem from difficulty self-
regulating attention or a need for physical activity, typical in children with
ADHD.
  His ability to complete tasks promptly and in detail shows strong academic
potential but highlights a need for strategies to manage excess energy
and improve focus during session.

 Hygiene is one of his scapegoats.

Recommendations:

1. Behavioral Strategies:
 Use physical reward or a token system for positive behaviors.
 Set clear expectations and consistent consequences for interruptions.
2. Adjusted Positive Reinforcement:
 Involve the peer in giving praise since he acknowledges his praise.
3. Timing and Sharing Practice:
 Set aside a time at the end of the session for the learner to share his
experiences, so it doesn’t interrupt others.

 Use a timer or visual signals to show when it’s okay to talk.

4. Hygiene:
 Use tissue paper so he could dispose it right away instead of using a
towel that in quite some time it will smell.

 Giving him a spray bottle of alcohol so he could lessen the distraction

by washing his hand on the sink. Hygiene also is one of his scapegoats