Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024

Student’s Information
Student Name Obaid Taher Saeed Musabbeh eSIS number 735558 Grade 6B-A Date of Birth 07-Nov-12
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 02-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 169 EM115Q-EM15Q 164 BR105L-45L 162 169

Student Statement
Areas of interest I like drawing, I enjoy watching funny videos
Goals / Aspirations Me want to color drawing

Present Levels of Performance

Strengths Obaid enjoys learning through hands-on activities, indicating a preference for experiential learning.
Demonstrates friendliness and pleasant demeanor, fostering positive interactions with peers and adults.
Shows an interest in working with numbers, suggesting potential strength in mathematical concepts.
Barriers/Concerns Obaid's challenges in confidence, motivation, and social engagement are impacting his academic performance. Additionally, struggles with recognizing
numbers in various formats, understanding place value, and decoding decodable words highlight the need for targeted interventions and support, particularly
in areas like GPC Formation, to improve his phonics skills and address barriers to learning.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Differentiated Activities:
Provide hands-on activities and real-life related tasks to enhance engagement and understanding.
Timers for Task Management:
Use timers to remind the student of task time, aiding in time management and task completion.
Scheduled Movement Breaks:
Incorporate scheduled movement breaks within lessons to help maintain focus and attention throughout the day. Keep the Inclusion department
informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Obaid's persistence in tackling Basic To support Obaid, a multifaceted approach will be adopted,
than 10 and a verbal prompt, Obaid will Numeracy is evident, but he grapples with incorporating visual aids, hands-on activities, targeted place
count to 10, starting at the given number recognizing numbers and understanding value exercises, interactive tools, consistent practice sessions,
with 80% accuracy as measured as their value. These challenges suggest a peer collaboration, constructive feedback, multimodal teaching
measured by teacher observations and need for focused support to help him methods, differentiated instruction, and regular progress
Obaid's work samples. improve in these areas. monitoring. These strategies aim to create a conducive learning
environment, addressing his challenges in number recognition
and understanding numerical values, thereby facilitating
meaningful progress and achievement.
By March 2024, Obaid's phonics goal is to Obaid exhibits a solid grasp of Level 2 To achieve this goal, Obaid will engage in regular and structured
improve his oral blending skills in Level 2 phonics, excelling in GPC Recognition and practice sessions focused on Oral Blending of Level 2 decodable
phonics with 80% accuracy, as measured proficiently reading tricky words; however, words. This will involve interactive activities, guided exercises,
by work samples and staff observation. he faces challenges in Oral Blending for and consistent feedback from teachers, ensuring a
decoding decodable words, highlighting a comprehensive approach to reinforce his decoding skills.
specific area requiring targeted support to
enhance his overall reading skills.
By the end of March 2024, Obaid will Obaid's current performance in Level 2 To support Obaid in reaching the Level 1 goal, targeted learning
refine his spelling proficiency, Phonics reflects challenges in both spelling strategies will be implemented. These may include interactive
concentrating on basic grapheme-phoneme and writing. These areas are opportunities phonics games, visual aids, and consistent reinforcement.
correspondence (GPC) formation within for growth, and targeted interventions will Regular progress assessments will guide adjustments to the
Level 1 Phonics, aiming for 80% accuracy be employed to enhance proficiency. learning plan, ensuring Obaid's success in mastering
as assessed by work samples and staff fundamental phonics skills.
observation.
 By March 2024, Obaid aims to enhance his Currently, Obaid faces difficulties in fine To achieve the fine motor goal, strategies will include promoting
fine motor skills with 80% accuracy, motor tasks such as cutting, writing, and hand strength, finger dexterity, and coordination through
focusing on improving fine motor managing clothing fasteners, impacting activities like scissor grasp practice, pencil control exercises, and
coordination for handwriting tasks, legibility and independence in daily incorporating fine motor skills into various aspects of the school
encompassing letter formation, spacing, and activities. day. The focus will be on creating a supportive environment that
legibility, as measured by teacher fosters Obaid's independence and success in fine motor tasks.
observations and student work samples.
By the end of March 2024, Obaid will Currently, Obaid demonstrates challenges To support Obaid in achieving his social-emotional goal, we will
increase his social-emotional skills by in identifying and understanding various implement personalized strategies that prioritize fostering his
identifying various simple emotional states emotional states within himself, impacting emotional self-awareness. Incorporating regular one-on-one
in self with 80% accuracy as measured by his social-emotional skills. This difficulty sessions focusing on emotion recognition exercises, social
staff data. hinders his ability to effectively engage in scenarios, and guided reflections will empower Obaid to
social interactions, highlighting the navigate social interactions more confidently. Additionally,
necessity for focused intervention to integrating peer-based activities will provide practical
enhance his emotional self-awareness. opportunities for him to apply and refine these skills in real-life
situations, contributing to his overall social-emotional growth.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamed Helal Eid Rashed Alazeezi eSIS number 736689 Grade 6B-B Date of Birth 12-Jan-12
Classification Neurodevelopmental Eligibility Communication Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 02-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 29 November 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 194 315Q - 415Q 168 BR25L-125L 171 184

Student Statement
Areas of interest Me like arts and crafts.
Goals / Aspirations I want to become a Policeman.

Present Levels of Performance

Strengths Hamed exhibits enthusiasm and eagerness for learning, maintaining a positive attitude towards education. His competitive spirit, when channeled positively,
contributes to engagement in various learning activities, and he shows responsiveness to personalized guidance in one-on-one instructional settings, fostering
positive social interactions with peers and adults.
Barriers/Concerns Hamed's struggle with goal-setting, motivation, and confidence significantly impacts his academic performance. Additionally, challenges in task initiation,
limited vocabulary, difficulty in reading nonverbal language, and specific issues with digit transposition and spelling tricky words highlight the need for
targeted interventions across various areas, such as Basic Numeracy and reading comprehension, to address barriers and support his overall progress.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Tailored accommodations for Hamed's Communication Disorder
Peer-friendly seating plan to enhance interaction
Differentiated activities and instructions for personalized learning
Emphasis on reinforcing social skills, promoting participation in social activities
Clear instructions with hands-on demonstrations for effective comprehension
Utilization of alternative learning methods such as audiobooks and videos
Larger print sizes and designated reader for test questions
Additional support like extra time for processing spoken information
Frequent breaks to aid concentration
Option for alternate projects or assignments to cater to individual needs
Keep the Inclusion department informed about upcoming tests and assignments.
Medical Acquired solitary kidney, Asthma mild/persitent, Provide toiltet pass and medical pass for frequent urination and immediate need of
(If needed) school clinic.
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of Hamed's resilience is evident in his To support Hamed in achieving his goal, strategies such as
double-digit whole numbers to 20, Hamed commitment to math, even though he faces focused practice on digit transposition, reinforcement of place
will add and subtract the numbers using the difficulties with digit transposition. This value concepts, and systematic application of the standard
standard algorithm within a specified time challenge suggests the need for targeted algorithm for addition and subtraction will be implemented.
period with at least 80% accuracy over3 support to strengthen his grasp on the place These targeted approaches aim to enhance his proficiency in
consecutive trials as measured by weekly value of numbers. mathematical operations, addressing specific challenges and
probes/assessments. ensuring progress towards the specified objective.
By March 2024, Hamed's reading goal is to Hamed demonstrates proficiency in Level 2 To achieve this goal, Hamed will engage in focused reading
improve his sentence reading skills in Level phonics, excelling in GPC Recognition and comprehension exercises, emphasizing sentence structure and
2 phonics with 80% accuracy, as measured Tricky Word Reading, showcasing his context. Implementing strategies such as guided reading
by work samples and staff observation. ability to articulate phonemes and sessions, where he can practice interpreting and understanding
recognize sight words. Despite these sentences in context, will provide targeted support. Additionally,
strengths, he encounters challenges in utilizing visual aids, contextual cues, and repeated exposure to
Sentence Reading, highlighting a specific diverse sentence structures will enhance his comprehension
area that requires targeted support to skills. Regular feedback and discussion on reading materials will
enhance his overall reading comprehension. further support his progress in mastering sentence reading.
By the end of March 2024, Hamed will Hamed's current performance in Level 2 To support Hamed in achieving this goal, targeted learning
independently improve his spelling of Phonics highlights strengths in grapheme- strategies will be implemented. These may involve focused
tricky words in Level 2 Phonics, achieving phoneme correspondence formation. exercises on tricky word spelling, explicit instruction in phonics
mastery with 80% accuracy. However, challenges are observed in rules related to tricky words, and consistent practice sessions.
spelling tricky words, indicating areas for Utilizing multisensory approaches and providing structured
focused improvement in both spelling and support will be pivotal in addressing his challenges and fostering
writing. progress in the specific area of Level 2 Phonics.
By March 2024, Hamed aims for 80% Hamed exhibits a baseline proficiency in To achieve the set goal, a comprehensive approach will be
accuracy in mastering fine motor skills, fine motor tasks, but there is room for implemented, integrating activities focused on pencil grip and
specifically improving pencil grip and letter improvement in maintaining a consistent letter formation into Hamed's daily routine. Practical
formation, as measured by teacher pencil grasp and achieving more uniform applications, such as incorporating buttoning and zipping tasks,
observations and student work samples. letter formation. Addressing these specific will provide real-world contexts for refining fine motor skills.
challenges will be crucial in elevating Regular modeling and reinforcement of proper letter formation
Hamed's overall fine motor skills, will be emphasized, fostering increased efficiency and
contributing to increased success in confidence in both writing and daily activities. These strategies
academic activities. aim to equip Hamed with the necessary tools for success in
academic and practical domains.
By the end of March 2024, Hamed will Hamed's current social-emotional To facilitate Hamed's progress towards his social-emotional
improve his social-emotional skills by performance reveals a need for targeted goal, a comprehensive approach will be employed. This includes
accurately identifying various simple intervention, particularly in recognizing and implementing regular emotion recognition exercises,
emotional states within himself with 80% understanding various emotional states personalized reflection sessions, and interactive activities aimed
accuracy as measured by staff data. within himself. His difficulties in at honing his ability to identify and express emotions accurately.
accurately identifying emotions hinder his Integrating social scenarios and peer interactions into his
ability to navigate social interactions learning environment will provide practical contexts for
effectively, emphasizing the importance of applying these skills, fostering a holistic improvement in
addressing this area for improved social- Hamed's social-emotional competence by the designated
emotional development. timeframe.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
 Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Khaled Hamed Alowaini Juma Alnuaimi eSIS number 764408 Grade 6B-B Date of Birth 01-Aug-12
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 03-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 05 March 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 160 EM270Q-EM170Q 165 BR85L-65L 159 183

Student Statement
Areas of interest Me like puzzle
Goals / Aspirations I want to become a UAE soldier.

Present Levels of Performance

Strengths Khaled exhibits a positive attitude towards learning, being pleasant and friendly, and responds well to reward systems, fostering a supportive social and
emotional environment. Additionally, he consistently demonstrates determination and a strong work ethic by trying his level best to complete all tasks.
Barriers/Concerns Khaled's difficulties in settling to tasks, perseverance, and lack of a clear aim for success impact his ability to sustain focus and motivation in academic
endeavors. Additionally, challenges in recognizing numbers, understanding place value, and struggles in language and fine motor skills require targeted
interventions and support to overcome barriers and enhance his learning experience.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Utilize a visual schedule for Khaled's organization and task management. Offer differentiated activities based on Khaled's learning styles and abilities.
Integrate movement breaks into lessons for Khaled's focus and overall engagement. Provide clear and concise verbal instructions to enhance Khaled's
comprehension. Ensure a structured learning environment to minimize distractions for Khaled. Offer preferential seating for Khaled to minimize
external stimuli and promote concentration. Give one task at a time and monitor progress. Establish pre-determined consequences for Khaled's
behavior, collaborating with him on these. Use a timer for Khaled to measure and extend time on tasks. Allow Khaled to engage in tactile activities
while discussing – encourage highlighting and underlining. Use 'post-its' for questions and ideas instead of interrupting Khaled. Implement a 10-
second count before Khaled stands up or speaks. Maintain a calm and clear approach when addressing Khaled's behavior. Reinforce positive
behavior, establishing a signaling system for Khaled. Use his name and eye contact before giving instructions. Chunk instructions and provide visual
cues to support Khaled. Regularly check that Khaled is on task. Acknowledge and credit Khaled for any improvement made. Recognize and
appreciate the time and effort Khaled puts into his work. Consider marking Khaled's correct answers instead of focusing on mistakes. Keep the
Inclusion department informed about upcoming tests and assignments. Avoid singling out Khaled – address the behavior without naming him.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Khaled's determination is evident in his To support Khaled in achieving his goal by March 2024,
than 10 and a verbal prompt, Khaled will approach to Basic Numeracy. However, he strategies such as focused number recognition, numerical value
count to 10, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measuredas understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
Khaled 's work samples. areas. and ensuring progress towards the specified objective.
By March 2024, Khaled's phonics goal is to Khaled demonstrates proficiency in Level 2 To achieve this goal, Khaled will engage in regular and
improve his oral blending skills in Level 2 phonics, excelling in GPC Recognition, structured practice sessions focused on Oral Blending of Level 2
phonics with 80% accuracy, as measured Word Reading, and Tricky Word Reading, decodable words. This will involve interactive activities, guided
by work samples and staff observation. showcasing competence in articulating exercises, and consistent feedback from teachers, ensuring a
phonemes, reading words, and recognizing comprehensive approach to reinforce his decoding skills.
sight words. Despite these strengths, Incorporating multisensory techniques, such as visual aids and
Khaled faces challenges in Oral Blending interactive games, will further enhance his learning experience.
for decoding decodable words, highlighting
a specific area that requires targeted
support to enhance his reading skills.
By the end of March 2024, Khaled will Khaled exhibits proficiency in GPC To support Khaled in achieving this goal, targeted learning
independently improve his spelling of Formation, demonstrating the ability to strategies will be implemented. These may include focused
decodable words in Level 2 Phonics, write and find the grapheme when the exercises on spelling decodable words, explicit instruction in
achieving a goal of 80% accuracy. phoneme is heard in Level 2 Phonics. This phonics rules related to spelling, and consistent practice
(Spelling goal) foundational skill provides a basis for sessions. Utilizing multisensory approaches and providing
further development. In Level 2 Phonics, structured support will be pivotal in addressing his challenges
Khaled faces challenges in spelling and fostering progress in the specific area of Level 2 Phonics.
decodable words and tricky words, as
indicated by his lower scores in these areas.
Recognizing these challenges is crucial to
tailor interventions and support for
improvement.
By March 2024, Khaled aims to achieve Currently, Khaled faces challenges in fine To achieve the fine motor goal, strategies will focus on
80% accuracy in improving fine motor motor tasks such as cutting, writing, and promoting hand strength, finger dexterity, and coordination
skills, including graphomotor skills for managing buttons/zippers/snaps, impacting through activities like scissor grasp practice, pencil control
handwriting and drawing, as measured by legibility and independence in daily exercises, and incorporating fine motor skills into various
teacher observations and student work activities. aspects of the school day. The emphasis will be on creating a
samples. supportive environment that fosters Khaled's independence and
success in fine motor tasks.
By the end of March 2024, Khaled will Khaled currently faces challenges in To support Khaled in achieving his socialization goal, a
work on building positive relationships establishing positive connections with comprehensive approach will be implemented. This includes
with adults in the school environment, adults in the school environment, affecting targeted social skills training, guided communication exercises,
aiming to engage in open communication his ability to engage in open and mentorship programs designed to cultivate positive
and seek support when needed, with a communication and seek support when relationships with adults. Creating a supportive environment that
success rate of 80% as evaluated through necessary. Addressing these difficulties is encourages Khaled to express himself openly and providing
staff feedback. crucial for his academic and personal regular opportunities for constructive feedback will contribute to
development, emphasizing the need for his goal of building positive connections with adults in the
focused intervention to enhance his school community, fostering a more inclusive and supportive
relationship-building skills. learning experience for him.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Faisal Saif Khalifa Alneyadi eSIS number 757684 Grade 6B-C Date of Birth 15-Mar-12
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 04-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 15 March 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 164 EM200Q-EM100Q 169 BR10L-140L 162 177

Student Statement
Areas of interest I want to play football.
Goals / Aspirations Me want police

Present Levels of Performance

Strengths Mohammed Faisal demonstrates positive attributes such as following instructions well when presented one-on-one, maintaining good behavior in class, and
quietly getting on with assigned tasks. Additionally, he shows eagerness to learn, indicating a willingness to engage in the educational process.
Barriers/Concerns Mohammed Faisal's challenges in conversational skills, communication, low tone of voice, limited interaction, and difficulties in reading nonverbal language,
along with academic struggles and delays in writing, pose significant barriers to his overall progress and self-confidence. Additionally, specific challenges in
one-to-one correspondence, speed variations, and confusion with 'teen' and 'ty' numbers during counting highlight targeted areas for support in numeracy,
emphasizing the importance of addressing these concerns in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Utilize a visual schedule for Mohammed's organization and task management. Offer differentiated activities based on Mohammed's learning styles
and abilities. Provide clear and concise verbal instructions to enhance Mohammed's comprehension. Integrate movement breaks into lessons for
Mohammed's focus and overall engagement. Ensure a structured learning environment to minimize distractions for Mohammed. Offer preferential
seating for Mohammed to promote concentration and minimize external stimuli. Give one task at a time and monitor progress. Establish pre-
determined consequences for Mohammed's behavior, collaborating with him on these. Allow Mohammed to engage in tactile activities while
discussing – encourage highlighting and underlining. Use 'post-its' for questions and ideas instead of interrupting Mohammed. Implement a 10-second
count before Mohammed stands up or speaks. Maintain a calm and clear approach when addressing Mohammed's behavior. Reinforce positive
behavior, establishing a signaling system for Mohammed. Use his name and eye contact before giving instructions. Chunk instructions and provide
visual cues to support Mohammed. Regularly check that Mohammed is on task. Acknowledge and credit Mohammed for any improvement made.
Recognize and appreciate the time and effort Mohammed puts into his work. Consider marking Mohammed's correct answers instead of focusing on
mistakes. Keep the Inclusion department informed about upcoming tests and assignments. Avoid singling out Mohammed – address the behavior
without naming him. Keep the Inclusion department informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Ricardo, the Inclusion Assistant, plays a crucial role in providing 1:1 support to Mohammed. He assists in class, guides
(if applicable) differentiated activities, ensures understanding of instructions, teaches social etiquettes, fosters a positive attitude towards school
and learning through positive reinforcement, helps fill learning gaps, promotes positive interaction in the classroom, aids in focusing
on important concepts, builds Mohammed's self-confidence, and supports his overall academic and social skill development
throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Mohammed's persistence shines through in With Mr. Ricardo providing 1:1 support, we will employ a
than 4 and a verbal prompt, he will count to his engagement with Basic Numeracy, even tailored approach to support Mohammed's goal of counting to 4
4, starting at the given number for at least though he faces challenges in maintaining when given a number less than 4 and a verbal prompt. Utilizing
80% accuracy over 3 consecutive trials as accurate counting and achieving fluency, a combination of visual aids, hands-on activities, sequential
measured by weekly probes/assessments. particularly with 'teen' and 'ty' numbers. practice, verbal reinforcement, repetitive drills, peer
collaboration, feedback mechanisms, multisensory techniques,
individualized instruction, and ongoing assessment, these
strategies aim to create a comprehensive and supportive learning
environment, focusing on addressing Mohammed's specific
needs and ensuring continuous progress towards achieving the
targeted goal.
By March 2024, Mohammed's phonics goal Mohammed demonstrates foundational To achieve this goal, Mohammed will engage in focused and
is to improve his oral blending skills in skills in Level 2 phonics, exhibiting structured practice sessions emphasizing Oral Blending of Level
Level 2 phonics, enhancing decoding proficiency in GPC Recognition, which 2 decodable words. Interactive activities, guided exercises, and
abilities and overall reading proficiency involves articulating phonemes when consistent feedback from teachers will be incorporated, with Mr.
with 80% accuracy, as measured by work presented with corresponding graphemes. Ricardo providing additional support during these sessions.
samples and staff observation. With the dedicated 1:1 support from his Using visual aids and interactive games will enhance
Individual Assistant (IA), Mr. Ricardo, Mohammed's learning experience, ensuring a multisensory
Mohammed's strengths in GPC Recognition approach to address his specific challenges in oral blending with
are evident. The continuous 1:1 assistance the continuous assistance of Mr. Ricardo.
from Mr. Ricardo ensures tailored support
to address these challenges and promote
Mohammed's overall phonics development.
By the end of March 2024, Mohammed, Mohammed's current scores in Level 2 To bolster Mohammed's progress, targeted learning strategies
with the aid of Mr. Ricardo, will master Phonics pose challenges, but with 1:1 will be implemented, including interactive phonics games, visual
Level 1 Phonics skills, emphasizing basic support from Mr. Ricardo, there's a aids, and consistent reinforcement. Regular progress
grapheme-phoneme correspondence (GPC) valuable opportunity to develop assessments, guided by Mr. Ricardo, will ensure adjustments to
formation withe 80% accuracy, measured foundational skills, particularly in GPC the learning plan, fostering Mohammed's success in mastering
through work samples and staff Formation. fundamental phonics skills.
observation.
By March 2024, Mohammed aims to Currently, Mohammed faces challenges in To achieve the fine motor goal, strategies will focus on
improve fine motor skills by 80%, as fine motor tasks such as cutting, writing, promoting hand strength, finger dexterity, and coordination
assessed through teacher observations and and managing buttons/zippers/snaps, through activities like scissor grasp practice, pencil control
student work samples, focusing on impacting legibility and independence in exercises, and incorporating fine motor skills into various
enhancing graphomotor skills like daily activities. aspects of the school day. The support provided by Mr. Ricardo
handwriting and drawing for improved will ensure a personalized approach, fostering Mohammed's
legibility, letter formation, and fine motor independence and success in fine motor tasks.
control.
By the end of March 2024, Mohammed will Mohammed currently experiences To support Mohammed in achieving his socialization goal, a
actively participate in social activities and challenges in actively participating in social tailored set of strategies will be implemented. This involves
group settings, demonstrating improved activities and group settings, displaying structured social skills training sessions, facilitated group
social initiation and engagement skills with limitations in social initiation and activities, and peer collaboration opportunities to enhance his
a success rate of 80%, as measured through engagement skills. Addressing these social initiation and engagement. Providing consistent positive
teacher and peer feedback. difficulties is essential for his overall social reinforcement and constructive feedback will contribute to
development, highlighting the need for Mohammed's increased confidence and proficiency in navigating
targeted intervention to enhance his ability social interactions, ultimately fostering a more inclusive and
to interact effectively within various social supportive social environment for his growth by the specified
contexts. deadline.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Musallam Khamis Abdulla Mohammed Aljneibi eSIS number 788216 Grade 6B-D Date of Birth 25-Oct-11
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 05-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 07 October 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 151 EM400Q-EM325Q 161 BR160L-BR10L 163 161

Student Statement
Areas of interest Me enjoy playing my friends.
Goals / Aspirations Me playing football

Present Levels of Performance

Strengths Musallam demonstrates positive attributes, including working well with reward systems, being friendly and pleasant, and enjoying being with peers. His
infectious smile contributes to a positive and engaging social environment.
Barriers/Concerns Musallam's challenges in perseverance, slow completion of classwork, and overdependence on adults or peers impact his academic progress, with additional
concerns in attention span, basic reading and comprehension skills, number concepts, and fine motor abilities. Targeted support is essential, especially in
science understanding, to address these barriers and promote Musallam's overall development as outlined in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Musallam, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to optimize his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
Keep the Inclusion department informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Musallam's commitment to Basic To support Musallam in achieving his SMART IEP Goal in
than 4 and a verbal prompt, he will count to Numeracy is evident, showcasing Basic Numeracy, the following tailored strategies will be
4, starting at the given number for at least determination in mathematical tasks despite implemented: guided exploration for counting irregular objects,
80% accuracy over 3 consecutive trials as grappling with challenges in developing a establishing clear starting points, introducing visual markers for
measured by weekly probes/assessments. strategy for tracking counted objects. tracking, encouraging verbalization of counting strategies,
providing tools for physical tracking, gradually increasing task
complexity, promoting self-reflection, facilitating peer
collaboration, exposing him to diverse arrangements, and
implementing regular progress monitoring. These strategies,
combined with additional pull-out sessions to the inclusion
room, form part of his modified curriculum.
By March 2024, Musallam's phonics goal is Musallam exhibits foundational skills in To achieve this goal, Musallam will engage in focused and
to enhance his oral blending skills in Level Level 2 phonics, demonstrating proficiency structured practice sessions emphasizing Oral Blending of Level
2 phonics with 80% accuracy, as measured in GPC Recognition—the ability to 2 decodable words. Incorporating interactive activities, guided
by work samples and staff observation. articulate phonemes when presented with exercises, and consistent feedback from teachers will provide
corresponding graphemes. Despite showing targeted support and reinforce his decoding skills. Using visual
strength in GPC Recognition, Musallam aids and multisensory techniques during lessons will further
encounters significant challenges in enhance his learning experience, ensuring a comprehensive
Reading Decodable Words, Oral Blending, approach to address his specific challenges in oral blending and
Word Reading, and Sentence Reading, improve overall reading comprehension.
indicating specific areas that require
targeted support to enhance his decoding
and reading skills.
By the end of March 2024, Musallam will While Musallam's current scores in Level 2 To support Musallam in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on Phonics are challenging, there is an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence opportunity to build foundational skills. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has demonstrated some reinforcement. Regular progress assessments will guide
achieving 80% accuracy. familiarity with tricky word spelling, adjustments to the learning plan, ensuring Musallam's success in
indicating potential strengths that can be mastering fundamental phonics skills.
developed. Musallam faces difficulties in
GPC Formation, as reflected in the initial
low score. Addressing this area is crucial to
overcoming barriers in Level 2 Phonics.
With the support of Mr. Ricardo, his Musallam's current performance in gross To achieve the IEP goal, we will implement the "Smart Moves
Inclusion Assistant, Musallam will enhance motor skills reveals a need for Programme" with a focus on tailored exercises targeting core
his core stability and motor coordination improvement, particularly in the domain of stability. Regular assessments, coupled with staff observation,
skills by 80% from baseline assessment, as core stability and coordination. Initial and with the support of Mr. Ricardo, will guide the adaptation of
measured by interactive activities from the assessments suggest an opportunity for the program to Musallam's progress, ensuring a personalized
"Smart Moves Programme," through growth in mastering fundamental motor approach addressing his specific gross motor challenges.
observation and data collection by the end skills.
of March 2024.
By the end of March 2024, Musallam will Musallam currently faces challenges in To facilitate Musallam's progress toward his socialization goal, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be employed. This includes
group settings, demonstrating improved group settings, exhibiting limitations in implementing structured social skills training sessions, creating
social initiation and engagement skills with social initiation and engagement skills. opportunities for positive peer interactions, and providing guided
a success rate of 80%, as measured through These difficulties impact his ability to support to enhance his social initiation and engagement. Regular
teacher and peer feedback. integrate effectively within various social feedback from both teachers and peers, coupled with consistent
contexts, highlighting the need for targeted reinforcement of positive social behaviors, will contribute to
intervention to enhance his social Musallam's increased confidence and proficiency in navigating
development. social interactions, fostering a more inclusive and supportive
social environment for his growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
 Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamad Mohammed Saeed Salem Al Shamsi eSIS number 792787 Grade 6B-E Date of Birth 01-Jun-11
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 06-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 07 June 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Fall'22: 166 EM170Q-EM70Q Fall'22: 153 BR315L-BR165L Fall'22: 154 Fall'22: 167

Student Statement
Areas of interest Me like video games.
Goals / Aspirations Me want become doctor.

Present Levels of Performance

Strengths Hamad exhibits positive attributes, including the ability to follow instructions well when presented one-on-one, being smart, organized, and creative, and
displaying eagerness to learn. Additionally, his interest in coloring and doodling showcases a form of creative expression.
Barriers/Concerns Despite facing health-related obstacles and spending significant time in the hospital, Hamad demonstrates resilience in overcoming challenges.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions n/a n/a session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamad, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
 accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Hamad's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Hamad.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Despite health-related setbacks, Hamad Given Hamad's hospitalization, we will adapt learning strategies
than 4 and a verbal prompt, he will count to exhibits noteworthy determination in Basic to his unique circumstances. Virtual sessions, interactive online
4, starting at the given number for at least Numeracy, emphasizing resilience in tools, and personalized instructional materials will be employed
80% accuracy over 3 consecutive trials as mathematical tasks while navigating to foster counting fluency and reinforce the distinction between
measured by weekly probes/assessments. challenges associated with counting 'teen' and 'ty' numbers. This tailored approach aims to
fluency. accommodate his health challenges while ensuring continuous
support and progress towards the specified IEP goals.
By the end of the current academic year, Considering the challenging circumstances, Learning strategies for Hamad will revolve around adaptive and
Hamad's reading goal is to independently Hamad is currently unable to read his flexible approaches that accommodate his health needs.
recognize and correctly identify his own name, reflecting the impact of his chronic Implementing audio resources, personalized reading support,
name in written and visual formats, illness on his reading abilities. It's essential and incorporating non-traditional methods, such as storytelling
demonstrating proficiency in name to acknowledge this limitation with and verbal interactions, can contribute to maintaining a
recognition with 80% accuracy, as empathy and understanding, recognizing connection with literacy skills while prioritizing his health and
measured by teacher observation and work that his health takes precedence over recovery. Regular communication with healthcare professionals
samples. academic assessments. will be essential in tailoring strategies to Hamad's evolving
needs.
By the end of June 2024, Hamad will Due to his weakened state, Hamad Tailored learning strategies for Hamad will necessitate
recognize and write the sounds in his name presently encounters difficulty in naming adaptation to his health-related limitations. Incorporating
with 80% accuracy during online sessions the sounds in his name, pointing to auditory learning methods, such as listening to recorded sounds,
as measured by teacher observations. challenges in phonemic awareness. It's utilizing visual aids, and embracing multisensory approaches,
crucial to view this as a temporary setback can contribute to a gradual improvement in phonemic awareness.
influenced by health factors, rather than an Flexibility in pacing strategies, acknowledging progress through
accurate reflection of his overall reading achievable milestones, is essential given the unique
capabilities. circumstances of his hospitalization. Consistent communication
with healthcare professionals will be vital for refining learning
strategies in response to Hamad's evolving health needs.
By June 2024, during hospitalization and/or Currently, Hamad faces challenges in fine Learning strategies will involve targeted activities to enhance
recovery, Hamad will make efforts to log motor tasks such as cutting, writing, and hand strength, finger dexterity, and coordination, with a focus on
into Canvas when possible. managing buttons/zippers/snaps, impacting integrating fine motor skills into various aspects of online
legibility and independence in daily sessions. Incorporating tasks like virtual writing exercises,
activities. drawing activities, and interactive manipulative use will provide
opportunities for Hamad to practice and improve his fine motor
abilities during online learning.
By June 2024, during hospitalization and/or Given the unique circumstances of Hamad's To support Hamad in achieving his goal during hospitalization
recovery, Hamad will make efforts to log hospitalization and recovery, there is a and recovery, a comprehensive approach will be implemented.
into Canvas when possible. current limitation in his ability to actively This involves providing access to a virtual learning environment
engage in socialization. The goal is crucial through Canvas, ensuring that Hamad can stay connected with
as it aims to provide a framework for his academic curriculum and peers. Additionally, personalized
maintaining social connections and support will be offered to assist him in navigating the platform,
academic involvement despite the fostering a sense of continuity and connection with the
challenges posed by his medical situation. educational community during this period of medical
intervention.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Yousef Khalfan Khamis Khalfan Al Shamsi eSIS number 734933 Grade 6B-E Date of Birth 23-Feb-12
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 07-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 189 230Q-330Q 172 50L - 200L 170 177

Student Statement
Areas of interest Me like playing football
Goals / Aspirations I want to become a Teacher someday

Present Levels of Performance

Strengths Mohammed demonstrates proficiency in English, displaying good reading and speaking skills. He excels in numerical data and can perform at grade level in
Arabic academics, showcasing language proficiency and numerical competence.
Barriers/Concerns Mohammed's challenges in completing classwork promptly, lacking confidence, and displaying behavioral concerns, impact various aspects of his academic
performance. Addressing these concerns, particularly in behavioral management, language expression, and reading comprehension, is essential for the
success of his Individualized Education Program (IEP). Additionally, challenges in counting backward and crossing tens boundaries, along with difficulties in
GPC Formation, spelling, and sentence writing, highlight specific areas that require targeted interventions and support in Basic Numeracy and Level 2
Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Mohammed benefits from a peer-friendly seating plan to enhance interaction. Differentiated activities and instructions are provided for personalized
learning. There is an emphasis on reinforcing social skills and promoting participation in social activities. Clear instructions with hands-on
demonstrations support effective comprehension. Utilization of alternative learning methods, such as audiobooks and videos, is incorporated. Larger
print sizes and a designated reader for test questions are implemented. Additional support includes extra time for processing spoken information.
Frequent breaks are provided to aid concentration. There is an option for alternate projects or assignments to cater to individual needs. The Inclusion
department is kept informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Mohammed will enhance Despite challenges, he possesses To fortify Mohammed's foundational skills in Basic Numeracy
his foundational skills in Basic Numeracy foundational skills in Basic Numeracy (Place Value), the tailored approach involves guided exploration
(Place Value) by demonstrating improved (Place Value); however, these difficulties for counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Mohammed tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples shows foundational skills; however, promoting self-reflection, facilitating peer collaboration,
and staff observation. challenges in fluently counting backward exposing him to diverse arrangements, and implementing regular
and crossing tens boundaries impact his progress monitoring. These strategies, coupled with additional
overall performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Mohammed's Mohammed's performance in Level 3 Tailored learning strategies for Mohammed will involve targeted
phonics goal is to achieve progress in GPC Phonics assessments reflects a exercises to enhance GPC Recognition and Reading Decodable
recognition and reading decodable words commendable understanding, with Words. Engaging in interactive phonics activities, practicing oral
with 80% accuracy, as measured by teacher strengths evident in Word Reading, blending techniques, and reinforcing phonetic recognition
observations and his work samples. Reading Tricky Words, and Sentence through varied approaches will contribute to his overall growth
Reading. While celebrating his and success in Level 3 Phonics.
achievements, the focus will be on
elevating his performance in GPC
Recognition and Reading Decodable
Words.
By the end of March 2024, Mohammed will Mohammed displays an initial effort in To address Mohammed's challenges, learning strategies will
independently improve his GPC formation GPC Formation in Level 2 Phonics, focus on developing GPC Formation skills. These may include
skills in Level 2 Phonics, aiming for 80% attempting to write and find the grapheme targeted exercises, explicit phonics instruction, and consistent
accuracy as measured by work samples and when the phoneme is heard, representing a practice sessions. Providing structured support and utilizing
staff observation. starting point for the development of the multisensory approaches will be instrumental in fostering
relationship between phonemes and their progress in the specific area of GPC Formation within Level 2
corresponding graphemes. Phonics.
Mohammed will identify and manage Currently, Mohammed demonstrates some To achieve Mohammed's IEP goal, we will implement
feelings with 80% accuracy as measured proficiency in identifying and managing personalized strategies, including regular check-ins, visual aids,
through counselor reviews and teacher feelings, but there is room for growth, and social stories, providing him with tools and coping
observations. particularly in achieving consistent and mechanisms to independently navigate and regulate his emotions
independent emotional regulation across effectively.
various situations.
By the end of March 2024, Mohammed will Mohammed currently struggles with To support Mohammed in developing effective coping
develop effective coping strategies to managing stress and frustration in social strategies, a holistic approach will be implemented. This
manage stress and frustration, situations, impacting his ability to engage includes targeted counseling sessions, mindfulness training, and
demonstrating their use in various effectively with others. This goal is self-regulation exercises tailored to his individual needs.
situations with 80% success as evaluated essential as it addresses the need to develop Integrating practical scenarios and real-life situations into the
through teacher observations and self- coping strategies, fostering improved social learning process will allow Mohammed to apply these coping
assessments. interactions by mitigating the challenges strategies actively. Regular teacher observations and self-
posed by stress and frustration. assessments will provide valuable feedback, enabling ongoing
refinement and reinforcement of these skills, ultimately fostering
a more resilient and socially adept individual by the specified
deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
 GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamdan Abdulhamid Ghafan Almas Aldarmaki eSIS number 736251 Grade 6B-F Date of Birth 28-Mar-12
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 08-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 29 November 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 172 EM65Q-35Q 174 90L-240L 156 171

Student Statement
Areas of interest I want watching Youtube and play computer. Me like also art
Goals / Aspirations Me want to become a businessman.

Present Levels of Performance

Strengths Hamdan demonstrates fluency in English and the ability to accomplish tasks independently. He easily receives suggestions, interacts well, applies newly
learned math concepts, and exhibits creativity.
Barriers/Concerns Hamdan's challenges in completing classwork promptly, lacking confidence, and exhibiting dependency on adults or peers are accompanied by difficulties in
emotional regulation, understanding nonverbal cues, and struggling with reading, spelling, and math. Academic concerns, including weaknesses in Basic
Numeracy and Level 2 Phonics, require targeted interventions and support in language and mathematics as outlined in his Individualized Education Program
(IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamdan, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Hamdan's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Hamdan.
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Jubail, the dedicated Inclusion Assistant, delivers personalized 1:1 support to Hamdan. His role involves actively engaging in
(if applicable) the classroom, guiding through differentiated activities, ensuring comprehension of instructions, fostering social etiquette
development, and cultivating a positive attitude towards school and learning through consistent positive reinforcement. Mr. Jubail is
instrumental in bridging learning gaps, encouraging positive interactions, focusing on key concepts, boosting Hamdan's self-
confidence, and facilitating holistic academic and social skill development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
With Mr. Jubail's 1:1 support, Hamdan is In Basic Numeracy (Place Value), Hamdan To fortify Hamdan's foundational skills in Basic Numeracy
actively working on developing shows foundational skills; however, (Place Value), the tailored approach involves guided exploration
foundational skills in Basic Numeracy challenges in fluently counting backward for counting irregular objects, establishing clear starting points,
(Place Value), focusing on improving and crossing tens boundaries impact his introducing visual markers, encouraging verbalization, providing
fluency in counting backward and crossing overall performance. tools for physical tracking, gradually increasing task complexity,
tens boundaries. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, coupled with additional
pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Hamdan's Hamdan demonstrates foundational To enhance GPC Recognition skills, Hamdan will engage in
phonics goal is to improve his GPC knowledge in GPC Recognition and Word targeted learning strategies, including interactive phonics
recognition skills in Level 2 Phonics, Reading, showcasing an understanding of exercises, visual aids, and regular practice sessions. Mr. Jubail
demonstrating the ability to correctly phonemes and the ability to decode words. will facilitate these sessions, providing continuous feedback and
vocalize the phoneme when the grapheme With the dedicated 1:1 support from his reinforcement to ensure Hamdan's proficiency in articulating
is presented, with 80% accuracy measured Individual Assistant (IA), Mr. Jubail, phonemes when presented with corresponding graphemes.
through work samples and staff Hamdan receives personalized assistance to
observation. bolster his strengths. While exhibiting
strengths in GPC Recognition and Word
Reading, Hamdan faces challenges in
Reading Decodable Words, Oral Blending,
and Sentence Reading. These areas indicate
specific needs that require targeted support
to enhance decoding and overall reading
skills. Mr. Jubail's consistent 1:1 assistance
ensures tailored support to address these
challenges and foster Hamdan's overall
development in phonics.
By the end of March 2024, Hamdan, with Hamdan's attempt at GPC Formation marks To address Hamdan's challenges, learning strategies will
the aid of Mr. Jubail, will independently a starting point in Level 2 Phonics, with 1:1 concentrate on GPC Formation skills. Tailored exercises,
enhance his GPC formation skills in Level support from Mr. Jubail laying the explicit phonics instruction, and consistent practice sessions will
2 Phonics, aiming for 80% accuracy as foundation for the development of the be implemented, ensuring structured support and utilizing
measured by work samples and staff relationship between phonemes and their multisensory approaches under the guidance of Mr. Jubail to
observation. corresponding graphemes. foster progress in GPC Formation within Level 2 Phonics.
Hamdan will enhance his core stability and Currently, Hamdan exhibits a foundational Tailored learning strategies, including incorporating gross motor
motor coordination skills through the understanding of gross motor activities, but activities into the classroom routine, providing frequent motor
"Smart Moves Programme," achieving an there's room for growth, particularly in core breaks, and infusing movement into lessons, will be
80% improvement from baseline stability and coordination, considering the implemented to support Hamdan's progress in achieving the IEP
assessment by the end of March 2024, impact of challenges associated with low goal. With the support of his Inclusion Assistant, Mr. Raymond,
assessed through observation and muscle tone. these strategies will be integrated seamlessly into his daily
interactive activities. learning environment.
By the end of March 2024, Hamdan will Hamdan currently faces challenges in To facilitate Hamdan's progress toward his socialization goal, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be employed. This includes
group settings, demonstrating improved group settings, displaying limitations in implementing structured social skills training sessions, creating
social initiation and engagement skills with social initiation and engagement skills. opportunities for positive peer interactions, and providing guided
a success rate of 80%, as measured through These difficulties impact his ability to support to enhance his social initiation and engagement. Regular
teacher and peer feedback. integrate effectively within various social feedback from both teachers and peers, coupled with consistent
contexts, highlighting the need for targeted reinforcement of positive social behaviors, will contribute to
intervention to enhance his social Hamdan's increased confidence and proficiency in navigating
development. social interactions, fostering a more inclusive and supportive
social environment for his growth by the specified deadline.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Thani Abbas Mohammed Hasan Alblooshi eSIS number 769292 Grade 6B-F Date of Birth 21-Jul-12
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 09-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 16 October 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 171 EM80Q-20Q 153 BR315L-BR165L 156 180

Student Statement
Areas of interest I like to sit and work with my friends, I am a football enthusiast, I enjoy singing or watching video/ryhmes.
Goals / Aspirations Me want famous singer or football player

Present Levels of Performance

Strengths Thani possesses a very cheerful demeanor, contributing positively to the social environment. Additionally, he exhibits a strong ability to express creativity as
a 'daydreamer,' showcasing potential imaginative thinking.
Barriers/Concerns Thani's academic challenges, reluctance to persevere, and slow completion of classwork, are further compounded by social withdrawal, poor conversational
skills, and disruptive behavior. With difficulties in working memory, attention, and self-confidence, targeted academic support and behavioral interventions
are crucial components of Thani's Individualized Education Program (IEP) to address these multifaceted barriers and promote his overall development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Thani, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Thani's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Thani.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Thani's current performance in Math To achieve Thani's IEP Goal, strategies will include guided
than 10 and a verbal prompt, Thani will reflects foundational skills in Basic exploration for counting irregular objects, establishing clear
count to 10, starting at the given number Numeracy (Place Value). Despite facing starting points, introducing visual markers, encouraging
with 80% accuracy as measured by teacher challenges, he demonstrates commendable verbalization, providing tools for physical tracking, gradually
observations and Thani's work samples. understanding and engagement with key increasing task complexity, promoting self-reflection, facilitating
concepts. Areas for growth include peer collaboration, exposing him to diverse arrangements, and
maintaining consistent counting speed, implementing regular progress monitoring. Additional pull-out
achieving fluency beyond a certain point, sessions to the inclusion room will enhance individualized and
and distinguishing between 'teen' and 'ty' smaller group learning experiences, addressing his specific
numbers when counting. Targeted support barriers and supporting goal attainment.
and learning strategies are employed to
address these specific challenges and
enhance his overall proficiency in Basic
Numeracy.
By the end of March 2024, Thani's phonics Thani exhibits commendable strengths in To address this goal, Thani will engage in targeted activities
goal is to enhance his GPC recognition Word Reading, Oral Segmenting, and focusing on GPC Recognition. Utilizing interactive exercises
skills in Level 2 phonics, achieving 80% Reading Tricky Words, demonstrating high with graphemes, incorporating mnemonic devices for sound
accuracy as measured by work samples and proficiency in navigating through words association, and consistent practice with flashcards and visual
staff observation. and sentences as revealed in the Phonics aids will enhance his ability to recognize phonemes. Regular
Phase 2 assessment. Despite these feedback and reinforcement through tailored exercises will
strengths, Thani faces challenges in GPC support his progress, fostering a more robust foundation in Level
Recognition and Reading Decodable Words 2 phonics.
in Level 2 Phonics, indicating areas where
additional support and intervention are
needed to bring these skills to the expected
level for a Grade 6 student.
By the end of March 2024, Thani will Thani exhibits an attempt at GPC To address Thani's challenges, learning strategies will be
independently enhance his GPC formation Formation in Level 2 Phonics, showcasing focused on developing GPC Formation skills. These may include
skills in Level 2 Phonics, aiming for 80% initial efforts to write and find the targeted exercises, explicit phonics instruction, and consistent
accuracy as measured by work samples and grapheme when the phoneme is heard. This practice sessions. Providing structured support and utilizing
staff observation. marks a starting point in developing the multisensory approaches will be instrumental in fostering
relationship between phonemes and their progress in the specific area of GPC Formation within Level 2
corresponding graphemes. Phonics.
With the support of his Inclusion Assistant, Currently, Thani exhibits effort and To achieve Thani's goal, learning strategies will include
Mr. Jubail, Thani will enhance his core participation in gross motor activities, with personalized adaptations of motor activities, ensuring they align
stability and motor coordination skills using a focus on building core stability. Progress with his abilities. Regular communication and collaboration with
the "Smart Moves Programme," achieving is noticeable, taking into account the Mr. Jubail will be key to addressing Thani's individual needs and
an 80% improvement from baseline characteristics associated with low muscle providing tailored support.
assessment by the end of March 2024, as tone.
measured by observation and interactive
activities from the program.
By the end of March 2024, Thani will Thani currently encounters challenges in To support Thani in achieving his social-emotional goal, a
enhance his social-emotional skills by identifying and appropriately expressing a comprehensive approach will be implemented. This includes
identifying and appropriately expressing a range of emotions, impacting his social- regular emotion recognition exercises, guided reflection
range of emotions with 80% accuracy, as emotional skills. These difficulties hinder sessions, and social scenarios designed to enhance his
measured through observations and staff his ability to navigate social interactions understanding and expression of emotions. Incorporating
feedback. effectively, emphasizing the need for positive reinforcement and peer interactions into the learning
targeted intervention to enhance his process will provide practical opportunities for Thani to apply
emotional awareness and expression. and refine these skills in real-life situations, contributing to his
overall social-emotional growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
 Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamad Hamdan Abdulrahman Abdallah Albloushi eSIS number 733689 Grade 6B-G Date of Birth 03-May-12
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 10-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 1 November 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 169 EM115Q-EM15Q 166 BR65L-85L 147 175

Student Statement
Areas of interest Me love playing football. Playing with friends
Goals / Aspirations I want to become a famous football player

Present Levels of Performance

Strengths Hamad demonstrates the ability to accomplish tasks, design work effectively, and takes on responsible leadership roles. Additionally, he excels in hands-on
activities, works well with numbers, and has involved parents, contributing positively to his learning environment.
Barriers/Concerns Hamad's challenges in completing classwork promptly, expressing difficulty, and exhibiting impulsive behavior, along with sensory concerns and struggles in
attention, focus, and academic tasks, require targeted interventions and support in his Individualized Education Program (IEP). Despite receiving dedicated
1:1 support, challenges in Basic Numeracy and Level 2 Phonics, including counting fluency, reading, and spelling, indicate specific areas that necessitate
focused attention and tailored interventions to align with his grade level and promote overall proficiency.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Utilize a visual schedule for Hamad's organization and task management, considering his intellectual needs. Tailor differentiated activities based on
Hamad's learning styles, abilities, and intellectual requirements. Provide clear and concise verbal instructions to enhance Hamad's comprehension,
considering his intellectual capacity. Integrate movement breaks into lessons to support Hamad's focus, attention regulation, and overall engagement.
Ensure a structured learning environment to minimize distractions for Hamad, taking into account his intellectual needs. Offer preferential seating for
Hamad to promote concentration and minimize external stimuli. Give one task at a time and monitor progress, considering Hamad's intellectual
capabilities. Collaborate with Hamad to establish pre-determined consequences for behavior. Allow Hamad to engage in tactile activities while
discussing – encourage highlighting and underlining, adapting to his intellectual needs. Use 'post-its' for questions and ideas instead of interrupting
Hamad, considering his intellectual requirements. Implement a 10-second count before Hamad stands up or speaks, acknowledging his intellectual
needs. Maintain a calm and clear approach when addressing behavior, considering Hamad's intellectual capacity. Reinforce positive behavior,
establishing a signaling system tailored to Hamad's intellectual needs. Use his name and eye contact before giving instructions, considering his
intellectual requirements. Chunk instructions and provide visual cues to support Hamad's intellectual understanding. Regularly check that Hamad is
on task, considering his intellectual capabilities. Acknowledge and credit Hamad for any intellectual improvement made. Recognize and appreciate
the time and intellectual effort Hamad puts into his work. Consider marking Hamad's correct answers, acknowledging his intellectual achievements.
Keep the Inclusion department informed about upcoming tests and assignments, considering Hamad's intellectual needs. Avoid singling out Hamad –
address the behavior without naming him, respecting his intellectual requirements. Keep the Inclusion department informed about upcoming tests and
assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Raymond, the dedicated Inclusion Assistant, plays a crucial role in delivering personalized 1:1 support to Hamad. His
(if applicable) responsibilities encompass actively participating in the classroom, guiding through differentiated activities, ensuring comprehension
of instructions, nurturing the development of social etiquette, and instilling a positive attitude towards school and learning through
consistent positive reinforcement. Mr. Raymond contributes significantly to bridging learning gaps, fostering positive interactions,
emphasizing key concepts, bolstering Hamad's self-confidence, and facilitating comprehensive academic and social skill
development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when provided with a Hamad's current performance in Math To facilitate Hamad's progress towards his counting goal, Mr.
number below 10 and a verbal prompt, reveals foundational skills in Basic Raymond will provide dedicated 1:1 support. We will implement
Hamad will accurately count to 10, Numeracy, with areas for improvement tailored learning strategies, including interactive activities with
commencing from the given number, identified in maintaining consistent visual aids for number recognition, hands-on exercises for tactile
achieving at least 80% accuracy as assessed counting speed, achieving fluency, and understanding, and consistent practice sessions emphasizing
through teacher observation. distinguishing between certain numbers. verbalization of counting patterns. Additionally, differentiated
instruction and progress monitoring will be incorporated,
ensuring a comprehensive approach to address his barriers and
enhance counting proficiency.
By the end of March 2024, Hamad's Despite being in Grade 6, Hamad To address this goal, Hamad will engage in targeted activities
reading goal is to enhance his reading demonstrates a notable strength in GPC focusing on Reading Decodable Words. Utilizing specially
decodable words skills in Level 2 phonics, Recognition, showing proficiency in saying designed decodable word materials, engaging in daily reading
achieving 80% accuracy as measured by the phoneme when the grapheme is exercises with progressively complex words, and receiving
work samples and staff observation, aiming presented, as indicated by the Phonics constructive feedback will be integral to his improvement.
to bridge the gap between his current Phase 2 assessment. Despite the challenges, Implementing multisensory approaches, such as interactive
performance and the expected grade level Hamad receives dedicated 1:1 support from games and visual aids, will further reinforce his ability to decode
standard. his Individual Assistant (IA), Mr. words, facilitating a smoother transition to age-appropriate
Raymond. While Hamad excels in GPC reading skills.
Recognition, there are significant
challenges in other crucial areas like
Reading Decodable Words in Level 2
Phonics, Word Reading, and Sentence
Reading, highlighting specific aspects that
require focused attention to align with his
grade level.
By the end of March 2024, Hamad, with the Hamad's initial attempt at GPC Formation To address Hamad's challenges, learning strategies will
aid of Mr. Raymond, will independently marks a starting point in Level 2 Phonics, concentrate on GPC Formation skills. Tailored exercises,
enhance his GPC formation skills in Level with 1:1 support from Mr. Raymond laying explicit phonics instruction, and consistent practice sessions will
2 Phonics, aiming for 80% accuracy as the foundation for the development of the be implemented, ensuring structured support and utilizing
measured by work samples and staff relationship between phonemes and their multisensory approaches under the guidance of Mr. Raymond to
observation. corresponding graphemes. foster progress in GPC Formation within Level 2 Phonics.
By the end of March 2024, Hamad will Currently, the student exhibits attention- To achieve the IEP goal, we will employ a collaborative
exhibit a notable decline in attention- seeking behaviors that disrupt the learning approach, involving personalized behavior plans, positive
seeking behaviors, achieving an 80% environment, emphasizing the importance reinforcement techniques, and consistent communication
improvement rate as assessed through of implementing strategies to address and between the student, teachers, and the counselor. This
teacher observations and progress reports. reduce these behaviors. comprehensive strategy aims to create a supportive learning
environment and actively work towards diminishing attention-
seeking behaviors.
By the end of March 2024, Hamad Hamdan Hamad Hamdan currently faces challenges To support Hamad Hamdan in achieving his social-emotional
will enhance his social-emotional skills by in identifying and appropriately expressing goal, a comprehensive approach will be implemented. This
identifying and appropriately expressing a a range of emotions, affecting his social- includes regular emotion recognition exercises, guided reflection
range of emotions with 80% accuracy, as emotional skills. These difficulties hinder sessions, and social scenarios designed to enhance his
measured through observations and staff his ability to engage effectively in social understanding and expression of emotions. Incorporating
feedback. interactions, emphasizing the importance of positive reinforcement and peer interactions into the learning
targeted intervention to enhance his process will provide practical opportunities for Hamad Hamdan
emotional awareness and expression. to apply and refine these skills in real-life situations,
contributing to his overall social-emotional growth by the
specified deadline.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Nahyan Khamis Mubarak Ghazwan Alkaabi eSIS number 733992 Grade 6B-H Date of Birth 01-Oct-12
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 11-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 148 EM400Q-EM380Q 176 125L-275L 155 164

Student Statement
Areas of interest Me like group play with friends
Goals / Aspirations Me want become UAE police or Army

Present Levels of Performance

Strengths Nahyan displays a positive attitude towards learning and school, is well-behaved, and follows one-to-one instructions effectively. Additionally, he is playful
and friendly, fostering positive interactions with peers and adults.
Barriers/Concerns Nahyan faces significant challenges, including a lack of confidence in his abilities. Poor attention span and fine motor skills further contribute to his barriers,
emphasizing the need for targeted interventions and support in his Individualized Education Program (IEP). He encounters difficulties in maintaining
consistent counting speed, fluency, and may confuse 'teen' numbers with 'ty' numbers, indicating specific areas that require focused support. In Level 2
Phonics, he faces challenges across various components, emphasizing the need for targeted intervention to improve his overall performance.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Nahyan, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Nahyan's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Nahyan.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Nahyan will Nahyan's current Math performance To support Nahyan in achieving his goal of counting to 4 we
accurately count to 4, starting from a highlights difficulties in foundational skills, will implement interactive activities with visual aids for
number less than 4, when provided with a specifically in recognizing and reinforcing number recognition, hands-on exercises to enhance
verbal prompt, achieving an 80% accuracy understanding numbers, as demonstrated in tactile understanding, consistent practice sessions emphasizing
rate as assessed through teacher the place value test. verbalization of counting patterns, differentiated instruction to
observation. address individual needs, and ongoing progress monitoring for
comprehensive support. Additionally, extra pull-out sessions to
the inclusion room will be organized for more individualized and
smaller group learning experiences, ensuring a holistic approach
to overcome barriers and enhance Nahyan's counting
proficiency.
By the end of March 2024, Nahyan's Nahyan exhibits notable strengths in To enhance GPC Recognition skills, Nahyan will engage in
phonics goal is to improve his GPC Sentence Reading, indicating an ability to interactive phonics exercises, visual aids, and regular practice
recognition skills in Level 2 Phonics, comprehend and navigate through complex sessions, to reinforce the ability to articulate phonemes when
demonstrating the ability to correctly sentence structures with proficiency as presented with corresponding graphemes.
vocalize the phoneme when the grapheme evident in the Phonics Phase 2 assessment.
is presented, with 80% accuracy measured Despite his strengths, Nahyan faces
through work samples and staff challenges in GPC Recognition, Reading
observation. Decodable Words, Word Reading, and
Reading Tricky Words, highlighting areas
where targeted support and intervention are
needed to enhance these foundational skills.
By the end of March 2024, Nahyan will In Level 2 Phonics, Nahyan currently To address this goal, Nahyan will engage in targeted learning
enhance his GPC recognition skills in Level demonstrates potential strengths in GPC strategies, including interactive phonics exercises, visual aids,
2 Phonics, accurately articulating phonemes Recognition, specifically articulating and regular practice sessions. Utilizing multisensory approaches,
when presented with corresponding phonemes when presented with such as interactive games and guided reading activities, will
graphemes, achieving 80% accuracy as corresponding graphemes, laying the provide tailored support to strengthen his GPC Recognition
measured by work samples and staff groundwork for spelling. However, he faces abilities in the context of Level 2 Phonics. Consistent practice
observation. challenges in various components, and reinforcement will contribute to Nahyan's success in
including GPC Recognition, indicating achieving the targeted goal.
specific difficulties that require targeted
intervention to enhance his spelling
abilities.
By March 2024, Nahyan will achieve 80% Currently, Nahyan faces challenges in fine Learning strategies will include incorporating Nahyan's love for
accuracy in enhancing fine motor skills, motor tasks such as cutting, writing, and art into fine motor activities, integrating tasks such as drawing,
focusing on improving letter formation for managing buttons/zippers/snaps, affecting coloring, and crafting into the curriculum to engage him in
accurate writing of uppercase and the legibility of written work and purposeful practice. Utilizing art-related activities will provide
lowercase letters, as assessed through independence in age-appropriate activities. meaningful opportunities for Nahyan to enhance his fine motor
teacher observations and student work skills while fostering creativity and enjoyment in the learning
samples. process.
By the end of March 2024, Nahyan will Nahyan currently faces challenges in To facilitate Nahyan's progress toward his socialization goal, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be employed. This includes
group settings, demonstrating improved group settings, exhibiting limitations in implementing structured social skills training sessions, creating
social initiation and engagement skills with social initiation and engagement skills. opportunities for positive peer interactions, and providing guided
a success rate of 80%, as measured through These difficulties impact his ability to support to enhance his social initiation and engagement. Regular
teacher and peer feedback. integrate effectively within various social feedback from both teachers and peers, coupled with consistent
contexts, emphasizing the need for targeted reinforcement of positive social behaviors, will contribute to
intervention to enhance his social Nahyan's increased confidence and proficiency in navigating
development. social interactions, fostering a more inclusive and supportive
social environment for his growth by the specified deadline.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Said Humaid Mohammed Saif Al Jabri eSIS number 737529 Grade 6B-H Date of Birth 21-Oct-12
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 12-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 179 55Q-155Q 164 BR105L-45L 170 176

Student Statement
Areas of interest I like playing video games, I enjoy painting and drawing,
Goals / Aspirations Me I want finish study and work UAE

Present Levels of Performance

Strengths Said exhibits positive qualities, including being clever, kind, sweet, well-behaved, respectful, and hardworking. Additionally, he is enthusiastic, eager to
learn, sociable in class, works well with peers, and demonstrates a competitive spirit.
Barriers/Concerns Said's challenges in completing classwork promptly, reluctance to persevere, and slow task initiation, coupled with difficulties in conversational skills,
limited vocabulary, and below-age-standard literacy, highlight the need for targeted interventions and support in his Individualized Education Program (IEP).
Specific struggles in recognizing numbers, understanding place value, GPC Recognition, Sentence Reading, and GPC Formation underscore the importance
of focused attention and tailored interventions to enhance Said's foundational skills in numeracy and phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Said benefits from a peer-friendly seating plan to enhance interaction. Differentiated activities and instructions are provided for personalized learning.
There is an emphasis on reinforcing social skills and promoting participation in social activities. Clear instructions with hands-on demonstrations
support effective comprehension. Utilization of alternative learning methods, such as audiobooks and videos, is incorporated. Larger print sizes and a
designated reader for test questions are implemented. Additional support includes extra time for processing spoken information. Frequent breaks are
provided to aid concentration. There is an option for alternate projects or assignments to cater to individual needs. The Inclusion department is kept
informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less By March 2024, Said will demonstrate the To achieve Said's IEP goal, tailored learning strategies will be
than 15 and a verbal prompt, he will count ability to count to 15, starting from a given implemented, including the use of visual aids for number
to 15, starting at the given number for at number less than 15, achieving an 80% recognition, hands-on activities for tactile understanding, place
least 80% accuracy over 3 consecutive accuracy rate, as assessed through work value exercises, interactive tools, regular practice sessions, peer
trials as measured by weekly samples and staff observation. collaboration, feedback and reflection mechanisms, multimodal
probes/assessments. teaching approaches, differentiated instruction, and progress
monitoring. Additionally, pull-out sessions to the inclusion room
will be organized for more individualized and smaller group
learning experiences.
By the end of March 2024, Said's phonics Said demonstrates commendable To achieve this goal, Said will engage in focused activities
goal is to refine his GPC recognition skills proficiency in Word Reading and Reading specifically designed to enhance GPC Recognition. Utilizing
in Level 2 phonics, achieving 80% Tricky Words, showcasing a solid visual aids, interactive games, and incorporating auditory
accuracy as measured by work samples and foundation in decoding and recognizing exercises will strengthen his ability to associate phonemes with
staff observation. high-frequency words, as evidenced by the graphemes. Regular practice and reinforcement through tailored
Phonics Phase 2 assessment. While exercises will contribute to his success in Level 2 phonics.
excelling in certain areas, Said encounters
challenges in GPC Recognition and
Sentence Reading, indicating a need for
targeted support to enhance these
foundational phonics skills.
By the end of March 2024, Said will Said displays commendable strengths in To address GPC Formation challenges, tailored learning
significantly improve GPC formation in Level 2 Phonics, demonstrating proficiency strategies will be employed, including targeted exercises,
Level 2 Phonics, aiming for 80% accuracy in spelling decodable words, tricky word multisensory approaches, and consistent practice. Visual aids
as measured by work samples and staff spelling, and sentence writing. His ability and individualized support will be provided to reinforce Said's
observation, paving the way for enhanced to excel in these areas showcases his understanding and application of grapheme-phoneme
phoneme-grapheme correspondence. potential for phonics comprehension and correspondence in Level 2 Phonics.
application in both spelling and writing.
By March 2024, Said will achieve an 80% Said demonstrates a baseline proficiency in To achieve the set goal, a comprehensive approach will be
accuracy rate in improving fine motor fine motor tasks, yet there is room for implemented, integrating activities focused on pencil grip and
skills, focusing on enhancing pencil grip, improvement in maintaining a consistent letter formation into Said's daily routine. Practical applications,
letter formation, and hand-eye coordination pencil grasp and achieving more uniform such as incorporating buttoning and zipping tasks, will provide
as assessed through teacher observations letter formation. Addressing these specific real-world contexts for refining fine motor skills. Regular
and student work samples. challenges will be pivotal in elevating modeling and reinforcement of proper letter formation will be
Said's overall fine motor skills, contributing emphasized, fostering increased efficiency and confidence in
to increased success in academic activities. both writing and daily activities. These strategies aim to equip
Said with the necessary tools for success in academic and
practical domains.
By the end of March 2024, Said will Said currently struggles with identifying To support Said in achieving his social-emotional goal, a
enhance his social-emotional skills by various basic emotional states within comprehensive approach will be implemented. This includes
proficiently identifying various basic himself, impacting his social-emotional regular one-on-one sessions focusing on emotion recognition
emotional states within himself with an skills. This challenge hinders his ability to exercises, guided reflections, and practical applications of
80% accuracy rate, as determined by staff navigate social interactions effectively, identified emotional states in real-life situations. Integration of
data. highlighting the need for targeted peer-based activities will provide additional opportunities for
intervention to enhance his emotional self- Said to apply and refine these skills, fostering a more nuanced
awareness. understanding of his emotions and promoting improved social-
emotional competence by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Sultan Waheed Mohammed Ahmed Alali eSIS number 768284 Grade 6B-H Date of Birth 24-Mar-12
Classification n/a Eligibility n/a
Need Medium Need Tier 3 Teacher Jhon Mar Albos
Start Date 13-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 172 EM65Q-35Q 166 BR65L-85L 158 177

Student Statement
Areas of interest Me like hand activities.
Goals / Aspirations I want to become a famous data analyst or a teacher.

Present Levels of Performance

Strengths Sultan demonstrates respect towards his teachers and shows interest in learning. Additionally, he is friendly, pleasant, enjoys hands-on activities, and has an
affinity for working with numbers.
Barriers/Concerns Sultan's challenges in completing classwork promptly, lacking confidence, and displaying withdrawn behavior with low self-esteem underscore the need for
targeted interventions and support in his Individualized Education Program (IEP). Specific struggles in recognizing numbers, understanding place value,
Sentence Reading, GPC Recognition, and GPC Formation highlight the importance of focused attention and tailored interventions to enhance Sultan's
foundational skills in numeracy and phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Sultan, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Sultan's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Sultan.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Sultan will exhibit Sultan's current performance in Math To support Sultan in achieving his IEP goal, a tailored approach
proficiency in adding and subtracting a reveals a mix of strengths and challenges. will be employed. This includes utilizing visual aids, hands-on
series of double-digit whole numbers up to While he exhibits foundational skills, activities, place value exercises, interactive tools, regular
20, utilizing the standard algorithm within a particularly in his approach to assessments, practice sessions, peer collaboration, feedback mechanisms,
designated time frame, achieving an he encounters difficulties in recognizing multimodal teaching, differentiated instruction, and progress
accuracy rate of 80% as measured through numbers and understanding their place monitoring. Additional pull-out sessions to the inclusion room
teacher observation and student work value. will be implemented for more individualized and smaller group
samples. learning experiences.
By the end of March 2024, Sultan's phonics Sultan exhibits notable proficiency in To achieve this goal, Sultan will benefit from tailored activities
goal is to enhance his GPC recognition Reading Tricky Words and Word Reading, focused on improving GPC Recognition. Utilizing interactive
skills in Level 2 phonics, achieving 80% showcasing foundational skills in games, visual aids, and incorporating multisensory techniques
accuracy as measured by work samples and recognizing and decoding words. These will enhance his ability to associate phonemes with graphemes.
staff observation. strengths provide a solid base for further Consistent practice and reinforcement through engaging
development. Despite strengths in certain exercises will contribute to his success in Level 2 phonics.
areas, Sultan faces challenges in Sentence
Reading and GPC Recognition, indicating a
need for targeted support to enhance these
essential phonics skills.
By the end of March 2024, Sultan will Sultan demonstrates notable strengths in To address GPC Formation challenges, tailored learning
significantly improve GPC Formation in Level 2 Phonics, particularly in spelling strategies will be implemented for Sultan. These may include
Level 2 Phonics, aiming for 80% accuracy decodable words, tricky word spelling, and interactive activities, visual aids, and guided exercises focusing
as measured by work samples and staff sentence writing. His ability to excel in on finding and writing the grapheme when the phoneme is heard.
observation, fostering a more robust grasp these areas showcases his potential for Consistent practice and individualized support will be provided
of phoneme-grapheme correspondence. phonics comprehension and application in to strengthen Sultan's Level 2 Phonics skills
both spelling and writing.
By March 2024, Sultan aims to achieve an Currently, Sultan faces challenges in GPC Learning strategies will involve integrating fine motor activities
80% accuracy rate in enhancing fine motor formation, potentially affecting his overall into Sultan's daily routine, with the dedicated support of his
skills, emphasizing improved graphomotor phonics skills and fine motor abilities, Inclusion Assistant, Mr. Art. This will include tailored exercises
skills like handwriting and drawing for particularly when manipulating writing to enhance GPC formation, such as activities that involve
enhanced legibility, letter formation, and utensils. manipulating writing utensils, practicing scissor grasp, and
fine motor control. engaging in art projects to foster a holistic approach to fine
motor skill development.
By the end of March 2024, Sultan will Sultan's current socialization profile reveals To support Sultan in enhancing his self-advocacy skills, a
enhance his self-advocacy skills by challenges in effectively articulating his comprehensive approach will be implemented. This involves
articulating his emotional needs and emotional needs and seeking support from targeted communication workshops, role-playing scenarios to
seeking appropriate support from teachers teachers and staff. These difficulties hinder practice articulating emotional needs, and personalized guidance
and staff, achieving an 80% success rate, as his ability to advocate for himself in social sessions with teachers. Creating a supportive and understanding
measured through self-reports and teacher situations, underscoring the importance of environment where Sultan feels comfortable expressing his
assessments. this goal to empower him with the emotions will contribute to the development of his self-advocacy
necessary skills for emotional expression skills. Regular self-report assessments and teacher evaluations
and support-seeking. will provide valuable feedback, allowing for ongoing refinement
of these skills and fostering Sultan's increased confidence in
effectively communicating his emotional needs by the specified
deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Saeed Khaled Obaid Saeed Albaloushi eSIS number 736284 Grade 6B-I Date of Birth 05-Sep-12
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 14-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 1 October 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 153 EM390Q-EM290Q 166 BR65L-85L 151 177

Student Statement
Areas of interest Me want to sleep, play friends
Goals / Aspirations Me grow want become UAE police.

Present Levels of Performance

Strengths Saeed displays positive attributes, including being respectful towards the teacher, listening well, and showing interest in learning through hands-on training.
Additionally, he enjoys coloring activities, works well with reward systems, and is eager to improve.
Barriers/Concerns Saeed's challenges in impulsivity, inattention, and producing messy work, along with behavioral concerns like easily getting annoyed and bullying,
underscore the need for targeted interventions and support in his Individualized Education Program (IEP). Specific struggles in counting fluency,
distinguishing between 'teen' and 'ty' numbers, Reading Decodable Words, Sentence Reading, and GPC Formation emphasize the importance of focused
attention and tailored interventions to enhance Saeed's foundational skills in numeracy and Level 2 phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Implement a visual schedule to enhance Saeed's organizational skills and task management. Tailor activities to accommodate Saeed's unique learning
styles and abilities. Deliver clear and concise verbal instructions to facilitate Saeed's comprehension. Integrate movement breaks strategically to
enhance Saeed's focus and overall engagement during lessons. Establish a structured learning environment for Saeed to minimize distractions and
optimize his learning experience. Provide preferential seating to foster concentration and reduce external stimuli for Saeed. Ensure tasks are presented
one at a time, closely monitoring Saeed's progress. Collaborate with Saeed to set pre-determined consequences for behavior. Encourage Saeed to
engage in tactile activities during discussions, such as highlighting and underlining. Utilize 'post-its' for questions and ideas to minimize interruptions
for Saeed. Implement a 10-second count before Saeed stands up or speaks to maintain a focused environment. Address Saeed's behavior calmly and
clearly, adapting to his individual needs. Reinforce positive behavior through a customized signaling system designed for Saeed. Use his name and
maintain eye contact before giving instructions, accommodating Saeed's communication preferences. Break down instructions into manageable
chunks and provide visual cues to support Saeed's understanding. Regularly check in with Saeed to ensure he stays on task and remains engaged.
Acknowledge and credit Saeed for any improvements made in his academic journey. Recognize and appreciate the time and effort Saeed invests in
his work. Consider marking Saeed's correct answers as a positive reinforcement strategy. Keep the Inclusion department informed about upcoming
tests and assignments for Saeed's benefit. Maintain a supportive environment, avoiding the singling out of individuals when addressing behavior in
the inclusive setting. Keep the Inclusion department informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Saeed's current performance in Math To support Saeed in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Saeed will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Saeed's phonics Saeed demonstrates commendable skills in To enhance GPC Recognition skills, Saeed will engage in
goal is to improve his GPC recognition GPC Recognition and Reading Tricky targeted learning strategies, including interactive phonics
skills in Level 2 Phonics, demonstrating the Words, showcasing an understanding of exercises, visual aids, and regular practice sessions, to reinforce
ability to correctly vocalize the phoneme phonetic elements and recognition of the ability to articulate phonemes when presented with
when the grapheme is presented, with 80% challenging vocabulary. While Saeed corresponding graphemes.
accuracy measured through work samples exhibits strengths in certain areas,
and staff observation. challenges are evident in Reading
Decodable Words and Sentence Reading,
highlighting the need for targeted support
to enhance these specific aspects of Level 2
phonics.
By the end of March 2024, Saeed will While Saeed's current scores in Level 2 To support Saeed in reaching the Level 1 goal, targeted learning
master Level 1 Phonics skills, focusing on Phonics are challenging, indicating areas strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence for improvement, there is potential to build phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of foundational skills in both spelling and Regular progress assessments will guide adjustments to the
achieving 80% accuracy as measured by writing. Encouragingly, he has learning plan, ensuring Saeed's success in mastering
work samples and staff observation, demonstrated some familiarity with tricky fundamental phonics skills.
fostering foundational writin word spelling, showcasing strengths that
can be developed in both aspects of phonics
application.
By the end of March 2024, Saeed Khaled Currently, Saeed Khaled demonstrates To support Saeed Khaled in achieving this goal, a
will enhance his ability to identify and variable proficiency in identifying and comprehensive approach involving regular counseling sessions,
manage feelings with 80% accuracy, as managing his feelings, with room for self-reflection exercises, and teacher-guided emotional
assessed through counselor reviews and improvement in achieving consistent regulation strategies will be implemented. This will ensure a
teacher observations. emotional regulation. holistic and tailored approach to enhance his emotional
awareness and management skills.
By the end of March 2024, Saeed will Saeed currently experiences challenges in To support Saeed in developing effective coping strategies, a
develop effective coping strategies to managing stress and frustration, affecting comprehensive approach will be implemented. This includes
manage stress and frustration, his socialization skills. These difficulties personalized counseling sessions focusing on stress management
demonstrating their use in various impede his ability to navigate various social techniques, mindfulness exercises, and self-regulation practices.
situations with 80% success as evaluated situations effectively, emphasizing the need Practical applications of these coping strategies in real-life
through teacher observations and self- for targeted intervention to enhance his scenarios will be integrated, allowing Saeed to actively practice
assessments. emotional regulation and social and refine his skills. Regular teacher observations and self-
interactions. assessments will provide valuable feedback, enabling ongoing
refinement and reinforcement of these coping strategies,
ultimately fostering a more resilient and socially adept
individual by the specified deadline.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamad Mahmoud Hasan Ibrahim eSIS number 787582 Grade 6B-J Date of Birth 27-Nov-12
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 15-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 178 40Q-140Q 164 BR105L-45L 162 179

Student Statement
Areas of interest Me enjoy playing my friends.
Goals / Aspirations I want to become a well-known as an artist.

Present Levels of Performance

Strengths Hamad demonstrates positive attributes such as following instructions well when presented one-on-one, being sociable, smart, organized, creative, and
showing eagerness to learn. Additionally, he excels in math, enjoys drawing and painting, and works best using visuals.
Barriers/Concerns Hamad encounters challenges in impulsivity, slow completion of classwork, attention-seeking behaviors, and difficulties in nonverbal language. Academic
concerns encompass weaknesses in reading comprehension, English writing, and spelling, along with challenges in basic number concepts, highlighting the
need for targeted interventions and support in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamad, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Hamad's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Hamad.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Hamad's current performance in Math Utilizing a comprehensive approach, we will incorporate guided
than 20 and a verbal prompt, Hamad will indicates areas of challenge, particularly in exploration, clear starting points, visual markers, narration
count to 20, starting at the given number counting fluency and the ability to track encouragement, tools for physical tracking, gradual complexity
with 80% accuracy, as measured by teacher irregularly presented objects. increase, self-reflection promotion, peer collaboration, exposure
observations and student work samples. to diverse arrangements, and regular progress monitoring.
Additional pull-out sessions to the inclusion room will provide
individualized and smaller group learning, ensuring targeted
support for Hamad's unique needs.
By the end of March 2024, Hamad's Hamad demonstrates notable proficiency in To achieve this goal, Hamad will benefit from focused activities
reading goal is to enhance his word reading GPC Recognition and Reading Tricky that emphasize oral segmenting and blending of words.
skills in Level 2 phonics, achieving 80% Words, showcasing a solid foundation in Incorporating interactive sessions with decodable texts and
accuracy as measured by work samples and recognizing phonetic elements and guided reading exercises will provide tailored support to
staff observation. handling complex vocabulary. Despite strengthen his Word Reading abilities. Consistent practice and
strengths in certain areas, challenges are reinforcement will contribute to Hamad's success in achieving
apparent in Reading Decodable Words and the targeted goal.
Word Reading, signaling the need for
targeted support to enhance these specific
aspects of Level 2 phonics.
By the end of March 2024, Hamad will In Level 2 Phonics, Hamad demonstrates an To address GPC Formation challenges, tailored learning
significantly improve GPC formation in initial proficiency in articulating phonemes strategies will be implemented for Hamad in Level 2 Phonics.
Level 2 Phonics, aiming for 80% accuracy when presented with corresponding These may include interactive exercises, visual aids, and guided
as measured by work samples and staff graphemes. However, challenges emerge in activities focusing on finding and writing the grapheme when the
observation, advancing his spelling various components, specifically GPC phoneme is heard. Consistent practice and individualized
proficiency. Formation, Spelling Decodable Words, support will be provided to strengthen Hamad's GPC Formation
Tricky Word Spelling, and Sentence skills.
Writing, indicating the need for targeted
intervention to enhance his overall
performance.
With the support of Mr. Mark, Hamad will Currently, Hamad exhibits a foundational To achieve the IEP goal, tailored learning strategies will be
enhance his core stability and motor understanding of gross motor activities, implemented. These include incorporating gross motor skills and
coordination skills using the "Smart Moves with the potential for growth in core physical activities into the daily classroom routine, especially
Programme," targeting an 80% stability and coordination. However, there during transitions, providing frequent motor breaks throughout
improvement from baseline assessment by is room for improvement, especially the school day, and infusing movement into lessons. With the
the end of March 2024, as measured considering the impact of challenges support of his Inclusion Assistant, Mr. Mark, these strategies
through observation and data collection associated with low muscle tone. will be seamlessly integrated into Hamad's daily learning
during interactive activities. environment.
By the end of March 2024, Hamad will Hamad currently faces challenges in To support Hamad in achieving his social-emotional goal, a
improve his social-emotional skills by accurately identifying various simple comprehensive approach will be implemented. This includes
accurately identifying various simple emotional states within himself, impacting regular one-on-one sessions focusing on emotion recognition
emotional states within himself with 80% his social-emotional skills. This difficulty exercises, guided reflections, and social scenarios designed to
accuracy as measured by staff data. hinders his ability to navigate social enhance his understanding and expression of emotions. Positive
interactions effectively, emphasizing the reinforcement and staff feedback will be consistently provided to
necessity for targeted intervention to reinforce correct identification, contributing to Hamad's
enhance his emotional self-awareness. increased confidence and proficiency in navigating social
interactions by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
 Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Khalid Abdul Sallam Mohammed Said Al Senani eSIS number 782769 Grade 6B-J Date of Birth 11-Apr-12
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 16-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 18 January 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 153 EMQ390-EM290Q 169 BR10L-140L 156 159

Student Statement
Areas of interest I like to play manipulative games, I am good at singing, I am good at dancing.
Goals / Aspirations I want to become an animal doctor

Present Levels of Performance

Strengths Khalid displays positive attributes, being playful, friendly, and enjoying music and dancing. He also demonstrates curiosity and a questioning nature when
something piques his interest.
Barriers/Concerns Khalid faces obstacles in achieving success, working at a slower pace, and encountering difficulties in conversational skills, vocabulary, working memory,
organization, literacy, attention, focus, and fine motor skills. Additionally, challenges in maintaining a consistent counting speed and decoding words in Level
2 phonics highlight specific areas needing focused intervention in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Khalid, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Khalid's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Khalid.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Khalid's current performance in Math To support Khalid in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Khalid will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Khalid's Khalid exhibits a commendable ability in To enhance GPC Recognition skills, Khalid will engage in
phonics goal is to improve his GPC GPC Recognition, showcasing proficiency targeted learning strategies, including interactive phonics
recognition skills in Level 2 Phonics, in identifying phonemes when presented exercises, visual aids, and regular practice sessions, to reinforce
demonstrating the ability to correctly with corresponding graphemes. However, the ability to articulate phonemes when presented with
vocalize the phoneme when the grapheme challenges arise in Reading Decodable corresponding graphemes.
is presented, with 80% accuracy measured Words, indicating the need for targeted
through work samples and staff support to improve oral blending skills and
observation. effectively decode words within the context
of Level 2 phonics.
By the end of March 2024, Khalid will Khalid's scores indicate a specific focus on Targeted learning strategies will include engaging Khalid in
enhance his GPC formation skills in Level GPC Formation in Level 2 Phonics, interactive phonics exercises, providing visual aids, and regular
2 Phonics, accurately writing or finding the aligning with the established goal. practice sessions. Utilizing multisensory approaches, such as
grapheme when the phoneme is heard, interactive games and guided writing activities, will be
aiming for 80% accuracy as measured by instrumental in reinforcing his GPC Formation skills within
work samples and staff observation, Level 2 Phonics. Consistent practice and individualized support
improving his writi will contribute to Khalid's success in achieving the targeted goal.
By March 2024, Khalid will achieve an Currently, Khalid faces challenges in GPC Learning strategies will involve integrating fine motor activities
80% accuracy rate in improving fine motor formation, potentially affecting his overall into Khalid's daily routine, emphasizing GPC formation
skills, as assessed through teacher phonics skills and fine motor abilities, exercises. Incorporating hands-on tasks related to letter and
observations and student work samples, particularly when manipulating writing number recognition, utilizing tools to enhance pencil grasp, and
with a particular emphasis on enhancing utensils. integrating art projects will provide a holistic approach to fine
hand-eye coordination and control during motor skill development, promoting increased accuracy and
artistic activities like drawing, painting, or proficiency in GPC formation.
coloring.
By the end of March 2024, Khalid will Khalid currently encounters challenges in To support Khalid in improving his interpersonal skills, a
improve his interpersonal skills by initiating and maintaining positive comprehensive approach will be implemented. This involves
initiating and maintaining positive interactions with peers, impacting his structured social skills training sessions, guided peer interaction
interactions with peers, achieving a success interpersonal skills. This limitation hinders activities, and positive reinforcement strategies. Creating a
rate of 80%, as measured through teacher his ability to engage effectively in social supportive environment that encourages Khalid to practice
and peer feedback. situations, highlighting the need for initiating and maintaining positive interactions will contribute to
targeted intervention to enhance his social his increased confidence and proficiency in social situations.
development. Regular feedback from both teachers and peers, along with
consistent reinforcement of positive social behaviors, will foster
a more inclusive and supportive social environment for Khalid's
growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Matar Mohammed Matar Rakan Alnuaimi eSIS number 818806 Grade 6B-J Date of Birth 20-Jun-12
Classification Sensory Eligibility Hearing Impairment
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 17-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 29 June 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest I like games, I also like different videos and stories.
Goals / Aspirations Me want to become famous football player

Present Levels of Performance

Strengths Matar exhibits positive qualities, including being very respectful, enjoying being in class, and following instructions well when presented one-on-one.
Additionally, he is pleasant, friendly to all, and has an interest in drawing.
Barriers/Concerns Health-related obstacles, including extended hospital stays, add to the concerns, highlighting the crucial need for targeted interventions and support in his
Individualized Education Program (IEP) to address these multifaceted barriers and facilitate his educational progress.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions n/a n/a session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Matar, diagnosed with Hearing Impairment, benefits from specific classroom accommodations to enhance his learning experience. These include
providing written or pictorial directions for better comprehension, physically acting out activity steps involving either the teacher or fellow students,
ensuring a front-row seating arrangement for an optimal field of vision, emphasizing clear enunciation when addressing the class, incorporating
multisensory experiences, allowing extra time for responses, and utilizing concrete objects like models to enhance understanding and engagement.
Additionally, teachers should be mindful of potential fatigue and frustration, use concise instructions with checks for understanding, support oral
presentations with visual aids, cue the student into topic changes discreetly, establish a private signal for indicating lack of understanding, address the
student by name for direct communication, and patiently repeat information in conversations to avoid frustration. Keep the Inclusion department
informed about upcoming tests and assignments.
Medical Chronic Kidney Disease
(If needed) Primary Renal Disease
medical issues related to CKD
sensory neurL hearing loss
The child is on dialysis
no exposure for noisy environment, try to keep him at home as much as he can to avoid noisy environment and don't let him s
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with Despite facing health-related setbacks, Recognizing Matar's hospitalization, we will tailor learning
numbers 1 to 3 and a verbal prompt, Matar Matar showcases remarkable determination strategies to his unique circumstances. Employing virtual
will demonstrate the ability to recognize in Basic Numeracy, underscoring resilience sessions, interactive online tools, and personalized instructional
and identify these numbers with at least in mathematical tasks while navigating materials, we aim to enhance his ability to recognize numbers
80% accuracy over three consecutive trials, challenges linked to recognizing numbers. and reinforce the differentiation between 'teen' and 'ty' numbers.
as assessed through weekly This customized approach is designed to address his health
probes/assessments. challenges while ensuring continuous support and progress
towards the specified IEP goals.
By the end of the current academic year, Matar's current challenges encompass Tailored learning strategies for Matar will involve a multi-
Matar's reading goal is to independently reluctance to persevere, slow completion of faceted approach. Implementing targeted interventions, such as
recognize and correctly identify his own classwork, dependence on adults or peers, task breakdowns and personalized support, will address his
name in written and visual formats, withdrawal from social interactions, and challenges in completing classwork and following learning
demonstrating proficiency in name difficulties in following all steps in a tasks. Speech and language therapy, alongside social skills
recognition with 80% accuracy, as learning task. The identified barriers, development programs, can enhance Matar's communication
measured by teacher observation and work including hearing impairments and delayed abilities and social interactions. Collaborating with specialists to
samples. development in basic skills, contribute to address hearing impairments and incorporating engaging, hands-
the complexities Matar faces in his on activities will contribute to Matar's overall progress and
academic journey. success in overcoming the identified barriers. Regular
communication with Matar's support network is crucial for
implementing and adjusting interventions based on his evolving
 needs.
By the end of June 2024, Matar will Due to his weakened state, Matar presently Tailored learning strategies for Matar will necessitate adaptation
recognize and articulate the sounds in his encounters difficulty in naming the sounds to his health-related limitations. Incorporating auditory learning
name with 80% accuracy during online in his name, pointing to challenges in methods, such as listening to recorded sounds, utilizing visual
sessions, as measured by teacher phonemic awareness. It's crucial to view aids, and embracing multisensory approaches, can contribute to
observations during the session, enhancing this as a temporary setback influenced by a gradual improvement in phonemic awareness. Flexibility in
his spelling skills. health factors, rather than an accurate pacing strategies, acknowledging progress through achievable
reflection of his overall reading milestones, is essential given the unique circumstances of his
capabilities. hospitalization. Consistent communication with healthcare
professionals will be vital for refining learning strategies in
response to Matar's evolving health needs.
By June 2024, during hospitalization and/or Currently, Matar displays effort and To support Matar's goal, we will tailor motor activities to his
recovery, Matar will make efforts to log participation in gross motor activities, with abilities, ensuring a supportive and inclusive environment.
into Canvas when possible. a focus on building core stability. Progress Regular assessments and adjustments will be made based on his
is notable, considering the additional individual progress and needs.
challenges he faces.
By June 2024, during hospitalization and/or Matar's current socialization context is To support Matar in achieving his goal during hospitalization
recovery, Matar will make efforts to log significantly impacted due to and recovery, a comprehensive approach will be implemented.
into Canvas when possible. hospitalization and recovery, limiting his This involves providing accessible resources for virtual
opportunities for social engagement. The interaction on Canvas, facilitating peer-to-peer communication,
goal is crucial as it acknowledges the and creating opportunities for collaborative virtual activities.
challenges he faces in maintaining Regular check-ins and personalized support will be offered to
connections during this period and aims to ensure Matar can actively participate in the online community,
provide a platform for continued interaction fostering a sense of connection and continuity despite the
through virtual means. challenges posed by his medical situation.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Salem Yousef Khalifa Subait Alkaabi eSIS number 733636 Grade 6B-K Date of Birth 02-Aug-12
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 18-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 15 June 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 165 EM185Q-EM85Q 165 BR85L-65L 150 168

Student Statement
Areas of interest Me like drawing and coloring.
Goals / Aspirations Me want to become UAE military.

Present Levels of Performance

Strengths Salem demonstrates positive qualities, being an enthusiastic child who is eager to learn and has a competitive spirit. He follows instructions well when
presented one-on-one, and he is at par with the rest of the class in reading and writing Arabic.
Barriers/Concerns Salem confronts challenges in verbal expression, limited vocabulary, writing delays, attention, and hyperactivity, impacting his overall communication and
writing skills. In math, he experiences difficulties in maintaining a consistent counting speed, distinguishing between 'teen' and 'ty' numbers, and encounters
challenges in Reading Decodable Words within the context of Level 2 phonics, emphasizing the need for targeted support to enhance his numeracy and
literacy skills.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Salem, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Salem's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Salem.
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Mark, in his role as the Inclusion Assistant, plays a pivotal role in delivering personalized 1:1 support to Salem. His
(if applicable) contributions extend to actively engaging in the classroom, guiding through differentiated activities, ensuring the comprehension of
instructions, fostering the development of social etiquette, and nurturing a positive attitude towards school and learning through
consistent positive reinforcement. Mr. Mark significantly aids in bridging learning gaps, cultivating positive interactions,
emphasizing key concepts, boosting Salem's self-confidence, and facilitating comprehensive academic and social skill development
throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Salem's current performance in Math To support Salem in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Salem will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Salem's reading Currently, Salem, who receives dedicated To address this goal, Salem will benefit from focused activities
goal is to improve his proficiency in 1:1 support from his Individual Assistant targeting oral blending, engaging in regular exercises involving
reading decodable words in Level 2 (IA), Mr. Mark, demonstrates notable GPC decodable texts, interactive blending sessions, and guided
phonics, achieving 80% accuracy as Recognition skills, displaying an ability to reading activities, providing tailored support to strengthen his
measured by work samples and staff articulate phonemes when presented with Reading Decodable Words abilities. Consistent practice and
observation. corresponding graphemes. Challenges arise reinforcement, supported by Mr. Mark, will contribute to
in Reading Decodable Words, indicating Salem's success in achieving the targeted goal.
the need for targeted support to enhance
oral blending skills within the context of
Level 2 phonics.
By the end of March 2024, with the Salem's scores emphasize the importance of Tailored learning strategies for Salem will involve interactive
dedicated assistance of 1:1 support from focusing on GPC Formation in Level 2 phonics exercises, visual aids, and regular practice sessions, all
Mr. Mark, Salem will enhance his GPC Phonics, aligning with the established goal, facilitated by the dedicated 1:1 support from Mr. Mark.
Formation skills in Level 2 Phonics, and benefiting from the ongoing 1:1 Incorporating multisensory approaches, such as interactive
accurately writing or finding the grapheme support provided by Mr. Mark. games and guided writing activities, will play a crucial role in
when the phoneme is heard, aiming for reinforcing his GPC Formation skills within Level 2 Phonics.
80% accuracy as measured Consistent practice and individualized support from Mr. Mark
will contribute to Salem's success in achieving the targeted goal.
By the end of March 2024, Salem will Currently, Salem exhibits varying levels of To achieve the IEP goal, consistent support and guidance from
adeptly identify and manage his feelings, success in recognizing and addressing his the counselor, along with regular self-reflection exercises and
targeting an 80% accuracy rate, as emotions, and there is room for feedback sessions, will be incorporated into Salem's routine to
evaluated through teacher observations and improvement in consistently applying reinforce positive behavioral patterns and emotional regulation
progress reports. effective strategies to manage behaviors. skills.
By the end of March 2024, Salem will Salem currently encounters challenges in To support Salem in improving his interpersonal skills, a
improve his interpersonal skills by initiating and maintaining positive comprehensive approach will be implemented. This includes
initiating and maintaining positive interactions with peers, impacting his structured social skills training sessions, guided peer interaction
interactions with peers, achieving a success interpersonal skills. These limitations activities, and positive reinforcement strategies. Creating a
rate of 80%, as measured through teacher hinder his ability to engage effectively in supportive environment that encourages Salem to practice
and peer feedback. social situations, emphasizing the need for initiating and maintaining positive interactions will contribute to
targeted intervention to enhance his social his increased confidence and proficiency in social situations.
development. Regular feedback from both teachers and peers, along with
consistent reinforcement of positive social behaviors, will foster
a more inclusive and supportive social environment for Salem's
growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
 Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Al Sharqi Abdulla Obaid Suwaidan Al Ameri eSIS number 722233 Grade 7B-A Date of Birth 03-Nov-10
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Crybet Banda
Start Date 19-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 15 October 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 165 EM185Q-EM85Q 181 225L-375L 153 205

Student Statement
Areas of interest I like gardening and taking care of plants, i also enjoy nature walks, connecting with friends outdoor is fun.
Goals / Aspirations I want to be a police officer in oder to do so I will participate in class and stay engaged with my schoolwork

Present Levels of Performance

Strengths Al Sharqi is an obedient and well-behaved student who carefully follows instructions when repeated and explained. He shows interest in learning when
presented with a variety of teaching methods and enjoys activities and hands-on learning experiences.
Barriers/Concerns Al Sharqi contends with barriers encompassing a lack of confidence, reluctance to persist, attention-seeking behaviors, instances of bullying, pronunciation
challenges, nonverbal language reading difficulties, and below-average literacy skills, linked to struggles in working memory, auditory processing, and fine
motor coordination. In the domain of mathematics, he grapples with challenges in sustaining a consistent counting speed, distinguishing between 'teen' and
'ty' numbers, and faces difficulties in Word Reading within the framework of Level 2 phonics, emphasizing the imperative need for targeted assistance to
uplift his overall numeracy and literacy proficiencies.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Work in silent areas

(If needed)
Role of Inclusion Assistant Mr. Rey, in his capacity as the Inclusion Assistant, dedicates focused 1:1 support to Al Sharqi. His role encompasses active
(if applicable) involvement in the classroom, guiding Al Sharqi through differentiated activities, ensuring clear understanding of instructions,
fostering the development of social etiquettes, and instilling a positive attitude towards school and learning through consistent
positive reinforcement. Mr. Rey significantly contributes to Al Sharqi's learning journey by addressing individualized needs,
promoting positive interactions, emphasizing key concepts, bolstering self-confidence, and facilitating comprehensive academic and
social skill development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Al Sharqi's current performance in Math To support Al Sharqi in achieving his counting goal, tailored
number less than 4 and a verbal prompt, Al reflects foundational skills with room for learning strategies will include guided exploration for counting
Sharqi will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Al Sharqi's Currently, Al Sharqi, who receives To address this goal, Al Sharqi will benefit from focused
reading goal is to enhance his proficiency dedicated 1:1 support from his Individual activities targeting oral segmentation, engaging in regular
in word reading in Level 2 phonics, Assistant (IA), Mr. Rey, exhibits exercises involving word decoding, syllable segmentation, and
achieving 80% accuracy as measured by commendable GPC Recognition skills in guided reading activities, providing tailored support to
work samples and staff observation. Level 2 Phonics, demonstrating the ability strengthen his Word Reading abilities. Consistent practice and
to articulate phonemes when presented with reinforcement, supported by Mr. Rey, will contribute to Al
corresponding graphemes. Challenges Sharqi's success in achieving the targeted goal.
emerge in Word Reading, indicating the
need for targeted support to enhance oral
segmentation skills within the context of
Level 2 phonics.
By the end of March 2024, with dedicated Al Sharqi's scores underscore the Tailored learning strategies for Al Sharqi will include targeted
1:1 support from Mr. Rey, Al Sharqi will importance of focusing on Tricky Word exercises and practices focusing on Tricky Word Spelling.
improve his tricky word spelling skills Spelling within Level 2 Phonics, aligning Additionally, individualized prompts, consistent practice
within Level 2 Phonics, aiming for 80% with the established goal and benefiting sessions, and incorporating multisensory approaches will be
accuracy as measured by work samples and from the ongoing 1:1 support provided by instrumental in reinforcing his skills, with ongoing support from
staff observation, thereby focusing on Mr. Rey. Mr. Rey playing a pivotal role in achieving the targeted goal.
spelling impro
With the support of Mr. Rey, Al Sharqi will Currently, Al Sharqi exhibits a foundational To achieve the IEP goal, tailored learning strategies will be
improve his core stability and motor understanding of gross motor activities, implemented. These include incorporating gross motor skills and
coordination skills using the "Smart Moves with the potential for growth in core physical activities into the daily classroom routine, especially
Programme," aiming for an 80% stability and coordination. However, there during transitions, providing frequent motor breaks throughout
enhancement from baseline assessment by is room for improvement, especially the school day, and infusing movement into lessons. With the
the end of March 2024. This progress will considering the impact of challenges support of his Inclusion Assistant, Mr. Rey, these strategies will
be measured through observation and data associated with low muscle tone. be seamlessly integrated into Al Sharqi's daily learning
collection during interactive activities. environment.
By the end of March 2024, Al Sharqi will Al Sharqi currently faces challenges in To facilitate Al Sharqi's progress toward his socialization goal, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be employed. This includes
group settings, demonstrating improved group settings, displaying limitations in implementing structured social skills training sessions, creating
social initiation and engagement skills with social initiation and engagement skills. opportunities for positive peer interactions, and providing guided
a success rate of 80%, as measured through These difficulties impact his ability to support to enhance his social initiation and engagement. Regular
teacher and peer feedback. integrate effectively within various social feedback from both teachers and peers, coupled with consistent
contexts, emphasizing the need for targeted reinforcement of positive social behaviors, will contribute to Al
intervention to enhance his social Sharqi's increased confidence and proficiency in navigating
development. social interactions, fostering a more inclusive and supportive
social environment for his growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
 Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Omar Esam Hussein Bin Khamis eSIS number 682333 Grade 7B-A Date of Birth 27-Oct-11
Classification Psychological Eligibility Psycho/ Emotional Disorder
Need High Need Tier 3 Teacher Crybet Banda
Start Date 20-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 8 March 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 192 280Q-380Q 179 185L - 335L 169 189

Student Statement
Areas of interest I like playing games and listening to non-fiction stories
Goals / Aspirations I want to become a professional athlet while improving my reading fluency by reading aloud for 10 minutes daily for the next term

Present Levels of Performance

Strengths Omar demonstrates good behavior in the classroom, attentively listening to class discussions and responding to the teacher's requests. He shows a willingness
to engage and participate in the learning environment.
Barriers/Concerns Omar's challenges, including slow completion of classwork, lack of confidence, negative attitude, and difficulties in academics, underscore the need for
targeted interventions and support in his Individualized Education Program (IEP) to enhance his academic performance. Specific struggles in counting
fluency and Word Reading highlight the importance of focused attention and tailored interventions to improve Omar's foundational skills in numeracy and
Level 2 phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Omar, benefits from specific classroom accommodations to support his learning and well-being. These include seating him closer to the teacher or
support staff and placing him near positive, settled peers. Implementing the "Catch him being good" approach and discreet hand signals for addressing
minor unacceptable behavior contribute to a positive learning environment. Tactically ignoring some minor behavior issues, providing protection
through starting lessons with easier tasks, and listing activities on the board help build confidence.
Acknowledging and praising all attempts at a task, setting clear expectations with indications of support, and providing readily accessible supports
like writing frames enhance Omar's learning experience.
Reducing tension over success and failure, inviting Omar to participate in light-hearted competitive games, and expressing that he is liked and valued
contribute to his sense of affiliation. Lastly, using the language of choice to challenge unacceptable behavior and emphasizing the consequences of
choices help maintain control in the classroom.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Omar's current performance in Math Utilizing a comprehensive approach, we will incorporate guided
than 15 and a verbal prompt, Omar will indicates areas of challenge, particularly in exploration, clear starting points, visual markers, narration
count to 15, starting at the given number counting fluency and the ability to track encouragement, tools for physical tracking, gradual complexity
with 80% accuracy, as measured by teacher irregularly presented objects. increase, self-reflection promotion, peer collaboration, exposure
observations and student work samples. to diverse arrangements, and regular progress monitoring.
Additional pull-out sessions to the inclusion room will provide
individualized and smaller group learning, ensuring targeted
support for Omar's unique needs.
By the end of March 2024, Omar's reading Omar demonstrates notable strengths in To address this goal, Omar will benefit from structured activities
goal is to refine his word reading GPC Recognition, Reading Decodable focused on oral segmentation. Engaging in regular exercises
proficiency in Level 2 phonics, achieving Words, and Sentence Reading, showcasing involving word decoding, syllable segmentation, and guided
80% accuracy as measured by work a solid foundation in foundational phonics reading activities will provide tailored support to strengthen his
samples and staff observation. skills. However, challenges arise in Word Word Reading abilities. Consistent practice and reinforcement
Reading, signaling a specific area for will contribute to Omar's success in achieving the targeted goal.
targeted support to enhance oral
segmentation skills within the context of
Level 2 phonics.
By the end of March 2024, Omar will Omar displays commendable strengths in To support Omar in achieving the Level 2 goal, targeted learning
further develop his Level 2 Phonics skills, both spelling and writing within Level 2 strategies will be implemented. These may include personalized
aiming to increase accuracy in spelling Phonics. His notable scores in GPC spelling exercises, interactive word-building activities, and
decodable words to 80%, as measured by Formation and Tricky Word Spelling ongoing reinforcement of tricky word spelling. Regular progress
work samples and staff observation, showcase proficiency in both spelling and assessments will guide adjustments to the learning plan, ensuring
emphasizing spelling improvement and writing domains. Additionally, his ability to Omar's success in advancing his phonics skills.
tailored to his current write/find the grapheme when the phoneme
is heard indicates a foundational
understanding of phonics principles that
encompasses both spelling and writing
components.
By March 2024, Omar aims to achieve an Currently, Omar exhibits a foundation in Learning strategies will involve integrating spelling activities
80% accuracy rate in enhancing his fine fine motor skills, with room for into Omar's daily routine, emphasizing fine motor exercises
motor skills, as measured by teacher improvement in spelling decodable words. related to letter formation and word spelling. Incorporating
observations and student work samples, His performance suggests a willingness to hands-on tasks, utilizing tools to enhance pencil grasp, and
with a specific focus on improving engage in fine motor tasks, laying a integrating art projects, especially those related to spelling and
graphomotor skills for better legibility, groundwork for further development. phonics, will provide a comprehensive approach to fine motor
letter formation, and fine motor control. skill development. This will be complemented by consistent
teacher observations and work samples to track progress toward
the 80% accuracy goal.
By the end of March 2024, Omar will Omar currently experiences challenges in To support Omar in improving his socialization skills, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be implemented. This includes
group settings, demonstrating improved group settings, exhibiting limitations in structured social skills training sessions, guided peer interaction
social initiation and engagement skills with social initiation and engagement skills. activities, and positive reinforcement strategies. Creating a
a success rate of 80%, as measured through These difficulties impact his ability to supportive environment that encourages Omar to practice
teacher and peer feedback. integrate effectively within various social initiating and maintaining positive interactions will contribute to
contexts, highlighting the need for targeted his increased confidence and proficiency in social situations.
intervention to enhance his social Regular feedback from both teachers and peers, along with
development. consistent reinforcement of positive social behaviors, will foster
a more inclusive and supportive social environment for Omar's
growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Rashed Khamis Subait Mubarak Alnasri eSIS number 688100 Grade 7B-A Date of Birth 25-Sep-11
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Crybet Banda
Start Date 21-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 11 July 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 197 370Q - 470Q 175 110L - 260L 160 177

Student Statement
Areas of interest I love playing and watching football, i connect and make friends through football.
Goals / Aspirations I want to be a soldier in the UAE army, I want to Increase my math problem-solving skills by completing 10 extra math problems each week for the next
two months.

Present Levels of Performance

Strengths Rashed is a well-mannered and sociable student who eagerly participates in class activities, enjoys socializing with classmates, and is adept at solving
puzzles. He demonstrates a tactile and kinesthetic learning style, understanding his environment and emotions among peer students. Rashed excels in using
manipulatives for mathematical concepts and employing pictures to represent sentences and words.
Barriers/Concerns Rashed, a well-mannered and sociable student, grapples with challenges such as being slow to complete classwork, reluctance to persevere, and dependency
on adults or peers for attention, impacting his performance across the curriculum. In mathematics, he faces difficulties in recognizing numbers in various
formats, understanding place value, and struggles with arithmetic concepts, requiring targeted support for improved numeracy skills.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Implement a visual schedule to enhance Rashed's organization and task management skills. Tailor activities to accommodate Rashed's unique learning
styles and abilities. Deliver clear and concise verbal instructions to facilitate Rashed's comprehension during lessons. Integrate movement breaks
strategically to enhance Rashed's focus and overall engagement. Create a structured learning environment for Rashed, minimizing distractions and
optimizing his learning experience. Provide preferential seating to foster concentration and reduce external stimuli for Rashed. Present tasks one at a
time, closely monitoring Rashed's progress and adjusting as needed. Collaborate with Rashed to set pre-determined consequences for behavior,
ensuring a shared understanding. Encourage Rashed to engage in tactile activities during discussions, such as highlighting and underlining. Utilize
'post-its' for questions and ideas to minimize interruptions and encourage participation. Implement a 10-second count before Rashed stands up or
speaks, promoting a focused and respectful environment. Address Rashed's behavior calmly and clearly, adapting to his individual needs. Reinforce
positive behavior through a customized signaling system designed for Rashed. Use his name and maintain eye contact before giving instructions,
accommodating Rashed's communication preferences. Break down instructions into manageable chunks and provide visual cues to support Rashed's
understanding. Regularly check in with Rashed to ensure he stays on task and remains engaged in the learning process. Acknowledge and credit
Rashed for any improvements made in his academic journey, fostering a positive learning experience. Recognize and appreciate the time and effort
Rashed invests in his work. Consider marking Rashed's correct answers as a positive reinforcement strategy. Keep the Inclusion department informed
about upcoming tests and assignments for Rashed's benefit. Maintain a supportive environment, avoiding the singling out of individuals when
addressing behavior in the inclusive setting. Keep the Inclusion department informed about upcoming tests and assignments.
Medical Continue with medication
(If needed)

Role of Inclusion Assistant n/a

(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Rashed's determination is evident in his To support Rashed in achieving his goal by March 2024,
than 10 and a verbal prompt, Rashed will approach to Basic Numeracy. However, he strategies such as focused number recognition, numerical value
count to 10, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measured as understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
Rashed 's work samples. areas. and ensuring progress towards the specified objective.
By the end of March 2024, Rashed's Rashed exhibits strengths in GPC To address this goal, Rashed will benefit from targeted
reading goal is to enhance his word reading Recognition, indicating an ability to interventions focusing on oral segmentation techniques.
proficiency in Level 2 phonics, achieving identify phonemes when presented with Implementing regular exercises, such as phonemic awareness
80% accuracy as measured by work graphemes, and Reading Decodable Words, activities, word segmentation drills, and guided reading sessions,
samples and staff observation. showcasing competence in oral blending. will provide the necessary support to strengthen his Word
However, challenges arise in Word Reading skills. Consistent practice and reinforcement will
Reading, particularly in oral segmentation, contribute to Rashed's success in achieving the targeted goal.
as reflected in the lower scores,
highlighting an area that requires focused
attention for improvement.
By the end of March 2024, Rashed will Rashed's scores highlight the need to focus Tailored learning strategies for Rashed will include targeted
enhance his tricky word spelling skills on Tricky Word Spelling within Level 2 exercises and practices focusing on Tricky Word Spelling.
within Level 2 Phonics, aiming for 80% Phonics, aligning with the established goal. Utilizing visual aids, interactive activities, and regular practice
accuracy as measured by work samples and sessions will contribute to his success in achieving the targeted
staff observation, emphasizing spelling goal.
improvement.
By March 2024, Rashed will achieve an Currently, Rashed displays a foundation in Learning strategies will involve integrating Tricky Word
80% proficiency level in improving his fine fine motor skills, with room for Spelling exercises into Rashed's daily routine, emphasizing
motor skills, enhancing hand-eye improvement in specific areas such as activities that enhance fine motor skills such as letter formation
coordination and control while using scissor use, cutting, and sustained coloring and word spelling. Engaging in hands-on tasks related to Tricky
various art materials, such as drawing, activities. His performance suggests an Word Spelling, with a focus on pencil grasp and coordination,
painting, or coloring, as measured by openness to fine motor tasks, providing a will be facilitated by the support of the inclusion assistant, Mr.
teacher observations and student work baseline for targeted interventions. Art. This approach aims to enhance Rashed's fine motor
samples. proficiency, contributing to the achievement of the 80%
accuracy goal, monitored through consistent teacher
observations and work samples.
By the end of March 2024, Rashed will Rashed currently encounters challenges in To facilitate Rashed's progress toward his socialization goal, a
actively participate in social activities and actively participating in social activities and comprehensive approach will be employed. This includes
group settings, demonstrating improved group settings, displaying limitations in implementing structured social skills training sessions, creating
social initiation and engagement skills with social initiation and engagement skills. opportunities for positive peer interactions, and providing guided
a success rate of 80%, as measured through These difficulties impact his ability to support to enhance his social initiation and engagement. Regular
teacher and peer feedback. integrate effectively within various social feedback from both teachers and peers, coupled with consistent
contexts, emphasizing the need for targeted reinforcement of positive social behaviors, will contribute to
intervention to enhance his social Rashed's increased confidence and proficiency in navigating
development. social interactions, fostering a more inclusive and supportive
social environment for his growth by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
 Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Khalifa Abdallah Rashid Al Isaee eSIS number 713422 Grade 7B-B Date of Birth 23-Sep-11
Classification Neurodevelopmental Eligibility Autism
Need High Need Tier 3 Teacher Crybet Banda
Start Date 22-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 29 March 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 162 EM235Q-EM135Q 171 30L-180L 160 187

Student Statement
Areas of interest I love playing games that make me solve puzzles and watching funny videos.
Goals / Aspirations I want to become a civil defence and also enhance my vocabulary knowledge by learning new words and using them in sentences every week for the
next months

Present Levels of Performance

Strengths Mohammed Isaee has shown significant improvement in adding 3-digit numbers without regrouping, demonstrating a strong performance when someone
tracks his progress. He is fascinated by using a calculator in class to solve math problems. Mohammed is also keen to work on group activities, excelling in
solving puzzles, matching objects, painting, and completing patterns with multiple distractors. He exhibits enthusiasm for fine motor activities like clay
dough cutting and pasting.
Barriers/Concerns Mohammed's challenges, including being slow to complete classwork, expressing frustration, and struggling with self-control, highlight the need for targeted
interventions in his Individualized Education Program (IEP) to address both academic and behavioral concerns. Specific difficulties in maintaining counting
speed and various aspects of Level 2 phonics underscore the importance of focused support and the dedicated assistance of Mr. Mohammad Arif to enhance
Mohammed's overall academic progress and phonics development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements Yes 5x a week ADEK

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
 the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Mohammed benefits from specific classroom accommodations to support his learning and well-being. These include seating him closer to the teacher
or support staff and placing him near positive, settled peers. Implementing the "Catch the student being good" approach and discreet hand signals for
addressing minor unacceptable behavior contribute to a positive learning environment. Tactically ignoring some minor behavior issues, providing
protection through starting lessons with easier tasks, and listing activities on the board help build confidence.
Acknowledging and praising all attempts at a task, setting clear expectations with indications of support, and providing readily accessible supports
like writing frames enhance Mohammed's learning experience. Affiliation strategies involve welcoming him personally at the start of each lesson,
using his first name when giving instructions, and challenging unacceptable behavior while affirming his value as an individual.
Reducing tension over success and failure, inviting Mohammed to participate in light-hearted competitive games, and expressing that he is liked and
valued contribute to his sense of affiliation. Lastly, using the language of choice to challenge unacceptable behavior and emphasizing the
consequences of choices help maintain control in the classroom.
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Mohammad Arif, in his role as the Inclusion Assistant, offers dedicated 1:1 support to Mohammed. His responsibilities extend
(if applicable) to actively participating in classroom activities, guiding Mohammed through differentiated tasks, ensuring comprehension of
instructions, fostering the development of social skills, and nurturing a positive attitude towards school and learning. Through
consistent positive reinforcement, Mr. Mohammad Arif plays a vital role in tailoring support to Mohammed's individual needs,
promoting positive interactions, emphasizing key concepts, building self-confidence, and facilitating comprehensive academic and
social skill development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Mohammed's current performance in Math Mr. Mohammad Arif will provide 1:1 support for Mohammed.
number less than 4 and a verbal prompt, reflects foundational skills with room for Personalized strategies for his counting goal include guided
Mohammed will count to 4, starting from improvement, particularly in areas related exploration, visual markers, verbalization, and physical tracking.
the given number with 80% accuracy, as to consistent counting speed, fluency, and These strategies, along with inclusion room sessions, are crucial
measured by teacher observation and distinguishing between 'teen' and 'ty' for aligning with his IEP goals and addressing behavior
student work samples. numbers. challenges by integrating counting to 4 and breathing as essential
life skills.
By the end of March 2024, Mohammed's Mohammed, who receives dedicated 1:1 To enhance GPC Recognition skills, Mohammed will engage in
phonics goal is to improve his GPC support from his Individual Assistant (IA), targeted learning strategies, including interactive phonics
recognition skills in Level 2 Phonics, Mr. Mohammad Arif, exhibits strengths in exercises, visual aids, and regular practice sessions, to reinforce
demonstrating the ability to correctly Level 2 Phonic GPC Recognition, the ability to articulate phonemes when presented with
vocalize the phoneme when the grapheme showcasing an ability to identify phonemes corresponding graphemes.
is presented, with 80% accuracy measured when presented with graphemes.
through work samples and staff Challenges arise in Reading Level 2 Phonic
observation. Decodable Words, Word Reading (oral
segmentation), Reading Tricky Words, and
Sentence Reading.
By the end of March 2024, Mohammed, Challenges persist in Mohammed's Level 2 To support Mohammed in achieving the Level 1 goal, tailored
under the guidance of Mr. Mohammad Arif, Phonics scores, emphasizing the need for learning strategies, including interactive phonics games, visual
will master Level 1 Phonics skills, focusing foundational skill-building, supported by aids, and consistent reinforcement, will be implemented. Regular
on basic grapheme-phoneme Mr. Mohammad Arif's dedicated 1:1 progress assessments, guided by Mr. Mohammad Arif, will
correspondence (GPC) formation, aiming assistance. ensure adjustments to the learning plan, facilitating
for 80% accuracy in writing as measured by Mohammed's success in mastering fundamental phonics skills.
work samples and staff ob
By March 2024, Mohammed Isaee aims to Currently, Mohammed Isaee exhibits To achieve the IEP goal, tailored learning strategies will be
improve core stability and motor foundational gross motor skills, indicating a seamlessly integrated into Mohammed Isaee's daily routine.
coordination skills by 80% through the potential for growth in core stability and Gross motor skills and physical activities will be incorporated
"Smart Moves Programme" with Mr. coordination. However, there is room for into the regular classroom schedule, with a focus on introducing
Mohammad's support, measured through improvement, especially considering the movement during transitions, providing frequent motor breaks
observations during interactive activities. impact of challenges associated with low throughout the school day, and infusing motor activities into
muscle tone. various lessons. With the support of his Inclusion Assistant, Mr.
Mohammad Arif, these strategies will contribute to Mohammed
Isaee's successful achievement of the targeted gross motor skills
improvement.
Mohammed Khalifa Al Isaae will Mohammed Khalifa Al Isaae currently To support Mohammed Khalifa Al Isaae in developing improved
demonstrate improved social engagement faces challenges in demonstrating effective social engagement skills, a comprehensive approach will be
skills in group settings, as measured by social engagement skills within group implemented. This involves structured social skills training
teacher and peer feedback, by the end of settings. His limitations impact his ability sessions focusing on group interactions, providing guided
March 2024. to interact seamlessly with peers, opportunities for positive peer collaborations, and fostering an
underscoring the necessity for targeted inclusive environment that encourages participation. Regular
intervention to enhance his social feedback from both teachers and peers, coupled with positive
development. reinforcement and targeted social-emotional learning activities,
will contribute to Mohammed Khalifa Al Isaae's increased
confidence and proficiency in navigating social interactions
within group settings by the specified deadline.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Khalifa Humaid Saif Alkindi eSIS number 691631 Grade 7B-B Date of Birth 12-Nov-11
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 23-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 18 May 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 173 EM45Q-55Q 173 70L - 220L 150 172

Student Statement
Areas of interest I love playing and running around with my pet taking it for a walk in the park.
Goals / Aspirations I want to work in an oil and gas company by Improving my study habits following a consistent study routine for at least 30 minutes each day for the next
term

Present Levels of Performance

Strengths Mohammed Alkindi demonstrates a keen interest in learning through hands-on activities, showing proficiency with a variety of teaching methods. He excels
in math computation and calculation and possesses a strong sense of technology, enjoying working on laptops and tablets.
Barriers/Concerns Mohammed's challenges, including slow completion of classwork, reluctance to persevere, and struggles with ADHD-related behaviors, underscore the
importance of incorporating targeted interventions and involving parents in his Individualized Education Program (IEP) to address both academic and
behavioral needs. Specific difficulties with unfamiliar teen numbers and aspects of Level 2 phonics emphasize the necessity of focused support to enhance his
numerical comprehension and overall reading skills, ensuring a comprehensive approach to Mohammed's academic development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Mohammed will showcase He is experiencing difficulty with To address Mohammed's barriers, targeted strategies will be
proficiency in recognizing and unfamiliar teen numbers that do not follow implemented. These include focused exercises on Unfamiliar
comprehending numbers below 10, the pattern. Additionally, instances of digit Teen Numbers, incorporating visual aids for better
minimizing instances of digit transposition transposition or numeral reversal have been comprehension. Utilizing interactive methods to reinforce the
or numeral reversal, with 80% accuracy as observed. correct sequencing of digits, along with consistent practice and
assessed by work samples and staff repetition, will contribute to improved proficiency. Pull-out
observation. sessions to the inclusion room will provide individualized
attention and smaller group learning, fostering an environment
conducive to Mohammed's academic development.
By the end of March 2024, Mohammed's Mohammed exhibits notable strength in To address this goal, Mohammed will benefit from tailored
reading goal is to enhance his proficiency Level 2 Phonic GPC Recognition, strategies such as interactive phonics exercises, multisensory
in reading decodable words in Level 2 demonstrating the ability to articulate learning activities, and individualized reading sessions.
phonics, achieving 80% accuracy as phonemes when presented with Incorporating visual aids, hands-on approaches, and consistent
measured by work samples and staff corresponding graphemes. However, reinforcement of phonics rules will provide the necessary
observation. challenges surface in Level 2 Phonic support for improving his Reading Decodable Words skills.
 Reading Decodable Words, Word Reading Regular practice with decodable words in various contexts and
(oral segmentation), Reading Tricky positive reinforcement will contribute to Mohammed's success
Words, and Sentence Reading, as indicated in achieving the targeted goal.
by the lower scores. These areas signify
specific difficulties that warrant targeted
interventions for improvement.
By the end of March 2024, Mohammed will Mohammed demonstrates commendable To support Mohammed in achieving the Level 2 goal, targeted
enhance his Level 2 Phonics skills, aiming strengths in both spelling and writing learning strategies will be implemented. These may include
to achieve 80% accuracy in spelling within Level 2 Phonics. His proficiency in focused spelling exercises, interactive word-building activities,
decodable words, as measured by work GPC Formation, Tricky Word Spelling, and and consistent practice with decoding and segmenting words.
samples and staff observation. This goal is the ability to find the grapheme when the Regular progress assessments will guide adjustments to the
tailored to his current skill level, promoting phoneme is heard reflects competence in learning plan, ensuring Mohammed's success in advancing his
continuo both spelling and writing components. phonics skills.
However, there is room for improvement in
Spelling Decodable Words, where he
scored lower. Focusing on this area will
enhance his overall proficiency in Level 2
Phonics, addressing both spelling and
writing aspects.
Mohammed Khalifa Alkindi will decrease Currently, Mohammed Khalifa Alkindi Learning strategies will involve implementing a personalized
attention-seeking behaviors by the end of demonstrates attention-seeking behaviors, behavior intervention plan, including consistent counseling
March 2024 with 80% accuracy, as including disruptive actions and attempts to sessions, social skills training, and positive reinforcement
measured through counsellor reviews and leave the classroom, suggesting a need for techniques to support Mohammed Khalifa Alkindi in reducing
teacher observations. focused interventions to address these attention-seeking behaviors and promoting a more conducive
challenges. learning environment.
Mohammed Khalifa Al Kindi currently To support Mohammed Khalifa Al Kindi in building
Mohammed Khalifa Al Kindi will build experiences challenges in building relationships with adults, a comprehensive approach will be
relationships with adults at school, relationships with adults at school, implemented. This includes targeted social skills training
initiating communication and seeking help struggling to initiate communication and sessions, creating opportunities for positive interactions with
independently, by the end of March. independently seek help. These difficulties adults, and providing guidance on effective communication and
impact his socialization skills and highlight help-seeking behaviors. Role-playing scenarios and real-life
the need for targeted intervention to practice situations will be incorporated to allow Mohammed
enhance his ability to connect with adults in Khalifa Al Kindi to actively apply and refine these skills.
the school environment. Regular feedback and encouragement from both teachers and
staff will contribute to his increased confidence and proficiency
in building meaningful relationships with adults at school by the
specified deadline.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdulaziz Nasser Jassim Al Teneiji eSIS number 691247 Grade 7B-C Date of Birth 04-Nov-11
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Crybet Banda
Start Date 24-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 19 August 2020 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 161 EM255Q-EM155Q 167 br45L-105L 162 173

Student Statement
Areas of interest I like playing music videos and dance and learning more on UAE leaders and influential people.
Goals / Aspirations I want to Improve my handwriting skills by practicing proper letter formation for 10 minutes each day for the next months.

Present Levels of Performance

Strengths Abdulaziz demonstrates good problem-solving skills and the potential to understand acceptable and unacceptable behavior. He has an inquisitive nature, can
be relied upon to carry out tasks, treats others with respect, and shows empathy. Abdulaziz is open-minded and engages well with others.
Barriers/Concerns Abdulaziz's challenges, including difficulties in completing classwork, poor self-control, and behaviors associated with ADHD, emphasize the need for
targeted interventions and one-on-one attention in his Individualized Education Program (IEP) to address both academic and behavioral aspects. Specific
struggles with recognizing numbers and understanding place value underscore the importance of providing tailored support to enhance his foundational math
skills and overall academic development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Implement a visual schedule and differentiated activities for Abdulaziz's organization and learning preferences. Deliver clear instructions and
incorporate movement breaks for enhanced focus. Create a structured, distraction-free environment, providing preferential seating and monitoring
progress. Collaborate on consequences, encourage tactile engagement, and use 'post-its' for minimal interruption. Maintain a calm approach, reinforce
positive behavior, and acknowledge Abdulaziz's efforts. Keep the Inclusion department informed and ensure a supportive atmosphere. Keep the
Inclusion department informed about upcoming tests and assignments.
Medical Regarding his Conduct disorder it is important for him to resume Cognitive behavioral Therapy and regular follow ups. Cognitive
(If needed) behavioral therapy, occupational and pharmacological therapies.
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Abdulaziz's determination is evident in his To support Abdulaziz in achieving his goal by March 2024,
than 15 and a verbal prompt, Abdulaziz will approach to Basic Numeracy. However, he strategies such as focused number recognition, numerical value
count to 15, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measured as understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
Abdulaziz 's work samples. areas. and ensuring progress towards the specified objective.
By the end of March 2024, Abdulaziz's Abdulaziz's current performance in reading, To support Abdulaziz in achieving the identified goal, learning
phonics goal is to improve his GPC as assessed through the Phonics Phase 2 strategies will involve targeted interventions focused on GPC
recognition skills in Level 2 Phonics, evaluation, reveals notable areas that Recognition. Implementing multisensory approaches, such as
achieving 80% accuracy as measured by require targeted intervention and support. associating sounds with visual cues, interactive phonics
work samples and staff observation, The low scores across GPC Recognition, exercises, and personalized practice sessions, will contribute to
fostering growth in this foundational area. Reading Decodable Words, Word Reading, strengthening Abdulaziz's ability to recognize grapheme-
Reading Tricky Words, and Sentence phoneme correspondences effectively. Regular feedback and
Reading highlight specific challenges in his positive reinforcement will further motivate his progress in
foundational reading skills. It is crucial to Level 2 Phonics.
address these areas comprehensively to lay
a stronger foundation for his overall
reading proficiency.
By the end of March 2024, Abdulaziz will Abdulaziz demonstrates commendable To support Abdulaziz in achieving the Level 2 goal, targeted
enhance his Level 2 Phonics skills, aiming strengths in both spelling and writing learning strategies will be implemented. These may include
to achieve 80% accuracy in spelling within Level 2 Phonics. His proficiency in focused spelling exercises, interactive word-building activities,
decodable words, as measured by work GPC Formation, Tricky Word Spelling, and and consistent practice with decoding and segmenting words.
samples and staff observation. This goal is the ability to find the grapheme when the Regular progress assessments will guide adjustments to the
tailored to his current skill level, promoting phoneme is heard reflects competence in learning plan, ensuring Abdulaziz's success in advancing his
continu both spelling and writing components. phonics skills.
 However, there is room for improvement in
Spelling Decodable Words, where he
scored lower. Focusing on this area will
enhance his overall proficiency in Level 2
Phonics, addressing both spelling and
writing aspects.
Abdulaziz will demonstrate a reduction in Currently, Abdulaziz exhibits aggressive Learning strategies will encompass a personalized behavior
aggressive behaviors by the end of March behaviors within the school setting, intervention plan, including counseling sessions, anger
2024, with 80% accuracy, as measured emphasizing the importance of management techniques, and proactive communication
through counsellor reviews and teacher implementing effective strategies to strategies, with regular monitoring through weekly behavior logs
observations. promote positive conduct. and incident reports to track progress toward the goal.
Abdulaziz currently encounters challenges To support Abdulaziz in building positive relationships with
Abdulaziz will build positive relationships in building positive relationships with adults, a comprehensive approach will be implemented. This
with adults at school, initiating open adults at school, displaying limitations in includes targeted social skills training sessions, creating
communication and seeking support initiating open communication and opportunities for positive interactions with adults, and providing
independently, by the end of March 2024. independently seeking support. These guidance on effective communication and help-seeking
difficulties impact his socialization skills behaviors. Role-playing scenarios and real-life practice
and highlight the need for targeted situations will be incorporated to allow Abdulaziz to actively
intervention to enhance his ability to apply and refine these skills. Regular feedback and
connect with adults in the school encouragement from both teachers and staff will contribute to
environment. his increased confidence and proficiency in building meaningful
relationships with adults at school by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
 Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Ahmed Mohammed Gharib Hareb Alderei eSIS number 691665 Grade 7B-C Date of Birth 27-Jul-11
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 25-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 22 March 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 152 EM400Q-EM310Q 177 145L-295L 158 177

Student Statement
Areas of interest I like drawing and socialising with my friends.
Goals / Aspirations I want to be a policeman in order to do so I will Increase active participation in class discussions by asking at least one question or making one relevant
comment during each lesson for the next academic terms.

Present Levels of Performance

Strengths Ahmed demonstrates strong behavior management skills, easily follows instructions, and is committed to his tasks. He shows eagerness to learn through
hands-on activities, is punctual for classes, and concentrates well, avoiding distractions.
Barriers/Concerns Ahmed's challenges, including difficulties in completing classwork, poor handwriting, and behaviors associated with attention and focus issues, highlight the
need for targeted interventions in both academic and behavioral aspects within his Individualized Education Program (IEP). The consistent 1:1 support from
Mr. Jake, coupled with consideration for his frequent absences, should guide tailored strategies to address specific areas, such as counting fluency and
grapheme-phoneme recognition in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Has a medical report

(If needed)
Role of Inclusion Assistant Mr. Jake, as the Inclusion Assistant, plays a crucial role in providing personalized 1:1 support to Ahmed. His responsibilities
(if applicable) encompass actively engaging with Ahmed during classroom activities, guiding him through differentiated tasks, ensuring clear
comprehension of instructions, cultivating social skills, and instilling a positive attitude towards school and learning. Through
consistent positive reinforcement, Mr. Jake contributes significantly to tailoring support to Ahmed's unique needs, fostering positive
interactions, emphasizing key concepts, building self-confidence, and facilitating holistic academic and social skill development
throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, with the guidance of Mr. Ahmed's current performance in Math, Ahmed, under the 1:1 guidance of Mr. Jake, is working towards
jAKE in a 1:1 setting, when given a number supported by Mr. Jake on a 1:1 basis, developing foundational counting skills. Despite challenges, he
less than 4 and a verbal prompt, Ahmed reflects foundational skills with room for shows willingness to engage in counting but lacks a basic
will demonstrate counting to 4, initiating improvement, particularly in consistent understanding of numeracy concepts. Facing difficulties in
from the provided number with 80% counting speed, fluency, and distinguishing maintaining consistent counting speed, especially beyond certain
accuracy, as assessed through teacher between 'teen' and 'ty' numbers. numbers, Ahmed's goal by March 2024 is to count to 3 with
observation and student work samples. 80% accuracy, using tailored strategies such as guided
exploration, visual markers, and interactive games. His current
performance highlights foundational skills, and additional pull-
out sessions aim to align formal assessments with IEP goals,
ensuring progress in report marks.
By the end of March 2024, Ahmed's Ahmed's current performance in reading, as To support Ahmed in achieving the identified goal, learning
phonics goal is to improve his GPC assessed through the Phonics Phase 2 strategies will involve targeted interventions focused on GPC
recognition skills in Level 2 Phonics, evaluation, reveals notable areas that Recognition. Implementing multisensory approaches, such as
achieving 80% accuracy as measured by require targeted intervention and support. associating sounds with visual cues, interactive phonics
work samples and staff observation, The low scores across GPC Recognition, exercises, and personalized practice sessions, will contribute to
fostering growth in this foundational area. Reading Decodable Words, Word Reading, strengthening Ahmed's ability to recognize grapheme-phoneme
Reading Tricky Words, and Sentence correspondences effectively. Regular feedback and positive
Reading highlight specific challenges in his reinforcement will further motivate his progress in Level 2
foundational reading skills. It is crucial to Phonics.
address these areas comprehensively to lay
a stronger foundation for his overall
reading proficiency.
By the end of March 2024, Ahmed will Ahmed's scores emphasize the need to Tailored learning strategies for Ahmed will include targeted
enhance his spelling decodable words skills focus on Spelling Decodable Words within exercises and practices focusing on Spelling Decodable Words.
within Level 2 Phonics, aiming for 80% Level 2 Phonics, aligning with the Utilizing visual aids, interactive activities, and consistent
accuracy as measured by work samples and established goal. practice sessions, along with the ongoing 1:1 support from Mr.
staff observation. Jake, will contribute to his success in achieving the targeted
goal.
Ahmed will enhance his core stability and Currently, Ahmed exhibits a foundational To achieve Ahmed's IEP goal, gross motor activities will be
motor coordination skills using the "Smart understanding of gross motor activities, seamlessly integrated into the daily classroom routine, including
Moves Programme," aiming for an 80% with potential for growth, especially in core transitions and frequent motor breaks. Movement will be
improvement from baseline assessment by stability and coordination. Addressing the purposefully infused into lessons, ensuring a holistic approach to
the end of March 2024, measured through impact of low muscle tone is essential for skill development, with the goal of enhancing his core stability
observation and interactive activities. further development. and coordination skills.
Ahmed currently faces challenges in To support Ahmed in improving his socialization skills, a
Ahmed will actively participate in social actively participating in social activities and comprehensive approach will be implemented. This includes
activities and group settings, demonstrating group settings, exhibiting limitations in his structured social skills training sessions, guided peer interaction
improved social skills, by the end of March social skills. These difficulties impact his activities, and positive reinforcement strategies. Creating a
2024. ability to engage effectively in social supportive environment that encourages Ahmed to practice and
situations, emphasizing the need for apply improved social skills in various settings will contribute to
targeted intervention to enhance his social his increased confidence and proficiency. Regular feedback from
development. both teachers and peers, along with consistent reinforcement of
positive social behaviors, will foster a more inclusive and
supportive social environment for Ahmed's growth by the
specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
 English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mansoor Jumaa Mohamed Ali Alkaabi eSIS number 698900 Grade 7B-D Date of Birth 18-Feb-11
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 26-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 13 October 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 178 40Q-140Q 179 185L-335L 160 180

Student Statement
Areas of interest I like playing games on my computer challenging high scores, going to extreme levels of the game and watching movies.
Goals / Aspirations I want to be a footballer while working to Increase my collaboration skills by actively participating in group projects and sharing ideas with peers for the
next term

Present Levels of Performance

Strengths Mansoor excels in group project activities, demonstrating leadership skills, creativity, and innovation. He makes an effort to build friendships and is vocal
about his feelings, contributing positively to social interactions.
Barriers/Concerns Mansoor's challenges in completing classwork, following instructions, and adapting to changing situations, coupled with difficulties in phonetic sounds and
reading comprehension, emphasize the need for targeted interventions in both academic and adaptive skills within his Individualized Education Program
(IEP). Additionally, focusing on strategies to enhance Mansoor's understanding of equality in mathematical contexts will further support his overall
development. Despite his strong foundation in Level 2 Phonics, addressing the lower score in Sentence Writing will contribute to a more comprehensive
proficiency and ensure a well-rounded approach to his learning.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
 assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical He needs to attend a clinical psychologist to work on his difficulties as identified during the assessment.
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
y the end of March 2024, Mansoor will Mansoor, a high school student, exhibits To achieve the IEP goal, we will employ tailored learning
develop a comprehensive understanding of commendable strengths in Basic Numeracy strategies, including interactive exercises focusing on the
mathematical equality, demonstrating (Place Value), reflected in his performance concept of equality, incorporating visual aids for better
proficiency in recognizing and applying the across various assessments. However, comprehension. Utilizing real-world examples, guided
concept with 80% accuracy as measured by challenges in understanding the concept of discussions, and consistent practice will contribute to Mansoor's
work samples and staff observation. equality impact his overall mathematical improved understanding. Additionally, more pull-out sessions to
performance. the inclusion room will be implemented, providing
individualized attention and fostering a supportive environment
for both individual and smaller group learning, essential for
Mansoor's academic development.
By the end of March 2024, Mansoor's In Level 2 Phonics, Mansoor exhibits To sustain and build upon Mansoor's current proficiency,
reading goal is to demonstrate proficiency commendable strengths across various targeted learning strategies will focus on providing challenging
in Phonics Level 2 reading decodable components, showcasing high proficiency and engaging materials to stimulate continued growth.
words, achieving 80% accuracy as assessed in GPC Recognition, Reading Decodable Incorporating advanced decodable words, introducing more
through work samples and staff Words, Word Reading (oral segmentation), complex sentences, and exploring higher-level phonics concepts
observation. Reading Tricky Words, and Sentence will contribute to his ongoing success. Encouraging independent
Reading. Despite his overall strong reading and fostering a love for language will be integral to
performance, there are no significant maintaining and expanding Mansoor's exceptional skills in Level
barriers or concerns identified in Mansoor's 2 Phonics.
Level 2 Phonics skills. His consistent and
high scores across the assessed areas
indicate a solid foundation in phonics.
By the end of March 2024, Mansoor will Mansoor demonstrates notable strengths in To assist Mansoor in achieving the Level 2 goal, targeted
enhance his sentence writing skills within both spelling and writing within Level 2 learning strategies will be implemented. These may include
Level 2 Phonics, aiming for 80% accuracy Phonics. His excellence in Spelling additional exercises and prompts specifically designed to
as measured by work samples and staff Decodable Words and Tricky Word enhance sentence construction, regular feedback sessions, and
observation. This tailored goal is designed Spelling showcases a high proficiency in collaborative activities to foster improved writing skills.
to support Mansoor's continuous growth in spelling, while there is room for Continuous progress monitoring will guide the refinement of
writing improvement in Sentence Writing, strategies to ensure Mansoor's success in meeting the established
indicating areas for growth in the writing goal.
component. Focusing on enhancing
Sentence Writing will contribute to a more
comprehensive proficiency in both spelling
and writing aspects of Level 2 Phonics.
With Mr. Jake's assistance, Mansoor will Currently, Mansoor exhibits foundational To achieve Mansoor's IEP goal, gross motor activities will be
improve core stability and motor understanding in gross motor activities, but integrated into the daily routine, including transitions, providing
coordination skills using the "Smart Moves there is room for growth, particularly in frequent motor breaks throughout the school day, and infusing
Programme," aiming for an 80% core stability and coordination, considering movement into lessons. Mr. Jake, the Inclusion Assistant, will
improvement from the baseline assessment the impact of challenges associated with provide support and encouragement during these activities.
by the end of March 2024, as measured low muscle tone.
through observation and interactive
activities.
Mohammed Khalifa Al Kindi currently To support Mohammed Khalifa Al Kindi in building positive
Mohammed Khalifa Al Kindi will build experiences challenges in building positive relationships with adults, a comprehensive approach will be
positive relationships with adults at school, relationships with adults at school, implemented. This includes targeted social skills training
initiating communication and seeking struggling to initiate communication and sessions, creating opportunities for positive interactions with
support independently, by the end of March independently seek support. These adults, and providing guidance on effective communication and
2024. difficulties impact his socialization skills help-seeking behaviors. Role-playing scenarios and real-life
and highlight the need for targeted practice situations will be incorporated to allow Mohammed
intervention to enhance his ability to Khalifa Al Kindi to actively apply and refine these skills.
connect with adults in the school Regular feedback and encouragement from both teachers and
 environment. staff will contribute to his increased confidence and proficiency
in building meaningful relationships with adults at school by the
specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Esam Saad Almeqbaali eSIS number 688499 Grade 7B-E Date of Birth 06-May-11
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Crybet Banda
Start Date 27-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 11 October 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 182 110Q-210Q Fall'22: 192 435L-585L 163 184

Student Statement
Areas of interest I like watching funny videos and solving puzzles from different challenges.
Goals / Aspirations I want to become an Architect and also Improve my listening skills by actively listening and summarizing the main points of a story or lesson for the
next academic term

Present Levels of Performance

Strengths Mohammed Esam demonstrates a liking for math work and excels in calculations, showing proficiency in mental arithmetic. He exhibits an interest in
learning when various teaching techniques are applied, makes efforts to make correct choices in assessments, and can successfully work on tasks within his
ability range.
Barriers/Concerns Mohammed Esam, proficient in mental arithmetic and math, grapples with challenges in settling to tasks, social interactions, and attention-related delays in
starting writing activities. In mathematics, he faces difficulties recognizing numbers in various formats, understanding place value, and using tools for
accurate representation, while also encountering challenges in English, specifically in number ordering, addition, subtraction, capitalization, and phonics,
highlighting the need for tailored support in his Individualized Education Program (IEP) for comprehensive academic development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions Full time Full time session/s Crybet Banda
Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
 assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Mohammed faces significant behavior challenges and follows a reduced timetable. Utilize a visual schedule to enhance his organization and task
management skills. Tailor activities to his learning styles, provide clear instructions, and integrate movement breaks to foster engagement. Establish a
structured environment with preferential seating, offering one task at a time and monitoring progress. Collaborate on consequences, encourage tactile
activities, and use 'post-its' for minimal disruption. Implement a 10-second count before actions, maintaining a calm approach to address behavior.
Reinforce positive behavior through a signaling system, using Mohammed's name and eye contact for instructions. Chunk instructions, provide visual
cues, and regularly check his task engagement. Acknowledge and credit improvements, appreciating his time and effort. Keep the Inclusion
department informed without singling out Mohammed. Keep the Inclusion department informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Mohammed's current performance in math Implementing a multifaceted approach to support Mohammed's
than 10 and a verbal prompt, Mohammed reflects challenges in recognizing numbers IEP goal, we will utilize visual aids, hands-on activities, and
will count to 10, starting at the given in diverse formats and understanding place place value exercises to enhance his understanding of basic
number with 80% accuracy, as measured by value. Despite these barriers, his numeracy. Incorporating interactive tools and regular practice
teacher observations and student work determination to engage in mathematical sessions, along with peer collaboration and constructive
samples. tasks is evident. feedback, aims to address his challenges effectively. The
integration of multimodal teaching and differentiated instruction
will further cater to his learning preferences and pace.
Continuous progress monitoring, supplemented by additional
pull-out sessions in the inclusion room, will ensure targeted
support for Mohammed's individualized learning needs,
fostering improvement in number recognition and counting
proficiency.
By the end of March 2024, Mohammed In Level 2 Phonics, Mohammed displays To support Mohammed Esam in achieving this goal, learning
Esam's reading goal is to enhance his skills notable strengths, particularly in GPC strategies will involve tailored activities and exercises focused
in reading decodable words in Level 2 Recognition and Word Reading. However, on improving his proficiency in Reading Decodable Words.
phonics, achieving 80% accuracy as a significant area of concern is observed in Ongoing assessments and consistent support will be provided to
measured by work samples and staff his ability to orally blend Reading monitor progress and ensure successful attainment of the
observation. Decodable Words, indicating a specific established goal.
focus for improvement.
By the end of March 2024, Mohammed will Mohammed's scores emphasize the need to Tailored learning strategies for Mohammed will include targeted
enhance his spelling decodable words skills focus on Spelling Decodable Words within exercises and practices focusing on Spelling Decodable Words.
within Level 2 Phonics, aiming for 80% Level 2 Phonics, aligning with the Utilizing visual aids, interactive activities, and consistent 1:1
accuracy as measured by work samples and established goal. support from Ms. Eiman and the inclusion department will
staff observation. contribute to his success in achieving the targeted goal.

By the end of March 2024, Mohammed Currently, Mohammed Esam exhibits Learning strategies will involve a personalized behavior
Esam will demonstrate progress in challenging behaviors such as hitting and intervention plan, including social-emotional skill-building,
managing his behavior, aiming for an 80% defiance, necessitating the implementation positive reinforcement techniques, and consistent
improvement as assessed through counselor of effective strategies to promote positive communication channels, with regular monitoring through
reviews and teacher observations. conduct. counselor reviews and teacher observations to track progress
toward the goal.
Mohammed Khalifa Al Kindi will initiate Mohammed Khalifa Al Kindi currently To support Mohammed Khalifa Al Kindi in initiating
communication and seek support from faces challenges in initiating communication and seeking support, a comprehensive approach
adults at school, aiming for 80% success by communication and seeking support from will be implemented. This includes targeted social skills training
March 2024. adults at school, exhibiting limitations in sessions focusing on effective communication strategies,
his socialization skills. These difficulties creating structured opportunities for interactions with adults, and
impact his ability to independently connect providing guidance on appropriate help-seeking behaviors. Role-
with adults and underscore the need for playing scenarios and real-life practice situations will be
targeted intervention to enhance his social incorporated to allow Mohammed Khalifa Al Kindi to actively
development. apply and refine these skills. Regular feedback and
encouragement from both teachers and staff will contribute to
his increased confidence and proficiency in initiating
communication and seeking support from adults at school,
aiming for an 80% success rate by the specified deadline.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
 GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Fallah Ghanim Salem Al Shamsi eSIS number 821068 Grade 7B-G Date of Birth 30-Dec-10
Classification Physical Eligibility Physical
Need High Need Tier 3 Teacher Crybet Banda
Start Date 28-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 27 December 2018 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest I like playing games that allow me to solve puzzles and watching football videos.
Goals / Aspirations I want to become a techician and Enhance my social skills by initiating conversations and engaging in cooperative play during recess for the next two
months.

Present Levels of Performance

Strengths Fallah demonstrates curiosity, good rapport with peers, and an inclination towards hands-on activities. He exhibits obedience, makes efforts to form
friendships, shows independence, and easily adapts to new rules and routines.
Barriers/Concerns Fallah's challenges in academics, necessitate targeted support and interventions within his Individualized Education Program (IEP) to enhance both academic
and social development. While supported by Mr. Paul on a 1:1 basis, focusing on maintaining consistent counting speed, distinguishing between 'teen' and 'ty'
numbers, and addressing specific concerns in Tricky Word Spelling will contribute to a more comprehensive proficiency in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 22 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Mirocephalic osteodysplastic primordial dwarfism (Rare type) type 2 due to a pathogenic homozygius mutation in the PCNT gene
(If needed) history of acute ischemic right MCA stroke

Role of Inclusion Assistant Mr. Paul, serving as the Inclusion Assistant, plays a pivotal role in offering dedicated 1:1 support to Fallah. His role encompasses
(if applicable) actively engaging with Fallah during classroom activities, guiding him through differentiated tasks, ensuring a clear understanding
of instructions, fostering social skills development, and cultivating a positive attitude towards school and learning. Through
consistent positive reinforcement, Mr. Paul contributes significantly to tailoring support to Fallah's unique needs, facilitating
positive interactions, emphasizing key concepts, building self-confidence, and promoting holistic academic and social skill
development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, with the guidance of Mr. Fallah's current performance in Math, To support Fallah in achieving his counting goal, tailored
Paul in a 1:1 setting, when given a number supported by Mr. Paul on a 1:1 basis, learning strategies, guided by Mr. Paul on a 1:1 basis, will
less than 4 and a verbal prompt, Fallah will reflects foundational skills with room for include guided exploration for counting irregular objects,
demonstrate counting to 4, initiating from improvement, particularly in consistent establishing clear starting points, introducing visual markers,
the provided number with 80% accuracy, as counting speed, fluency, and distinguishing encouraging verbalization, providing tools for physical tracking,
assessed through teacher observation and between 'teen' and 'ty' numbers. gradually increasing task complexity, promoting self-reflection,
student work samples. facilitating peer collaboration, exposing him to diverse
arrangements, and implementing regular progress monitoring.
These strategies, alongside additional pull-out sessions to the
inclusion room, form an integral part of his modified curriculum,
ensuring formal assessments align closely with his IEP goals and
reflect progress in report marks.
By the end of March 2024, Fallah's phonics In Level 2 Phonics, Fallah, who receives To enhance GPC Recognition skills, Fallah will engage in
goal is to enhance his GPC recognition dedicated 1:1 support from his Individual targeted learning strategies, including interactive phonics
skills in Level 2 Phonics, accurately Assistant (IA), Mr. Paul, demonstrates a exercises, visual aids, and regular practice sessions, to reinforce
articulating phonemes when presented with developing proficiency in GPC the ability to articulate phonemes when presented with
corresponding graphemes, achieving 80% Recognition, showing progress in corresponding graphemes.
accuracy as measured by work samples and articulating phonemes when presented with
staff observation. corresponding graphemes. Challenges in
GPC Recognition indicate difficulties that
will be addressed through targeted learning
strategies to reinforce Fallah's ability to
articulate phonemes, aligning with the IEP
goal for enhanced proficiency.
By the end of March 2024, under the Fallah's commendable strengths in GPC To assist Fallah in achieving the Level 2 goal, tailored learning
guidance of Mr. Paul, Fallah will enhance Formation and Spelling Decodable Words strategies, including additional exercises and practices focusing
his tricky word spelling skills within Level are underscored by the need for targeted on Tricky Word Spelling, individualized prompts, and
2 Phonics, aiming for 80% accuracy as attention in Tricky Word Spelling, a goal multisensory techniques, will be implemented. Regular progress
measured by work samples and staff that will be pursued with the dedicated assessments, guided by Mr. Paul, will ensure adjustments to
observation, addressing Fallah's unique support of Mr. Paul. strategies, ensuring Fallah's success in meeting the established
needs in phonics de goal.
With Mr. Paul's support, Fallah will Currently, Fallah exhibits a foundational To achieve Fallah's IEP goal, gross motor activities will be
improve core stability and motor understanding of gross motor activities, but seamlessly integrated into the daily routine, including transitions
coordination by 80% through the "Smart there is room for improvement, particularly and frequent motor breaks throughout the school day. Movement
Moves Programme" by March 2024, in core stability and coordination, will be purposefully infused into lessons to enhance engagement
assessed via observation and interactive considering the impact of challenges and skill development, with Mr. Paul providing additional
activities. associated with low muscle tone. support during these activities.
Fallah will manage frustration and anxiety Fallah currently experiences challenges in To support Fallah in managing frustration and anxiety using self-
using self-regulation techniques, aiming for socialization, particularly in managing regulation techniques, a comprehensive approach will be
80% success by March 2024. frustration and anxiety. These difficulties implemented. This includes personalized self-regulation training
impact his ability to engage effectively in sessions, introducing coping mechanisms tailored to his needs,
 social situations, emphasizing the need for and creating a supportive environment that encourages the
targeted intervention to enhance his social practice of these techniques. Collaborative efforts between
development. teachers, counselors, and Fallah's support network will ensure
consistent implementation and reinforcement of self-regulation
strategies. Regular assessments and feedback will contribute to
his increased proficiency, aiming for an 80% success rate in
managing frustration and anxiety by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hazaa Ahmed Salim Al Aisaee eSIS number 682152 Grade 7B-G Date of Birth 23-Apr-11
Classification Sensory Eligibility Hearing Impairment
Need Medium Need Tier 2 Teacher Crybet Banda
Start Date 29-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 1 February 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 183 125Q-225Q 176 125L-275L 173 186

Student Statement
Areas of interest I like playing football during my free time. I ask teachers to play computer when I am bored.
Goals / Aspirations I want to become a famous football player like Ronaldo.

Present Levels of Performance

Strengths Hazaa demonstrates a preference for working in a quiet environment, politeness, independence, and an ability to easily adapt to new rules and routines.
Barriers/Concerns Despite Hazaa's difficulties in recognizing numbers and understanding place value, addressing specific challenges in Reading Tricky Words and focusing on
Spelling Decodable Words will contribute to a more comprehensive mastery of Level 2 Phonics, acknowledging Hazaa's strengths while targeting areas for
improvement.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing Seating student near the teacher
Clearly defined instructions
Exams should be differentiated according to student level/needs
Extended time
Student reads test aloud
 Separate setting or alternate location
Assistive technology or alternate response
Text to speech (audio support or spoken audio)
Amplification

Classroom Provide written or pictorial directions for better comprehension. Physically act out activity steps involving either the teacher or fellow students.
Ensure a front-row seating arrangement for an optimal field of vision. Emphasize clear enunciation when addressing the class. Incorporate
multisensory experiences and concrete objects like models. Allow extra time for responses. Be mindful of potential fatigue and frustration. Use
concise instructions with checks for understanding. Support oral presentations with visual aids. Cue the student into topic changes discreetly.
Establish a private signal for indicating a lack of understanding. Address the student by name for direct communication. Patiently repeat information
in conversations to avoid frustration. Praise positive behaviors. Provide frequent breaks. Use a timer to track time. Seat the student near the teacher or
the speaker. Face the student when talking to aid lip-reading. Regularly check for understanding. Pair students for collaborative work. Give concise
and clear instructions. Keep the Inclusion department informed about upcoming tests and assignments.
Medical Feature of treacher Collins Syndrome
(If needed) Left Facial weakness
Right ear Microtia with stenosis of ear Canal Left ear meatal atresia with microtia
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Hazaa's determination is evident in his To support Hazaa in achieving his goal by March 2024,
than 15 and a verbal prompt, Hazaa will approach to Basic Numeracy. However, he strategies such as focused number recognition, numerical value
count to 15, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measured as understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
Hazaa 's work samples. areas. and ensuring progress towards the specified objective.
By the end of March 2024, Hazaa's reading Hazaa exhibits notable strengths in Level 2 To achieve this goal, Hazaa will employ tailored learning
goal is to enhance his proficiency in Phonics, particularly excelling in GPC strategies, including targeted Tricky Words drills, interactive
reading tricky words in Level 2 phonics Recognition. In Level 2 Phonics, Hazaa word recognition exercises, and consistent practice sessions,
with 80% accuracy, as measured by work faces challenges in Reading Tricky Words. fostering progress in overcoming identified barriers.
samples and staff observation.
By the end of March 2024, Hazaa will Hazaa exhibits notable strengths in both To support Hazaa in achieving the Level 2 goal, targeted
enhance his spelling decodable words skills spelling and writing within Level 2 learning strategies will be implemented. These may include
within Level 2 Phonics, aiming for 80% Phonics. His proficiency in GPC Formation additional exercises and practices focusing on Spelling
accuracy as measured by work samples and and Sentence Writing indicates a solid Decodable Words, providing personalized prompts, and
staff observation. This tailored goal is foundation in both aspects of phonics. incorporating interactive methods to reinforce phonics concepts.
designed to address Hazaa's specific needs However, there is a specific area that Regular progress assessments will guide the adjustment of
in phonics requires focused attention – Spelling strategies to ensure Hazaa's success in meeting the established
Decodable Words, where he scored lower. goal.
Addressing this concern will contribute to a
more comprehensive mastery of Level 2
Phonics, ensuring a well-rounded
development in both spelling and writing
skills.
By March 2024, Hazaa aims to improve his Hazaa's current performance in fine motor To achieve the IEP goal, Mr. Art, Hazaa's Inclusion Assistant,
fine motor skills with 80% accuracy, skills shows areas of challenge, particularly will provide personalized support and guidance in incorporating
focusing on fine motor coordination for in tasks such as pencil grasp, scissor use, fine motor activities into daily routines. Activities will be
handwriting tasks, including letter and managing clothing fasteners. However, tailored to Hazaa's interests, leveraging his enthusiasm for art
formation, spacing, and legibility, as with targeted support and intervention, projects to enhance his fine motor skills gradually.
assessed through teacher observations and improvements are expected.
student work samples.
Hazza will manage frustration and anxiety Hazza currently faces challenges in To support Hazza in managing frustration and anxiety using self-
using self-regulation techniques, aiming for socialization, particularly in managing regulation techniques, a comprehensive approach will be
80% success by March 2024. frustration and anxiety. These difficulties implemented. This includes personalized self-regulation training
impact his ability to engage effectively in sessions, introducing coping mechanisms tailored to his needs,
social situations, underscoring the need for and creating a supportive environment that encourages the
targeted intervention to enhance his social regular practice of these techniques. Collaborative efforts
development. between teachers, counselors, and Hazza's support network will
ensure consistent implementation and reinforcement of self-
regulation strategies. Regular assessments and feedback will
contribute to his increased proficiency, aiming for an 80%
success rate in managing frustration and anxiety by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Nahyan Awad Mubarak Al Amro eSIS number 690226 Grade 7B-I Date of Birth 05-Oct-11
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 30-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 13 September 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest I like to play bey blade and watching bey blade competition on youtube.
Goals / Aspirations I want to become independent. I want to improve my life skills activities. I want to become a famous Beyblade player.

Present Levels of Performance

Strengths Nahyan shows an affinity for visual learning, enjoys hands-on activities, is familiar with assistive technology to some extent, takes pleasure in listening to
music and playing video games as reinforcement, and demonstrates recognition of alphabets A-Z and counting from 1 to 20 verbally, along with recognizing
shapes.
Barriers/Concerns Despite Nahyan's pleasant demeanor, he faces notable academic challenges, requiring assistance in life skills activities, struggling with reading and
comprehension, and encountering difficulties in writing due to a lack of eye-hand coordination. The development of a targeted plan within his Individualized
Education Program (IEP) focused on these barriers can significantly contribute to Nahyan's overall growth and learning.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions Full time Full time session/s Jhon Mar Albos
Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Nahyan benefits from specific classroom accommodations to support his learning and well-being. These include seating him closer to the teacher or
support staff and placing him near positive, settled peers. Implementing the "Catch the student being good" approach and discreet hand signals for
addressing minor unacceptable behavior contribute to a positive learning environment. Tactically ignoring some minor behavior issues, providing
protection through starting lessons with easier tasks, and listing activities on the board help build confidence.
Acknowledging and praising all attempts at a task, setting clear expectations with indications of support, and providing readily accessible supports
like writing frames enhance Nahyan's learning experience. Affiliation strategies involve welcoming him personally at the start of each lesson, using
his first name when giving instructions, and challenging unacceptable behavior while affirming his value as an individual.
Reducing tension over success and failure, inviting Nahyan to participate in light-hearted competitive games, and expressing that he is liked and
valued contribute to his sense of affiliation. Lastly, using the language of choice to challenge unacceptable behavior and emphasizing the
consequences of choices help maintain control in the classroom.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Nahyan will independently Nahyan exhibits foundational math skills, To address Nahyan's academic challenges and promote
perform basic life skills activities, such as verbally counting up to 20 and recognizing independence, tailored learning strategies will include:
following one to two-step instructions, with shapes. However, his overall academic Incorporating visual aids and schedules to enhance
80% accuracy, as measured by teacher performance is significantly below grade understanding.
observation and task completion records. level, emphasizing the need for tailored Providing hands-on activities aligned with life skills goals.
interventions. Utilizing assistive technology to support his learning.
Offering reinforcement through activities he enjoys, such as
listening to music and playing video games.
Breaking down instructions into manageable steps, using verbal,
physical, and visual prompts.
Additionally, more pull-out sessions to the inclusion room will
be implemented for individual and smaller group learning to
focus on his specific needs.
This goal and accompanying comments aim to support Nahyan's
desire for independence and improvement in life skills activities,
acknowledging his strengths and addressing barriers to facilitate
his academic and personal development.
By the end of June 2024, Nahyan's phonics Nahyan's current performance in reading is Tailored learning strategies for Nahyan will involve creating a
goal is to actively participate in Phase 1 impacted by his severe special needs and supportive and inclusive environment that accommodates his
phonics activities, focusing on listening for lower cognitive abilities. At this stage, his severe special needs. Implementing multisensory approaches,
the sounds in his name. The goal is for him ability to actively listen for the sounds in incorporating visual aids, and utilizing interactive activities will
to demonstrate improved auditory his name is limited. It's crucial to approach be essential. Consistent positive reinforcement, personalized
discrimination skills, recognizing and this goal with sensitivity, recognizing the teacher-guided sessions, and collaboration with specialists in
responding to the sounds in his name unique challenges he faces in the learning special education will contribute to Nahyan's progress in Phase 1
during teacher-guided sessions, fostering an process. phonics, focusing on listening for the sounds in his name.
enriched learning experience with 80% Regular communication with his support network will help
accuracy as measured by teacher adjust strategies based on his evolving needs.
observations and running records.
By the end of June 2024, Nahyan will Nahyan's current performance in spelling Tailored learning strategies for Nahyan will involve
demonstrate improved fine motor skills in and writing reflects challenges in fine incorporating fine motor skill development activities into his
spelling and writing activities by motor skills. The ability to trace sounds in daily routine. Utilizing adaptive tools, such as specially designed
independently engaging in tracing exercises his name is limited, highlighting the need pencils and textured surfaces, will enhance his sensory
with teacher guidance, fostering enhanced for targeted interventions to develop this experience during tracing exercises. Consistent positive
control and coordination with 80% crucial aspect of his literacy skills. reinforcement, individualized teacher-guided sessions, and
accuracy as measured collaboration with occupational therapists will contribute to
Nahyan's progress in developing fine motor skills for tracing
sounds in his name. Regular communication with his support
network will be essential to adjust strategies based on his
evolving needs and challenges.
By the end of March 2024, Nahyan will Currently, Nahyan exhibits a foundational o achieve Nahyan's IEP goal, gross motor activities will be
improve his core stability and motor understanding of gross motor activities, but seamlessly integrated into the daily routine of the inclusion
coordination skills with an 80% there is room for improvement, particularly room, including transitions and frequent motor breaks
enhancement from baseline assessment, in core stability and coordination, throughout the school day. Movement will be purposefully
utilizing the "Smart Moves Programme" considering the impact of challenges infused into lessons to enhance engagement and skill
and measuring progress through associated with low muscle tone. development, with the continuous support of Mr. Jhon, Ms. Mia,
observation and interactive activities. and other dedicated staff in the inclusion room.
Nahyan will manage frustration and anxiety Nahyan currently encounters challenges in To support Nahyan in managing frustration and anxiety using
using self-regulation techniques, aiming for socialization, particularly in managing self-regulation techniques, a comprehensive approach will be
80% success by March 2024. frustration and anxiety. These difficulties implemented. This includes personalized self-regulation training
impact his ability to engage effectively in sessions, introducing coping mechanisms tailored to his needs,
social situations, emphasizing the need for and creating a supportive environment that encourages the
targeted intervention to enhance his social regular practice of these techniques. Collaborative efforts
development. between teachers, counselors, and Nahyan's support network
will ensure consistent implementation and reinforcement of self-
regulation strategies. Regular assessments and feedback will
contribute to his increased proficiency, aiming for an 80%
success rate in managing frustration and anxiety by March 2024.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Salim Asim Dawood Al Bloushi eSIS number 794507 Grade 7B-J Date of Birth 12-Dec-11
Classification Psychological Eligibility Psycho/ Emotional Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 31-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 31 January 2024 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 157 EM325Q-EM225Q Spring'22: 161 BR160L-BR10L 160 Spring'22: 172

Student Statement
Areas of interest I like watching funny videos on YouTube. I work best with pictures. I am more interested in coloring, cutting, pasting, and painting.
Goals / Aspirations I want to become a UAE soldier. I am trying my best to improve my behavior. I want to improve my academics especially, my English subject. I want
my mother and father to be proud of me.

Present Levels of Performance

Strengths Salim is very expressive, showing enthusiasm for group work activities and initiating conversations. He excels in hands-on activities such as building Lego,
working with visuals, and matching pairs.
Barriers/Concerns Salim, highly expressive and enthusiastic in group activities, grapples with significant academic challenges, including inconsistent letter sounds, poor
handwriting, and counting inconsistencies. In mathematics, he encounters difficulties in maintaining a consistent counting speed, particularly beyond certain
numbers, while also facing challenges in GPC Recognition, emphasizing the need for targeted interventions to enhance his phonics skills.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements Yes 5x a week ADEK

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Salim, benefits from specific classroom accommodations to support his learning and well-being. These include seating him closer to the teacher or
support staff and placing him near positive, settled peers. Implementing the "Catch the student being good" approach and discreet hand signals for
addressing minor unacceptable behavior contribute to a positive learning environment. Tactically ignoring some minor behavior issues, providing
protection through starting lessons with easier tasks, and listing activities on the board help build confidence.
Acknowledging and praising all attempts at a task, setting clear expectations with indications of support, and providing readily accessible supports
like writing frames enhance Salim's learning experience. Affiliation strategies involve welcoming him personally at the start of each lesson, using his
first name when giving instructions, and challenging unacceptable behavior while affirming his value as an individual.
Reducing tension over success and failure, inviting Salim to participate in light-hearted competitive games, and expressing that he is liked and valued
contribute to his sense of affiliation. Lastly, using the language of choice to challenge unacceptable behavior and emphasizing the consequences of
choices help maintain control in the classroom.
Medical Clinical Psychology session, Occupational Therapy session, Behavioral session, physiotherapy session
(If needed) Following the above interventions, it is recommended that Salem's cognitive development be assessed in 6 months (July2024) to
establish a more valid rep
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Salim's current performance in Math To support Salim in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Salim will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Salim's phonics In Level 2 Phonics, Salim encounters a o support Salim in achieving this goal, tailored learning
goal is to enhance his GPC recognition in notable challenge in GPC Recognition, strategies will be implemented, including interventions,
Level 2 Phonics with measurable progress, with room for improvement. This area multisensory approaches, and consistent reinforcement activities
as observed through work samples and staff requires focused attention to enhance his specifically addressing GPC Recognition. Regular progress
feedback. ability to articulate phonemes when monitoring and individualized support will be provided to
presented with graphemes. GPC address the identified area of concern and facilitate improved
Recognition stands out as a key aspect performance in GPC Recognition.
impacting Salim's overall phonics
proficiency. Present Levels of Performance
highlight GPC Recognition as a priority
concern, emphasizing the need for targeted
interventions to boost his phonics skills.
By the end of March 2024, Salim will Salim's scores underscore the need for Tailored learning strategies for Salim will include targeted
significantly improve his spelling of concentrated efforts on improving Spelling exercises and practices focused on Spelling Decodable Words.
decodable words within Level 2 Phonics, Decodable Words within Level 2 Phonics, Incorporating multisensory techniques, providing individualized
aiming for 80% accuracy as measured by aligning with the established goal. prompts, and consistent reinforcement will contribute to his
work samples and staff observation. success in achieving the targeted goal.

By the end of March 2024, Salim will Currently, Salim's behavior involves To achieve the IEP goal, a comprehensive approach will be
improve his behavior by 80%, as measured instances of disrespect, disruption, and implemented, involving regular counseling sessions, behavior
through counselor reviews and teacher inappropriate language, impacting his tracking, and consistent communication between Salim,
observations. interactions with peers and authority counselors, and teachers to address and modify specific
figures. behaviors.
Salim will use self-regulation techniques to Salim currently faces challenges in To support Salim in using self-regulation techniques to manage
manage frustration and anxiety, aiming for socialization, particularly in managing frustration and anxiety, a comprehensive approach will be
80% success by March 2024. frustration and anxiety. These difficulties implemented. This includes personalized self-regulation training
impact his ability to engage effectively in sessions, introducing coping mechanisms tailored to his needs,
social situations, highlighting the need for and creating a supportive environment that encourages the
targeted intervention to enhance his social regular practice of these techniques. Collaborative efforts
development. between teachers, counselors, and Salim's support network will
ensure consistent implementation and reinforcement of self-
regulation strategies. Regular assessments and feedback will
contribute to his increased proficiency, aiming for an 80%
success rate in managing frustration and anxiety by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
 Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamad Khalifa Salem Nassib Alneyadi eSIS number 672507 Grade 8B-A Date of Birth 06-Jun-09
Classification Neurodevelopmental Eligibility Autism
Need High Need Tier 3 Teacher Crybet Banda
Start Date 02-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 12 March 2016 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 190 245Q-345Q 178 165L-315L 163 182

Student Statement
Areas of interest I like to sit and work with my friends, I am a football enthusiast, I enjoy singing or watching video/ryhmes.
Goals / Aspirations I want to be a policeman so that I can arrest people who do not follow the laws. some boys in the school are not following rules and i want the to
understand that it is irritating to do whatever you want

Present Levels of Performance

Strengths Hamad demonstrates a positive attitude and eagerness to participate, showing progress at his current level of understanding. He excels in learning simple new
words, solving puzzles, and following commands, and has shown improvement in speech fluency.
Barriers/Concerns Hamad may benefit from support in building social connections with his peers. Addressing these challenges through targeted interventions and additional
support within his Individualized Education Program (IEP) can contribute to his overall development. In Level 2 Phonics, Hamad faces challenges in Reading
Tricky Words. While he exhibits strengths, there is a notable area for improvement in Spelling Decodable Words. Addressing this concern will contribute to a
more comprehensive mastery of Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamad, benefits from specific classroom accommodations to support his learning and well-being. These include seating him closer to the teacher or
support staff and placing him near positive, settled peers. Implementing the "Catch the student being good" approach and discreet hand signals for
addressing minor unacceptable behavior contribute to a positive learning environment. Tactically ignoring some minor behavior issues, providing
protection through starting lessons with easier tasks, and listing activities on the board help build confidence.
Acknowledging and praising all attempts at a task, setting clear expectations with indications of support, and providing readily accessible supports
like writing frames enhance Hamad's learning experience. Affiliation strategies involve welcoming him personally at the start of each lesson, using
his first name when giving instructions, and challenging unacceptable behavior while affirming his value as an individual.
Reducing tension over success and failure, inviting Hamad to participate in light-hearted competitive games, and expressing that he is liked and
valued contribute to his sense of affiliation. Lastly, using the language of choice to challenge unacceptable behavior and emphasizing the
consequences of choices help maintain control in the classroom.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of He faces challenges in recognizing numbers 1. Visual Aids: Use charts or images to boost number
double-digit whole numbers to 20, he will presented in various formats such as dice recognition.
add and subtract the numbers using the patterns, hands, tallies, and ten frames. 2. Hands-on Activities: Engage in object manipulation for tactile
standard algorithm within a specified time Additionally, there is a difficulty in understanding.
period with at least 80% accuracy over3 understanding place value, and he may lack 3. Place Value Exercises: Strengthen understanding of digit
consecutive trials as measured by weekly proficiency in using different tools to contribution to overall number value.
probes/assessments. accurately represent the tens and ones. 4. Interactive Tools: Introduce educational apps for multisensory
learning in number representation.
5. Regular Practice: Emphasize repetition in dedicated practice
sessions.
6. Peer Collaboration: Foster a supportive learning environment
through collaborative activities.
7. Feedback and Reflection: Provide constructive feedback and
encourage self-reflection for improvement.
8. Multimodal Teaching: Combine visual, auditory, and
kinesthetic methods to address diverse learning preferences.
9. Differentiated Instruction: Tailor activities to individual needs
and pace.
10. Progress Monitoring: Regularly assess progress through staff
and periodic assessments for continuous improvement.
By the end of March 2024, Hamad's Hamad demonstrates commendable To achieve this goal, Hamad will employ targeted learning
reading goal is to enhance his proficiency strengths in Level 2 Phonics, particularly strategies, including focused Tricky Words exercises, interactive
in reading tricky words in Level 2 phonics excelling in GPC Recognition, Reading word recognition activities, and consistent practice sessions,
with 80% accuracy, as measured by work Decodable Words, Word Reading, and aiming to overcome identified barriers and achieve success in
samples and staff observation. Sentence Reading. In Level 2 Phonics, this specific area.
Hamad faces challenges in Reading Tricky
Words.
By the end of March 2024, Hamad will Hamad exhibits commendable strengths in To support Hamad in achieving the Level 2 goal, targeted
enhance his spelling of decodable words both spelling and writing within Level 2 learning strategies will be implemented. These may include
within Level 2 Phonics, aiming for 80% Phonics. His proficiency in GPC Formation focused exercises and practices concentrating on Spelling
accuracy as measured by work samples and and Tricky Word Spelling indicates a solid Decodable Words, providing additional support for segmentation
staff observation. This targeted goal is foundation in both aspects of phonics. and writing, and incorporating interactive methods to reinforce
tailored to address Hamad's specific needs However, there is a notable area for phonics concepts. Regular progress assessments will guide the
in phonics dev improvement in Spelling Decodable Words. adjustment of strategies to ensure Hamad's success in meeting
Addressing this concern will contribute to a the established goal.
more comprehensive mastery of Level 2
Phonics, ensuring a well-rounded
development in both spelling and writing
skills.
By March 2024, Hamad aims to improve Hamad's current performance in fine motor To achieve the IEP goal, a comprehensive approach will be
his fine motor skills with 80% accuracy, skills reveals areas of difficulty, employed, incorporating fine motor activities into Hamad's daily
focusing on enhancing graphomotor skills, particularly in tasks like pencil grasp, routines. Mr. Art, his Inclusion Assistant, will provide
such as handwriting or drawing, to enhance scissor use, and managing clothing personalized support, ensuring that activities are tailored to
legibility, letter formation, and fine motor fasteners. Targeted support and Hamad's interests, such as art projects, to gradually improve his
control, as assessed through teacher interventions will be crucial to enhance his fine motor skills. This approach aims to create a positive and
observations and student work samples. performance in these areas. engaging learning environment for Hamad's continuous
development.
By March 2024, Hamad will demonstrating Hamad currently exhibits challenges in To support Hamad in demonstrating social engagement skills, a
social engagement skills, with an 80% socialization, struggling to effectively comprehensive approach will be implemented. This includes
success rate based on teacher and peer engage in social interactions. These targeted social skills training sessions, creating structured
feedback. difficulties impact his ability to connect opportunities for positive interactions with peers and teachers,
with peers and teachers, emphasizing the and providing guidance on effective communication and
need for targeted intervention to enhance interpersonal relationships. Role-playing scenarios and real-life
his social development. practice situations will be incorporated to allow Hamad to
actively apply and refine these skills. Regular feedback and
encouragement from both teachers and peers will contribute to
his increased confidence and proficiency in demonstrating social
engagement skills, aiming for an 80% success rate by March
2024.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Khaled Saif Saeed Salem Alseiari: T1, NO IEP eSIS number 631948 Grade 8B-A Date of Birth 07-Apr-10
Classification n/a Eligibility n/a
Need Low Need Tier 2 Teacher Crybet Banda
Start Date 03-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 209 575Q-675Q 198 550L-700L 194 201

Student Statement
Areas of interest I like solving puzzles, I am keen on hands-on activities such as cutting, pasting, and coloring, and I love listening to Arab music. I enjoy watching
Dragonball movies on Youtube.
Goals / Aspirations I want to be a police officer in oder to do so I will participate in class and stay engaged with my schoolwork

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions n/a n/a session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of He faces challenges in recognizing numbers 1. Visual Aids: Use charts or images to boost number
double-digit whole numbers to 50, he will presented in various formats such as dice recognition.
add and subtract the numbers using the patterns, hands, tallies, and ten frames. 2. Hands-on Activities: Engage in object manipulation for tactile
standard algorithm within a specified time Additionally, there is a difficulty in understanding.
period with at least 80% accuracy over3 understanding place value, and he may lack 3. Place Value Exercises: Strengthen understanding of digit
consecutive trials as measured by weekly proficiency in using different tools to contribution to overall number value.
probes/assessments. accurately represent the tens and ones. 4. Interactive Tools: Introduce educational apps for multisensory
learning in number representation.
5. Regular Practice: Emphasize repetition in dedicated practice
sessions.
6. Peer Collaboration: Foster a supportive learning environment
through collaborative activities.
7. Feedback and Reflection: Provide constructive feedback and
encourage self-reflection for improvement.
8. Multimodal Teaching: Combine visual, auditory, and
kinesthetic methods to address diverse learning preferences.
9. Differentiated Instruction: Tailor activities to individual needs
and pace.
10. Progress Monitoring: Regularly assess progress through staff
and periodic assessments for continuous improvement.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Hilal Abdullah Alyahayaee eSIS number 687173 Grade 8B-A Date of Birth 24-May-10
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 04-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 30 January 2020 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 176 5Q-105Q 167 BR45L-105L 160 181

Student Statement
Areas of interest I like to follow famous bloggers and learn ways to interact with people and teaching people about my culture.
Goals / Aspirations I wan to become a socila media blogger and also Enhance my creativity by completing one project or creative writing activity every week for the next
two months.

Present Levels of Performance

Strengths Mohammed demonstrates positive traits such as active participation and discipline in the classroom. His willingness to engage in class activities is a notable
strength, showcasing his potential for involvement and commitment.
Barriers/Concerns Mohammed, known for active participation and discipline, encounters challenges in completing classwork promptly, lacking confidence, and struggling with
attention and understanding instructions. In mathematics, he faces difficulties in developing a sense of equality, requiring targeted strategies for improved
understanding, and in Level 2 Phonics, he encounters challenges in Reading Decodable Words and Sentence Reading, emphasizing the need for focused
attention in these areas to enhance his overall academic performance.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Implementing a visual schedule aids Mohammed's organization and task management. Tailored activities, clear verbal instructions, and movement
breaks enhance his learning experience. Structured environments, preferential seating, and focused monitoring contribute to improved concentration
and progress. Collaboratively establishing consequences, personalized engagement strategies, and avoiding interruptions create a supportive
atmosphere. Acknowledging improvement and maintaining open communication with the Inclusion department fosters an inclusive environment for
Mohammed. Keep the Inclusion department informed about upcoming tests and assignments.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
y the end of March 2024, Mohammed will Mohammed, a high school student, exhibits To achieve the IEP goal, we will employ tailored learning
develop a comprehensive understanding of commendable strengths in Basic Numeracy strategies, including interactive exercises focusing on the
mathematical equality, demonstrating (Place Value), reflected in his performance concept of equality, incorporating visual aids for better
proficiency in recognizing and applying the across various assessments. However, comprehension. Utilizing real-world examples, guided
concept with 80% accuracy as measured by challenges in understanding the concept of discussions, and consistent practice will contribute to
work samples and staff observation. equality impact his overall mathematical Mohammed's improved understanding. Additionally, more pull-
performance. out sessions to the inclusion room will be implemented,
providing individualized attention and fostering a supportive
environment for both individual and smaller group learning,
essential for Mohammed's academic development.
By the end of March 2024, Mohammed's Mohammed exhibits notable strengths in To achieve this goal, Mohammed will employ targeted learning
reading goal is to enhance his proficiency Level 2 Phonics, particularly in GPC strategies, including focused Reading Decodable Words
in reading decodable words in Level 2 Recognition and Word Reading. In Level 2 exercises, regular practice sessions emphasizing oral blending,
phonics, achieving 80% accuracy as Phonics, Mohammed encounters challenges and supportive interventions to overcome identified barriers and
measured by work samples and staff in Reading Decodable Words and Sentence attain success in this specific area.
observation. Reading.
By the end of March 2024, Mohammed will Mohammed's scores highlight the need for To support Mohammed in achieving the targeted goal, learning
enhance his spelling of decodable words targeted intervention to improve Spelling strategies will include focused exercises and practices
within Level 2 Phonics, aiming for 80% Decodable Words within Level 2 Phonics, specifically designed to enhance Spelling Decodable Words.
accuracy as measured by work samples and aligning with the established goal. Utilizing interactive phonics activities, visual aids, and
staff observation. This goal directly consistent reinforcement will contribute to Mohammed's success
addresses the identified area of concern. in meeting the established goal.
By March 2024, Mohammed aims to Mohammed's current performance in fine Learning strategies to achieve the IEP goal will involve
achieve 80% accuracy in fine motor skills, motor skills highlights areas of difficulty, incorporating fine motor activities into Mohammed's daily
specifically handwriting or drawing, to particularly in tasks such as scissor use, routines, with Mr. Art providing personalized support. Emphasis
 enhance legibility, letter formation, and fine clothing fastener management, and will be placed on tasks aligned with Mohammed's strengths,
motor control, as assessed through teacher coloring. Targeted support and such as technology use, to make the learning process engaging
observations and student work samples. interventions will be crucial to enhance his and effective, fostering continuous improvement in fine motor
performance in these specific areas. skills.
By March 2024, Mohammed will Mohammed currently faces challenges in To support Mohammed in demonstrating social engagement
demonstrating social engagement skills, socialization, struggling to effectively skills, a comprehensive approach will be implemented. This
with an 80% success rate based on teacher engage in social interactions. These includes targeted social skills training sessions, creating
and peer feedback. difficulties impact his ability to connect structured opportunities for positive interactions with peers and
with peers and teachers, emphasizing the teachers, and providing guidance on effective communication
need for targeted intervention to enhance and interpersonal relationships. Role-playing scenarios and real-
his social development. life practice situations will be incorporated to allow Mohammed
to actively apply and refine these skills. Regular feedback and
encouragement from both teachers and peers will contribute to
his increased confidence and proficiency in demonstrating social
engagement skills, aiming for an 80% success rate by March
2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Tamim Talal Darwish Zayed Alharasi: T1, NO IEP eSIS number 628823 Grade 8B-A Date of Birth 22-May-10
Classification Neurodevelopmental Eligibility Intellectual
Need Low Need Tier 2 Teacher Crybet Banda
Start Date 05-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 29 November 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 200 420Q-520Q 211 800L-950L 193 207

Student Statement
Areas of interest I like to watch movies and play games online with my brother and friends.
Goals / Aspirations I want to become a video game designer and Improve my presentation skills by preparing and delivering a short speech or presentation to the class by
the end of the next academic term

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions n/a n/a session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing n/a
Classroom n/a
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of He counts faster or more slowly than when
double-digit whole numbers to 50, he will he is touching the objects (one-to-one
add and subtract the numbers using the correspondence). He lacks fluency when
standard algorithm within a specified time counting past a certain point. He confuses
period with at least 80% accuracy over3 ‘teen’ numbers with ‘ty’ numbers when
consecutive trials as measured by weekly counting. For example: ten, eleven, twelve,
probes/assessments. thirty, forty, fifty.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
 Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Yahya Din Muhammad Al Bloushi eSIS number 633785 Grade 8B-C Date of Birth 19-Oct-10
Classification Neurodevelopmental Eligibility Autism
Need High Need Tier 3 Teacher Crybet Banda
Start Date 06-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 3 October 2019 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest I like drawing funny faces and socialising with friends
Goals / Aspirations I want to be a writer while improving my focus during class this term by leaving items in my bag, sitting alone instead of playing with friends, and
ensuring I turn up well-hydrated and rested

Present Levels of Performance

Strengths Yahya Din displays positive behavior and curiosity about the world. He exhibits an ability to learn effectively, especially when engaged in gross motor
movement or working independently or in groups.
Barriers/Concerns Yahya Din, displaying positive behavior and curiosity, encounters challenges in sentence construction, fraction understanding, social and pragmatic skills,
and writing. In mathematics, he faces difficulties in maintaining a consistent counting speed, especially beyond certain numbers, and in Level 2 Phonics, he
grapples with challenges in Reading Decodable Words and Sentence Reading, highlighting the need for targeted support in these areas within his
Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 20 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Yahya's accommodations focus on creating a supportive educational environment. This includes the provision of tactile materials, utilizing the
sensory room, and writing letters and numbers within the line and inside the box. Practical activities and questions are tailored to his assessment and
teaching needs. Yahya benefits from simplified and short tasks in all subjects, separate activities for basic knowledge, and participation in social
activities for social-emotional skills and self-confidence. Speech therapy, occupational therapy, and behavioral therapy contribute to his overall
development.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Yahya's current performance in Math To support Yahya in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Yahya will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Yahya's reading Yahya demonstrates strengths in Level 2 To achieve this goal, Yahya will employ tailored learning
goal is to enhance his proficiency in Phonics, particularly in GPC Recognition strategies, including targeted Reading Decodable Words
reading decodable words in Level 2 and Word Reading. In Level 2 Phonics, exercises, focused practice sessions on oral blending, and
phonics, achieving 80% accuracy as Yahya faces challenges in Reading individualized interventions addressing the identified barriers to
measured by work samples and staff Decodable Words and Sentence Reading. ensure successful achievement in this specific area.
observation.
By the end of March 2024, Yahya will Yahya's performance indicates a focus on To support Yahya in achieving the targeted goal, learning
enhance his spelling of decodable words improving Spelling Decodable Words strategies will include focused exercises and practices
within Level 2 Phonics, aiming for 80% within Level 2 Phonics, aligning with the specifically designed to enhance Spelling Decodable Words.
increased accuracy as measured by work established goal. Utilizing interactive phonics activities, visual aids, and
samples and staff observation, addressing consistent reinforcement will contribute to Yahya's success in
the identified area of concern. meeting the established goal.
 By the end of March 2024, Yahya will Currently, Yahya exhibits a foundational To achieve Yahya's IEP goal, gross motor activities will be
improve core stability and motor understanding of gross motor activities, seamlessly integrated into the daily classroom routine, including
coordination skills through the "Smart with potential for growth, especially in core transitions and frequent motor breaks. Movement will be
Moves Programme," targeting an 80% stability and coordination. Addressing the purposefully infused into lessons, ensuring a holistic approach to
improvement from baseline assessment, impact of low muscle tone is essential for skill development, with the goal of enhancing his core stability
measured via observation and interactive further development. and coordination skills.
activities.
Yahya currently experiences challenges in To support Yahya in managing emotions during transitions, a
Yahya will manage emotions during socialization, particularly in managing comprehensive approach will be implemented. This includes
transitions, aiming for 80% success by emotions during transitions. These personalized emotion regulation training sessions, creating
March 2024. difficulties impact his ability to navigate visual schedules and cues to aid in transitions, and fostering a
social situations smoothly, emphasizing the supportive environment that encourages self-awareness and
need for targeted intervention to enhance coping strategies. Collaborative efforts between teachers,
his social and emotional development. Yahya's support network, and implementing consistent routines
will contribute to his increased proficiency. Regular assessments
and feedback will be provided, aiming for an 80% success rate
in managing emotions during transitions by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hazza Jamal Mohammed Ali Alameri eSIS number 615960 Grade 8B-D Date of Birth 28-Jun-09
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Crybet Banda
Start Date 07-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 154 EM375Q-EM275Q 175 110L - 260L 151 Spring'22: 164

Student Statement
Areas of interest I love working with my classmates, especially during group activities
Goals / Aspirations I want to improve my communication skills, I want to improve my academics especially in reading and writing, I aspire to be a popular artist someday.

Present Levels of Performance

Strengths Hazza demonstrates good behavior, which is a positive aspect of his social and emotional well-being.
Barriers/Concerns Hazza, demonstrating good behavior in his social and emotional well-being, grapples with challenges in completing tasks, maintaining neat work, and
struggling with communication and interaction skills. In academics, due to cognitive challenges, he faces difficulties in reading and writing, particularly in
basic numeracy concepts, and in Level 2 Phonics, Hazza encounters challenges in GPC Recognition and Spelling Decodable Words, emphasizing the need
for targeted intervention within his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with basic Hazza's current performance in math To address these challenges and support Hazza's goals, learning
counting tasks using visual aids and verbal reflects challenges in recognizing and strategies will include:
prompts, Hazza will demonstrate an verbally identifying numbers. His cognitive Using visual aids and hands-on activities to facilitate
increased ability to recognize and verbally difficulties contribute to these barriers, understanding of numbers.
identify numbers 1 to 4 with 80% accuracy necessitating a tailored approach to foster Incorporating drawing into math-related activities to enhance
as measured by teacher observation. basic numeracy skills. engagement and creative expression.
Implementing a personalized, structured approach with clear
verbal prompts for counting tasks.
Providing positive reinforcement and encouragement to maintain
a positive learning environment.
Conducting pull-out sessions to the inclusion room for
individualized attention and smaller group learning.
These strategies aim to build upon Hazza's strengths, leveraging
his interest in drawing to enhance his understanding of basic
numeracy concepts while considering his cognitive challenges.
By the end of March 2024, Hazza's phonics In Level 2 Phonics, Hazza demonstrates a To enhance GPC Recognition skills, Hazza will engage in
goal is to enhance his GPC recognition developing proficiency in GPC targeted learning strategies, including interactive phonics
skills in Level 2 Phonics, accurately Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
articulating phonemes when presented with articulating phonemes when presented with the ability to articulate phonemes when presented with
corresponding graphemes, achieving 80% corresponding graphemes. In Level 2 corresponding graphemes.
accuracy as measured by work samples and Phonics, Hazza faces challenges in GPC
staff observation. Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Hazza will Hazza's performance highlights a need for To support Hazza in achieving the targeted goal, learning
enhance his spelling of decodable words in focused attention on improving Spelling strategies will include targeted spelling exercises, segmentation
Level 2 Phonics, aiming for 80% accuracy Decodable Words within Level 2 Phonics, practices, and regular spelling sessions focused on improving his
as measured by work samples and staff aligning with the established goal. ability to spell decodable words. Consistent practice and
observation, addressing the identified area reinforcement will contribute to Hazza's success in meeting the
of concern. established goal.
By March 2024, Hazza aims to improve Presently, Hazza shows a foundational o attain Hazza's IEP goal, a seamless integration of gross motor
core stability and motor coordination by understanding of gross motor activities, activities into the daily classroom routine, including transitions
80% through the "Smart Moves though there's room for improvement, and frequent motor breaks, will be prioritized. Purposeful
Programme," with progress measured especially in core stability and infusion of movement into lessons ensures a comprehensive
through observation and interactive coordination. Recognizing the impact of approach, focusing on enhancing his core stability and
activities. low muscle tone will guide tailored coordination skills.
interventions to meet his specific needs.
Hazza will manage emotions during Hazza currently faces challenges in To support Hazza in managing emotions during transitions
transitions independently, aiming for 80% socialization, specifically in managing independently, a holistic approach will be implemented. This
success by March 2024. emotions during transitions. These includes personalized emotion regulation training sessions,
difficulties impact his ability to navigate creating visual schedules and cues to aid in transitions, and
social situations smoothly, highlighting the fostering a supportive environment that encourages self-
need for targeted intervention to enhance awareness and coping strategies. Collaborative efforts between
his social and emotional development. teachers, Hazza's support network, and consistent reinforcement
of strategies will contribute to his increased proficiency. Regular
assessments and feedback will be provided, aiming for an 80%
success rate in managing emotions during transitions by March
2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
 Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Turki Mohammed Almarar eSIS number 821313 Grade 8B-E Date of Birth 02-Dec-08
Classification Sensory Eligibility Hearing Impairment
Need High Need Tier 3 Teacher Crybet Banda
Start Date 08-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 25 August 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Fall'22: 209 575Q-675Q 175 110L-260L 178 Fall'22: 198

Student Statement
Areas of interest I love playing racing games competing with my friends online, I also like watching funny videos
Goals / Aspirations I will turn up to class five minutes before class begins for the entire academic year in order to meet up with lost time. To make this happen, I will take
catch classes for the remaining academic term

Present Levels of Performance

Strengths Turki exhibits good social skills and demonstrates efforts in his interactions with others, showing a positive aspect of his social and emotional development.
Barriers/Concerns Turki struggles with impulsivity, slow task completion, and difficulty understanding instructions. His unclear speech and potential hearing issues may impact
communication and learning, requiring targeted support in his Individualized Education Program (IEP). Turki also faces challenges in recognizing numbers
and understanding place value, essential areas for improvement. In Level 2 Phonics, difficulties in Reading Decodable Words, Word Reading, Reading
Tricky Words, and Sentence Reading, along with GPC Formation issues, highlight specific concerns that need focused intervention.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Turki, diagnosed with Hearing Impairment, benefits from specific classroom accommodations to enhance his learning experience. These include
providing written or pictorial directions for better comprehension, physically acting out activity steps involving either the teacher or fellow students,
ensuring front-row seating for an optimal field of vision, emphasizing clear enunciation when addressing the class, incorporating multisensory
experiences and concrete objects like models, allowing extra time for responses, and utilizing a variety of learning modalities. Additionally, teachers
should be mindful of potential fatigue and frustration, use concise instructions with checks for understanding, support oral presentations with visual
aids, cue Turki into topic changes discreetly, establish a private signal for indicating a lack of understanding, address Turki by name for direct
communication, and patiently repeat information in conversations to avoid frustration. Praise for positive behaviors, providing frequent breaks, using
a timer to track time, strategically seating Turki near the teacher or speaker, facing Turki when talking for lip-reading, regularly checking for
understanding, encouraging collaborative work with peers, and giving concise and clear instructions are additional strategies for an inclusive learning
environment. Keep the Inclusion department informed about upcoming tests and assignments.
Medical Sensorinueral hearing loss
(If needed) Bilateral severe to profound sensorinueral hearing loss Right Cochlea implant Left ear Cholesteatoma
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Turki's current performance in math reflects Implementing a multifaceted approach to support Turki's IEP
than 10 and a verbal prompt, Turki will challenges in recognizing numbers in goal, we will utilize visual aids, hands-on activities, and place
count to 10, starting at the given number diverse formats and understanding place value exercises to enhance his understanding of basic numeracy.
with 80% accuracy, as measured by teacher value. Despite these barriers, his Incorporating interactive tools and regular practice sessions,
observations and student work samples. determination to engage in mathematical along with peer collaboration and constructive feedback, aims to
tasks is evident. address his challenges effectively. The integration of multimodal
teaching and differentiated instruction will further cater to his
learning preferences and pace. Continuous progress monitoring,
supplemented by additional pull-out sessions in the inclusion
room, will ensure targeted support for Turki's individualized
learning needs, fostering improvement in number recognition
and counting proficiency.
By the end of March 2024, Turki's reading Currently there isn’t a Current Performance To support Turki in achieving this goal, learning strategies will
goal is to enhance his ability to oral blend in Phonics/ Reading: Don't write: include focused practice on oral blending techniques,
for reading decodable words in Level 2 "Currently, there isn't a Current personalized interventions addressing the identified barriers, and
phonics, achieving 80% accuracy as Performance in Phonics/Reading ..." Just utilizing multisensory approaches to reinforce decoding skills in
measured by work samples and staff write the statement: Reading Decodable Words.
observation.
By the end of March 2024, Turki will Turki currently demonstrates challenges in To support Turki in reaching the Level 1 goal, targeted learning
master level 1 phonics skills, focusing on both spelling and writing within Level 2 strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence Phonics. While there is potential for phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of foundational skill development, he faces Regular progress assessments will guide adjustments to the
achieving 80% accuracy in spelling as difficulties in GPC Formation, as reflected learning plan, ensuring Turki's success in mastering fundamental
measured by work samples and staff in the initial low score. The specific area of phonics skills.
observation. This goal aligns concern encompasses both spelling and
writing, indicating a need for
comprehensive support to overcome
barriers in Level 2 Phonics. The tailored
goal for Turki focuses on mastering Level 1
Phonics skills, emphasizing basic
grapheme-phoneme correspondence (GPC)
formation. The aim is to achieve 80%
accuracy in both spelling and writing, as
measured by work samples and staff
observation. Targeted learning strategies,
including interactive phonics games, visual
aids, and consistent reinforcement, will be
implemented to ensure Turki's success in
mastering fundamental phonics skills in
both spelling and writing. Regular progress
assessments will guide adjustments to the
learning plan, promoting continuous
improvement.
By March 2024, Turki aims to achieve an Turki's current performance in fine motor To achieve Turki's fine motor goal, a comprehensive approach
80% accuracy level in improving his fine skills indicates a need for targeted support, will be implemented with the support of his Inclusion Assistant,
motor skills, enhancing hand-eye particularly in activities such as letter Mr. Art. This includes incorporating specific activities into daily
coordination and control while using formation and pencil grip. There is room routines that focus on pencil grip, letter formation, and
various art materials, such as drawing, for improvement, and with focused consistent movements. Regular practice, modeling, and pointing
painting, or coloring. intervention, Turki can enhance his fine out similarities between letters will be emphasized to enhance
motor abilities. Turki's legible penmanship and overall fine motor skills.
Fallah will manage frustration and anxiety Fallah currently faces challenges in To support Fallah in managing frustration and anxiety using self-
using self-regulation techniques, aiming for socialization, primarily related to managing regulation techniques, a comprehensive approach will be
80% success by March 2024. frustration and anxiety. These difficulties implemented. This includes providing personalized coping
impact his ability to engage in social mechanisms, teaching mindfulness and relaxation techniques,
interactions effectively, highlighting the and creating a supportive environment that encourages open
need for targeted intervention to enhance communication about emotions. Collaborative efforts between
his social-emotional skills. teachers, Fallah's support network, and consistent practice of
self-regulation strategies will contribute to his increased
proficiency. Regular assessments and feedback will be provided,
aiming for an 80% success rate in managing frustration and
 anxiety by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdulla Rashid Abdulla Almaqbali eSIS number 645142 Grade 8B-F Date of Birth 10-Aug-10
Classification n/a Eligibility n/a
Need Medium Need Tier 2 Teacher Crybet Banda
Start Date 09-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 179 55Q - 155Q 184 280L - 430L 160 179

Student Statement
Areas of interest I Like playing football with my friends and winning many games than others. I also love designing things using minecraft game.
Goals / Aspirations I want to be both a professional football player and a soldier in the UAE millitary. to fulfill my goals I want to work hard in my studies and listening to
my teachers. I will take my one on one sessions serious as this help me a lot to bridge the need i

Present Levels of Performance

Strengths Abdulla demonstrates the strength of seeking clarification by asking for information to be repeated or explained, indicating a proactive approach to
understanding the material. Despite challenges, he shows persistence by talking out of turn and participating in discussions, showcasing a desire to engage in
the learning process.
Barriers/Concerns Abdulla, proactive in seeking clarification and showcasing persistence in discussions, faces barriers in learning, including being slow to complete tasks,
lacking confidence, and struggling with basic literacy and numeracy skills. Specifically in math, he encounters difficulties in developing a strategy for
tracking irregularly presented objects, and in Level 2 Phonics, Abdulla faces challenges in Reading Decodable Words and GPC Formation, underscoring the
need for targeted intervention within his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of Abdulla's current performance in Math To achieve the IEP goal, we will employ guided exploration,
double-digit whole numbers to 50, he will reveals areas of challenge, particularly in establishing clear starting points, using visual markers,
add and subtract the numbers and will developing effective strategies for tracking encouraging narration, providing tools for physical tracking,
count to 100, starting at a given number, irregularly presented objects. gradually increasing complexity, fostering self-reflection,
with 80% accuracy as measured by teacher facilitating peer collaboration, exposing him to diverse
observation and student work samples. arrangements, and implementing regular progress monitoring.
Additional pull-out sessions to the inclusion room will offer
individualized and smaller group learning, ensuring targeted
support for Abdulla's unique needs.
By the end of March 2024, Abdulla's Currently there isn’t a Current Performance To support Abdulla in achieving this goal, learning strategies
reading goal is to enhance his ability to oral in Phonics/ Reading: Don't write: will include targeted exercises focusing on oral blending
blend for reading decodable words in Level "Currently, there isn't a Current techniques, personalized interventions addressing the identified
2 phonics, achieving 80% accuracy as Performance in Phonics/Reading ..." Just barriers, and utilizing multisensory approaches to reinforce
measured by work samples and staff write the statement: decoding skills in Reading Decodable Words.
observation.
By the end of March 2024, Abdulla will Abdulla's performance underscores the To support Abdulla in achieving the targeted goal, learning
enhance his spelling decodable words skills need for focused attention on improving strategies will include tailored spelling exercises, segmentation
in Level 2 Phonics, achieving 80% Spelling Decodable Words within Level 2 practices, and dedicated sessions focusing on improving his
accuracy as measured by teacher Phonics, aligning with the established goal. ability to spell decodable words. Consistent practice and
observation and student work samples. reinforcement will contribute to Abdulla's success in meeting the
established goal.
By March 2024, Abdulla aims to achieve an Abdulla's current performance in fine motor To achieve Abdulla's fine motor goal, a comprehensive approach
80% accuracy level in improving his fine skills highlights areas for improvement, will be implemented. This includes incorporating specific
motor skills, enhancing hand-eye particularly in tasks such as letter formation activities into daily routines that focus on pencil grip, letter
coordination and control while using and pencil grip. With targeted support and formation, and consistent movements. Regular practice,
various art materials, such as drawing, intervention, Abdulla has the potential to modeling, and pointing out similarities between letters will be
painting, or coloring. enhance his fine motor abilities and emphasized, promoting Abdulla's legible penmanship and
overcome current challenges. overall fine motor skills. Additionally, ongoing support from an
inclusion assistant will facilitate a conducive learning
environment for Abdulla's progress.
By March 2024, Abdulla will Abdulla currently experiences challenges in To support Abdulla in developing social initiation and
demonstrating social initiation and social initiation and engagement, exhibiting engagement skills, a targeted approach will be implemented.
engagement skills, with an 80% success difficulties in initiating interactions and This includes personalized socialization exercises, role-playing
 rate based on teacher and peer feedback. actively participating in group settings. scenarios to practice initiating conversations, and group
These limitations hinder his social activities to foster a comfortable environment for engagement.
development and connection with peers, Consistent positive reinforcement, peer support, and regular
highlighting the importance of focusing on feedback sessions will be integrated to measure progress.
these aspects for his overall well-being. Through these strategies, the aim is to achieve an 80% success
rate in demonstrating social initiation and engagement skills by
March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Nahyan Mohammed Saleh Khalfan Almemari eSIS number 642139 Grade 8B-F Date of Birth 09-Nov-10
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need Medium Need Tier 2 Teacher Crybet Banda
Start Date 10-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 23 December 2020 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 187 195Q-295Q 186 320L-470L 190 178

Student Statement
Areas of interest I love watching football games. I am interested in visuals such as graphs and pictures.
Goals / Aspirations I will Actively participate in class discussions for the next academic term

Present Levels of Performance

Strengths Nahyan actively participates in classes, showing a willingness to engage in learning. Despite challenges, he completes written work with modifications and
adaptations, demonstrating a commitment to academic tasks.
Barriers/Concerns Nahyan faces challenges in confidence, perseverance, and following instructions, requiring encouragement and support to maintain focus in his
Individualized Education Program (IEP). In Basic Numeracy, he encounters difficulties in fluently counting backward and crossing tens boundaries,
indicating a need for additional attention and practice.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing
Classroom Nahyan, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
 with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Nahyan's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Nahyan.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Nahyan will enhance his Despite challenges, he possesses To fortify Nahyan's foundational skills in Basic Numeracy
foundational skills in Basic Numeracy foundational skills in Basic Numeracy (Place Value), the tailored approach involves guided exploration
(Place Value) by demonstrating improved (Place Value); however, these difficulties for counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Nahyan shows tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples foundational skills; however, challenges in promoting self-reflection, facilitating peer collaboration,
and staff observation. fluently counting backward and crossing exposing him to diverse arrangements, and implementing regular
tens boundaries impact his overall progress monitoring. These strategies, coupled with additional
performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Nahyan's Nahyan exhibits notable strengths in GPC To assist Nahyan in achieving this goal, tailored learning
reading goal is to enhance his proficiency Recognition within Level 2 Phonics, strategies will involve targeted exercises focusing on sentence
in sentence reading in Level 2 phonics, consistently demonstrating the ability to structure, individualized interventions addressing identified
achieving 80% accuracy as measured by articulate the phoneme when presented with barriers, and incorporating supportive visual aids to reinforce
work samples and staff observation. the corresponding graphene. Within Level sentence comprehension skills in Level 2 Phonics.
2 Phonics, Nahyan encounters challenges in
Sentence Reading, specifically in
comprehending and accurately interpreting
sentences.
By the end of March 2024, Nahyan will Nahyan excels in GPC Formation and To support Nahyan in achieving the Level 2 goal, targeted
enhance his spelling decodable words skills Sentence Writing, showcasing strong learning strategies will be implemented. These may include
in Level 2 Phonics, with a specific focus on phoneme-grapheme correspondence skills. focused exercises and practices concentrating on Spelling
improving, aiming for 80% accuracy as However, there's room for improvement in Decodable Words, providing additional support for segmentation
measured by work samples and staff Spelling Decodable Words in Level 2 and writing. Regular progress assessments will guide the
observation. This tailored goal addresses Phonics. The goal is to enhance this aspect, adjustment of strategies to ensure Nahyan's success in meeting
Nahyan's spec aiming for 80% accuracy by March 2024. the established goal.
Tailored learning strategies will include
focused exercises and practices targeting
Spelling Decodable Words, along with
additional support for segmentation and
writing. Regular progress assessments will
guide adjustments to ensure Nahyan's
success in achieving the established goal.
By March 2024, Nahyan aims for 80% Nahyan's current fine motor performance To achieve Nahyan's fine motor goal, a holistic approach will be
accuracy in refining fine motor skills, highlights areas for improvement, implemented. This involves incorporating specific activities into
including letter/number formation trace and especially in tasks such as letter/number daily routines that focus on pencil grip, letter formation, and
copy, and effective pencil grasp, as formation and managing fatigue during consistent movements. Regular practice, modeling, and pointing
assessed through teacher observations and coloring activities. With targeted support out similarities between letters will be emphasized, promoting
student work samples. and intervention, Nahyan has the potential Nahyan's legible penmanship and overall fine motor skills.
to enhance his fine motor abilities and Additionally, ongoing support from an inclusion assistant will
overcome current challenges. create a conducive learning environment for Nahyan's progress.
By March 2024, Nahyan will demonstrating Nahyan currently faces challenges in social To facilitate Nahyan's progress in social initiation and
social initiation and engagement skills, with initiation and engagement, often struggling engagement, a comprehensive strategy will be implemented.
an 80% success rate based on teacher and to initiate conversations and actively This includes personalized socialization exercises tailored to his
peer feedback. participate in group settings. These comfort level, structured group activities to promote interaction,
difficulties impact his social connections and regular communication skills workshops. Positive
with peers, highlighting the necessity of reinforcement, peer collaboration, and ongoing feedback
addressing these areas to enhance his sessions will be integral components of the learning process,
overall social development. aiming for an 80% success rate in demonstrating improved
social initiation and engagement skills by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamdan Bader Hamdan Abdulla Alkaabi eSIS number 631569 Grade 8B-H Date of Birth 22-Dec-10
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Crybet Banda
Start Date 11-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 11 July 2019 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 166 EM170Q-EM70Q 188 360L-510L 153 178

Student Statement
Areas of interest I love drawing, I enjoy watching videos and story, I make fun of different games.
Goals / Aspirations I wan to get a job in data entry and Attend Every Class and Interact With Peers for rest of the academic term

Present Levels of Performance

Strengths Hamdan approaches lesson time with a positive attitude and loves to draw during free choice activities. He is a good communicator, demonstrating strength in
working well in peer and small groups with differentiated tasks.
Barriers/Concerns Hamdan finds some subjects challenging, especially Level 2 Phonics, affecting his overall learning. To help him, we need specific support, changes, and extra
help. In math, Hamdan struggles with counting smoothly, going past a certain point, and telling the difference between 'teen' and 'ty' numbers, so we need to
focus on these areas. In Level 2 Phonics, he has trouble recognizing certain letter patterns and forming them, so we'll work on this to improve his skills.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamdan, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Hamdan's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Hamdan.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Hamdan's current performance in Math To achieve Hamdan's IEP Goal, strategies will include guided
than 10 and a verbal prompt, Hamdan will reflects foundational skills in Basic exploration for counting irregular objects, establishing clear
count to 10, starting at the given number Numeracy (Place Value). Despite facing starting points, introducing visual markers, encouraging
with 80% accuracy as measured by teacher challenges, he demonstrates commendable verbalization, providing tools for physical tracking, gradually
observations and Hamdan's work samples. understanding and engagement with key increasing task complexity, promoting self-reflection, facilitating
concepts. Areas for growth include peer collaboration, exposing him to diverse arrangements, and
maintaining consistent counting speed, implementing regular progress monitoring. Additional pull-out
achieving fluency beyond a certain point, sessions to the inclusion room will enhance individualized and
and distinguishing between 'teen' and 'ty' smaller group learning experiences, addressing his specific
numbers when counting. Targeted support barriers and supporting goal attainment.
and learning strategies are employed to
address these specific challenges and
enhance his overall proficiency in Basic
Numeracy.
By the end of March 2024, Hamdan's In Level 2 Phonics, Hamdan demonstrates a To enhance GPC Recognition skills, Hamdan will engage in
phonics goal is to enhance his GPC developing proficiency in GPC targeted learning strategies, including interactive phonics
recognition skills in Level 2 phonics, Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
accurately articulating phonemes when articulating phonemes when presented with the ability to articulate phonemes when presented with
presented with corresponding graphemes, corresponding graphemes. In Level 2 corresponding graphemes.
achieving 80% accuracy as measured by Phonics, Hamdan faces challenges in GPC
work samples and staff observation. Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Hamdan will Hamdan's assessment highlights the need To support Hamdan in achieving the targeted goal, specialized
enhance his tricky word spelling skills in for focused attention on improving Tricky strategies will include targeted exercises focusing on tricky word
Level 2 Phonics, striving for 80% accuracy Word Spelling within Level 2 Phonics, spellings, segmenting practices, and consistent reinforcement
as measured by work samples and staff aligning with the established goal. sessions. Providing additional resources and incorporating
observation, addressing the identified area multisensory learning approaches will contribute to Hamdan's
of concern. success in meeting the established goal.
By March 2024, Hamdan aims for an 80% Hamdan's current fine motor performance To achieve Hamdan's fine motor goal, a comprehensive
accuracy in enhancing legibility, letter reveals areas for improvement, particularly approach will be implemented. This involves integrating specific
formation, and fine motor control, as in tasks such as letter/number formation activities into daily routines that focus on pencil grip, letter
assessed through teacher observations and and managing fatigue during coloring. With formation, and consistent movements. Regular practice,
student work samples. targeted support and intervention, Hamdan modeling, and pointing out similarities between letters will be
has the potential to enhance his fine motor emphasized, promoting Hamdan's legible penmanship and
abilities and overcome existing challenges. overall fine motor skills. Additionally, ongoing support from an
inclusion assistant will create a conducive learning environment
for Hamdan's progress.
By March 2024, Hamdan will Hamdan currently experiences challenges To address Hamdan's social engagement goals, a holistic
demonstrating social engagement skills, in social engagement, struggling to actively approach will be implemented. This includes personalized
with an 80% success rate based on teacher participate in group settings and initiate socialization exercises, peer interaction sessions, and role-
and peer feedback. interactions with peers. This hinders his playing scenarios to build confidence and improve social
ability to form meaningful connections and initiation. Regular social skills workshops, positive
navigate social situations effectively, reinforcement, and ongoing feedback loops will be integral
underscoring the importance of targeted components, aiming for an 80% success rate in demonstrating
intervention. enhanced social engagement skills by March 2024.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Khalifa Mohamed Salmeen (father refuse to sign): T1; NO eSIS number 649824 Grade 8B-H Date of Birth 27-Oct-10
IEP
Classification n/a Eligibility n/a
Need Low Need Tier 2 Teacher Crybet Banda
Start Date 12-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 14/02/2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 165 EM185Q-EM85Q 179 185L-335L 159 186

Student Statement
Areas of interest I work best when I am alone. I like playing football games with my friends.
Goals / Aspirations I want to improve my academics especially, in English and Arabic. I want to become a UAE army.

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions n/a n/a session/s Jhon Mar Albos

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing n/a
Classroom n/a
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less He is experiencing difficulty with 1. Sequential Counting: Focus on precise counting to 4 from
than 4 and a verbal prompt, he will count to unfamiliar teen numbers that do not follow various starting points.
4, starting at the given number for at least the pattern. Additionally, instances of digit 2. Visual Representation: Use charts or diagrams to illustrate
80% accuracy over 3 consecutive trials as transposition or numeral reversal have been unfamiliar teen numbers in numerals and words.
measured by weekly probes/assessments. observed. 3. Multisensory Learning: Combine auditory and visual elements
for enhanced comprehension.
4. Interactive Games: Include games for reading, writing, and
identifying unfamiliar teen numbers.
5. Error Recognition: Address challenges with digit transposition
or numeral reversal through specific exercises.
6. Repetitive Practice: Regularly practice reading and writing
unfamiliar teen numbers.
7. Story Problems: Frame problems involving unfamiliar teen
numbers for practical understanding.
8. Peer Collaboration: Encourage collaborative learning for
counting and numeral recognition.
9. Feedback Loop: Provide constructive feedback to correct
errors and reinforce accurate counting.
10. Individualized Support: Tailor additional support to the
learner's needs in recognizing unfamiliar teen numbers.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Naif Adel Saleh Al Buraiki eSIS number 586756 Grade 8B-H Date of Birth 13-Apr-09
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 13-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 18 July 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 184 145Q-245Q 173 70L-220L 163 181

Student Statement
Areas of interest I love drawing and playing computer games.
Goals / Aspirations I wan to become a comercial artist while learning to finish each assigment before the due date and seek help when needed to improve my grade for the
term

Present Levels of Performance

Strengths Naif demonstrates curiosity about the world, an ability to recognize when work is necessary, and the capacity to learn material best through gross motor
movement. He enjoys working independently or in groups.
Barriers/Concerns Naif faces challenges including a short attention span, reading decoding difficulties, and focus issues, necessitating targeted support and interventions in his
Individualized Education Program (IEP). In numeracy, he encounters challenges with recognizing numbers in various formats and understanding place value,
indicating a need for additional support in these areas.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Utilize a visual schedule to support Naif's organization and task management. Tailor activities to his learning styles and abilities, providing clear
instructions for enhanced comprehension. Integrate movement breaks to foster Naif's focus, ensuring a structured environment for minimized
distractions. Offer preferential seating to promote concentration, give one task at a time, and collaboratively establish behavior consequences.
Encourage engagement through tactile activities and 'post-its,' implementing a 10-second count before actions. Maintain a calm approach, reinforce
positive behavior with a signaling system, and use personalized strategies for effective communication. Regularly check Naif's task engagement,
acknowledge improvements, and keep open communication with the Inclusion department. Keep the Inclusion department informed about upcoming
tests and assignments.
Medical psychotropic medications
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Naif's determination is evident in his To support Naif in achieving his goal by March 2024, strategies
than 15 and a verbal prompt, Naif will approach to Basic Numeracy. However, he such as focused number recognition, numerical value
count to 15, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measured as understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and Naif importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
's work samples. areas. and ensuring progress towards the specified objective.
By the end of March 2024, Naif's reading Naif demonstrates commendable To facilitate Naif's achievement of the set goal, tailored learning
goal is to improve Sentence Reading in proficiency in GPC Recognition within strategies will include targeted exercises focused on sentence
Level 2 phonics, achieving 80% accuracy Level 2 Phonics, showcasing his ability to structure and reading, individualized interventions addressing
as measured by work samples and staff articulate phonemes when presented with identified barriers, and the incorporation of assistive
observation. corresponding graphemes. In Level 2 technologies to enhance Sentence Reading in Level 2 Phonics.
Phonics, Naif encounters challenges in
Sentence Reading, indicating a need for
targeted support to enhance this particular
skill.
By the end of March 2024, Naif will Naif excels in GPC Formation and To support Naif in achieving the Level 2 goal, targeted learning
enhance his spelling decodable words skills Sentence Writing, demonstrating a strong strategies will be implemented. These may include focused
in Level 2 Phonics, aiming for 80% foundation in Level 2 Phonics and solid exercises and practices concentrating on Spelling Decodable
accuracy as measured by work samples and literacy skills. However, there is room for Words, providing additional support for segmentation and
staff observation. This tailored goal improvement in Spelling Decodable Words. writing. Regular progress assessments will guide the adjustment
addresses Naif's specific needs in phonics By the end of March 2024, Naif will focus of strategies to ensure Naif's success in meeting the established
development. on enhancing this skill, aiming for 80% goal.
accuracy, as measured by work samples
and staff observation. This targeted goal
 addresses Naif's specific needs in phonics
development. To support Naif, learning
strategies will include focused exercises
and practices concentrating on Spelling
Decodable Words, providing additional
support for segmentation and writing.
Regular progress assessments will guide
adjustments to ensure Naif's success in
meeting the established goal.
By March 2024, Naif strives for 80% Naif's current fine motor performance To achieve Naif's fine motor goal, a comprehensive approach
accuracy in refining fine motor skills, reveals areas for improvement, particularly will be implemented, incorporating activities that focus on pencil
emphasizing tasks like letter and number in tasks such as letter/number formation grip, letter formation, and consistent movements. Regular
formation tracing and copying, as measured and managing fatigue during coloring. With practice, modeling, and highlighting similarities between letters
by teacher observations and student work targeted support and intervention, Naif has will be emphasized, promoting Naif's legible penmanship and
samples. the potential to enhance his fine motor overall fine motor skills. Additionally, ongoing support from an
abilities and overcome existing challenges. inclusion assistant will create a conducive learning environment
for Naif's progress.
Naif will manage emotions during Naif currently faces challenges in managing To support Naif in achieving his goal, a comprehensive plan will
transitions independently, aiming for 80% emotions during social transitions, be implemented. This includes targeted emotional regulation
success by March 2024. impacting his ability to navigate various workshops, individual counseling sessions, and the introduction
situations independently. These difficulties of personalized coping mechanisms. The incorporation of visual
may result in heightened stress levels and aids and social stories will enhance his understanding of
hinder his overall social well-being. emotions during transitions, fostering independence and aiming
for an 80% success rate by March 2024. Regular assessments
and feedback loops will be essential components of this tailored
approach.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Salim Ahmed Obaid Saeed Alteneiji eSIS number 629606 Grade 8B-H Date of Birth 10-May-10
Classification Physical Eligibility Physical
Need High Need Tier 3 Teacher Jhon Mar Albos
Start Date 14-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 21 February 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 180 75Q-175Q 187 340L-490L 166 191

Student Statement
Areas of interest I like solving puzzles, I am keen on hands-on activities such as cutting, pasting, and coloring, and I love listening to Arab music. I enjoy watching
Dragonball movies on Youtube.
Goals / Aspirations I want to be an accountant and study to complete my homework tasks each week this semester. To do this, I will use the resource room on my stated
schedule

Present Levels of Performance

Strengths Salim excels in English, displaying a love for reading and enjoyment in English word puzzles. He is creative, demonstrating critical thinking skills, and takes
initiative to initiate and sustain change. Salim also works well in small groups.
Barriers/Concerns Salim struggles in reading and writing, showing sensitivity to noise. Academic support, is vital in his Individualized Education Program (IEP). Additionally,
he faces challenges in counting backward and recognizing number patterns, requiring targeted strategies for improvement in Basic Numeracy. Despite
strengths, focused attention is needed to enhance GPC Recognition and improve phonemic articulation.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions Full time Full time session/s Crybet Banda
Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Use clear and concise directions/language.
He should be seated away from windows and doors
Check for understanding-have him state back/repeat what was said.
Reduce auditory distractions.
Give extra time for processing information.
He must be seated in front of the class or near the teacher
Allow him to seat to a positive role model classmate that would assist and motivate him.
Font size of the letters should be larger than usual.
Due to health condition, Chair must have cushion
Medical Bardet-Biedi syndrome
(If needed) Cystic kidney disease, unspecified
Morbid obesity Acanthosis nigricans; Polydactyly mixed, hand and foot; cone dystrophy; mytabolic syndrome; Undesecended
testicle; Sleep apnea; hypogonadism male; Gynocomastia
Kawasaki Disease
Pra
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Salim will Salim, a high school student, has shown To achieve the IEP goal, we will implement tailored learning
enhance his proficiency in Basic Numeracy notable strengths in Basic Numeracy (Place strategies, including guided exploration for counting irregularly,
(Place Value), specifically in counting Value), scoring well in various establishing clear starting points, introducing visual markers,
backward across tens boundaries and assessments. However, challenges in encouraging verbalization, providing tools for physical tracking,
recognizing repeating patterns within the counting backward and understanding gradually increasing task complexity, promoting self-reflection,
number system, achieving 80% accuracy as number patterns impact his overall facilitating peer collaboration, and exposing Salim to diverse
measured by work samples and staff performance. arrangements. Additional pull-out sessions to the inclusion room
observation. will be incorporated for individualized attention and smaller
group learning, ensuring a supportive environment conducive to
his academic development.
By the end of March 2024, Salim will In Level 2 Phonics, Salim exhibits notable To support Salim in achieving this goal, tailored learning
enhance his GPC Recognition skills in strengths, particularly excelling in Word strategies will be implemented. These include targeted
Level 2 phonics, achieving mastery as Reading and Sentence Reading. These interventions, multisensory approaches, and consistent
measured by work samples and staff achievements underscore his proficiency in reinforcement activities specifically addressing GPC
observation. decoding and comprehending written words Recognition. Regular progress monitoring and individualized
and sentences. Despite his strengths, Salim support will be provided to address the identified area of concern
faces a significant challenge in GPC and facilitate improved performance in GPC Recognition.
Recognition. This area demands focused
attention to enhance his ability to articulate
phonemes when presented with graphemes.
By the end of March 2024, Salim will Salim's assessment highlights notable Tailored learning strategies will involve targeted exercises
enhance his spelling decodable words skills strengths in Spelling Decodable Words, focused on Spelling Decodable Words, providing additional
in Level 2 Phonics, striving for increased Tricky Word Spelling, and Sentence resources, and incorporating interactive activities to reinforce
proficiency with 80% accuracy, as Writing. However, emphasis will be placed grapheme-phoneme correspondence. Consistent practice and
measured by work samples and staff on elevating GPC Formation to ensure a reinforcement sessions will contribute to Salim's success in
observation, addressing the identified area comprehensive skill set in Level 2 Phonics. achieving the established goal.
of concern.
By March 2024, Salim aims for an 80% Salim demonstrates a baseline proficiency To achieve the set goal, a tailored approach will be
accuracy rate in refining fine motor skills, in fine motor tasks; however, there is a implemented, incorporating activities that specifically address
enhancing hand-eye coordination and need for improvement in maintaining a Salim's challenges, such as focused sessions on pencil grasp and
control while using various art materials, consistent pencil grasp and achieving more letter formation. Incorporating practical daily tasks, such as
such as drawing, painting, or coloring. uniform letter formation. Targeted buttoning and zipping, into activities will provide real-world
interventions will be essential in elevating applications for improved fine motor skills. Regular modeling
his overall fine motor skills, contributing to and reinforcement of proper letter formation will be emphasized,
increased academic success. fostering a more efficient and confident approach to writing and
spelling. These strategies aim to provide Salim with the
necessary tools for success in both academic and daily life
contexts.
By March 2024, Salim will demonstrating Salim currently exhibits challenges in To address Salim's social engagement goals, a multifaceted
social engagement skills, with an 80% social engagement, struggling to initiate approach will be employed. This includes structured social skills
success rate based on teacher and peer and sustain interactions with peers. These training sessions, facilitated peer interactions in controlled
feedback. difficulties hinder his ability to fully settings, and ongoing individualized support from a designated
participate in group activities and establish mentor. Implementing regular positive reinforcement, peer
meaningful connections, impacting both his modeling, and fostering a supportive environment will
academic and social development. contribute to Salim's progress, aiming for an 80% success rate in
demonstrating improved social engagement skills by March
2024. Regular assessments and collaboration with both teachers
and peers will be integral components of this tailored
intervention.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Zayed Sulaiman Darwish Sulaiman Alblooshi eSIS number 631005 Grade 8B-H Date of Birth 08-Nov-10
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Crybet Banda
Start Date 15-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 4 December 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 169 EM115Q-EM15Q 184 280L- 430L 151 179

Student Statement
Areas of interest I like to play football and I wish to play for Al Ain football club in future.
Goals / Aspirations I would love to be football player

Present Levels of Performance

Strengths Zayed is a well-behaved student who completes written work with modifications and adaptations. He demonstrates persistence in reaching his desired
outcomes, has a strong desire for social connection and friendship, and excels in both independent and group work. Additionally, Zayed exhibits good
common sense, decision-making skills, and effective listening without interrupting.
Barriers/Concerns Zayed encounters challenges in grasping various concepts, exhibiting a tendency to struggle even with simpler ideas. His difficulties in completing tasks,
expressing himself clearly, and working below age level across subjects, particularly in math, emphasize the need for targeted support in his Individualized
Education Program (IEP). In math, Zayed faces difficulties in recognizing patterns and counting fluently, hindering his understanding of multiples, while in
Level 2 Phonics, he needs focused intervention to improve his skills in Reading Tricky Words and Spelling Decodable Words.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Zayed, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Zayed's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Zayed.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Zayed will demonstrate Zayed's current performance in math To address Zayed's barriers, a comprehensive approach will
proficiency in recognizing and counting by reflects a strong foundation in basic involve targeted learning strategies. These include focused
fives with 80% accuracy, as measured by numeracy skills, particularly in Place Counting in Fives Exercises, utilizing Visual Representation
work samples and staff observation. Value. However, challenges in counting by through charts and visuals, incorporating Multisensory Learning
fives impact his overall fluency and to enhance fluency, and engaging Interactive Games to make the
understanding of numerical patterns. learning process enjoyable. Additionally, incorporating Skip-
Counting Practice, framing Story Problems for real-world
application, and encouraging Repetition and Practice will
contribute to reinforcing the counting in fives pattern. Peer
Collaboration and introducing Mnemonics will enhance memory
retention, while gradually progressing the complexity of
exercises ensures continuous improvement. Pull-out sessions to
the inclusion room will provide individualized attention and
smaller group learning, facilitating a supportive environment for
Zayed's academic development.
By the end of March 2024, Zayed will Zayed exhibits notable proficiency in GPC To support Zayed in achieving the set goal, tailored learning
improve his proficiency in Reading Tricky Recognition within Level 2 Phonics, strategies will include focused exercises addressing Tricky
Words in Level 2 phonics, achieving 80% reflecting his ability to articulate phonemes Words, individualized interventions to reinforce this area, and
accuracy as measured by work samples and when presented with corresponding the incorporation of multisensory approaches to enhance
staff observation. graphemes. In Level 2 Phonics, Zayed Reading Tricky Words in Level 2 Phonics.
faces challenges in Reading Tricky Words,
 indicating the need for targeted support to
enhance this specific skill.
By the end of March 2024, Zayed will Zayed demonstrates commendable To support Zayed in achieving the Level 2 goal, targeted
enhance his spelling decodable words skills strengths in Level 2 Phonics, excelling in learning strategies will be implemented. These may include
in Level 2 Phonics, with a specific focus on GPC Formation and Sentence Writing, focused exercises and practices concentrating on Spelling
improving, aiming for 80% accuracy as showcasing a solid foundation in phoneme- Decodable Words, providing additional support for segmentation
measured by work samples and staff grapheme correspondence and literacy and writing. Regular progress assessments will guide the
observation. This tailored goal addresses skills. However, there is an identified area adjustment of strategies to ensure Zayed's success in meeting the
Zayed's specif for improvement in Spelling Decodable established goal.
Words. As of now, Zayed is proficient in
constructing sentences and accurately
finding graphemes when hearing
phonemes. The focus on enhancing
Spelling Decodable Words by March 2024,
aiming for 80% accuracy, reflects a
targeted goal to address specific needs in
Zayed's phonics development.
Implementing learning strategies, such as
focused exercises and practices on Spelling
Decodable Words, will provide additional
support for segmentation and writing.
Regular progress assessments will guide the
adjustment of strategies to ensure Zayed's
success in meeting the established goal.
By March 2024, Zayed aims for 80% Zayed's current fine motor performance To achieve Zayed's fine motor goal, a comprehensive approach
accuracy in refining fine motor skills, reveals areas for improvement, especially will be implemented, focusing on pencil grip, letter formation,
enhancing legibility, letter formation, and in tasks such as letter/number formation and consistent movements. Regular practice, modeling, and
fine motor control, as assessed through and managing fatigue during coloring. With highlighting similarities between letters will be emphasized,
teacher observations and student work targeted support and intervention, Zayed promoting Zayed's legible penmanship and overall fine motor
samples. has the potential to enhance his fine motor skills. Additionally, ongoing support from an inclusion assistant
abilities and overcome existing challenges. will create a conducive learning environment for Zayed's
progress.
By March 2024, Zayed will demonstrating Zayed currently faces challenges in social To address Zayed's social engagement goals, an individualized
social engagement skills, with an 80% engagement, exhibiting difficulty initiating plan will be implemented. This includes targeted social skills
success rate based on teacher and peer and maintaining interactions with peers. training sessions, facilitated peer interactions in controlled
feedback. These limitations impact his ability to settings, and ongoing support from a designated mentor.
navigate social situations effectively, Incorporating positive reinforcement, peer modeling, and
hindering both academic collaboration and creating a supportive environment will contribute to Zayed's
personal development. progress, aiming for an 80% success rate in demonstrating
improved social engagement skills by March 2024. Regular
assessments and collaborative feedback from teachers and peers
 will guide the ongoing refinement of these strategies.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Omar Khalid Ali Musallam Aladawi eSIS number 634431 Grade 8B-I Date of Birth 09-Nov-10
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 16-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 13 June 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 192 280Q - 380Q 180 205L-355L 160 184

Student Statement
Areas of interest Playing games with soldiers attacking each other competing with my friends online
Goals / Aspirations I aspire to be a soldier commanding a group of UAE soldiers. I will use a study calendar that states when and what I should study. I will do this for 5
days a week for 5 weeks

Present Levels of Performance

Strengths Omar consistently attends school as expected, demonstrating commitment to his education. Despite challenges, he engages in academic activities and
completes tasks.
Barriers/Concerns Omar faces barriers related to a lack of confidence, impulsivity, and reliance on others, impacting his work quality and social interactions. These challenges,
coupled with difficulties in recognizing numbers and reading tricky words, underscore the importance of targeted interventions in his Individualized
Education Program (IEP) to enhance both academic and behavioral aspects.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Omar's current performance in math Implementing a multifaceted approach to support Omar's IEP
than 10 and a verbal prompt, Omar will reflects challenges in recognizing numbers goal, we will utilize visual aids, hands-on activities, and place
count to 10, starting at the given number in diverse formats and understanding place value exercises to enhance his understanding of basic numeracy.
with 80% accuracy, as measured by teacher value. Despite these barriers, his Incorporating interactive tools and regular practice sessions,
observations and student work samples. determination to engage in mathematical along with peer collaboration and constructive feedback, aims to
tasks is evident. address his challenges effectively. The integration of multimodal
teaching and differentiated instruction will further cater to his
learning preferences and pace. Continuous progress monitoring,
supplemented by additional pull-out sessions in the inclusion
room, will ensure targeted support for Omar's individualized
learning needs, fostering improvement in number recognition
and counting proficiency.
By the end of March 2024, Omar will In Level 2 Phonics, Omar demonstrates To support Omar in achieving this goal, learning strategies will
enhance his proficiency in Reading Tricky commendable proficiency in GPC involve targeted interventions focused on enhancing his
Words in Level 2 phonics, achieving 80% Recognition, showcasing his ability to recognition and pronunciation of tricky words, including
accuracy as measured by work samples and vocalize phonemes when presented with interactive exercises, mnemonic devices, and regular
staff observation. corresponding graphemes. However, Omar reinforcement activities.
faces challenges in Reading Tricky Words,
hindering his overall performance in
phonics.
By the end of March 2024, Omar will Omar demonstrates commendable strengths To support Omar in achieving the Level 2 goal, targeted learning
enhance his spelling decodable words skills in Level 2 Phonics, excelling in GPC strategies will be implemented. These may include focused
in Level 2 Phonics, with a specific focus on Formation and Sentence Writing, indicating exercises and practices concentrating on Spelling Decodable
improving, aiming for 80% accuracy as a strong foundation in phoneme-grapheme Words, providing additional support for segmentation and
measured by work samples and staff correspondence and literacy skills. writing. Regular progress assessments will guide the adjustment
observation. This tailored goal addresses However, an area for improvement is of strategies to ensure Omar's success in meeting the established
Omar's specific identified in Spelling Decodable Words. As goal.
of now, Omar is proficient in constructing
sentences and accurately finding graphemes
when hearing phonemes. The goal is set to
enhance Spelling Decodable Words by
March 2024, aiming for 80% accuracy,
addressing specific needs in Omar's phonics
development. Implementation of targeted
learning strategies, including focused
exercises and practices on Spelling
Decodable Words, will provide additional
support for segmentation and writing.
Regular progress assessments will guide the
adjustment of strategies to ensure Omar's
success in meeting the established goal.
By the end of March 2024, Omar will Currently, Omar's behavior involves To attain the IEP goal, a comprehensive approach will be
reduce attention-seeking behaviors, attention-seeking actions such as disruptive implemented, including regular counseling sessions to address
achieving 80% accuracy as measured noises and attempts to leave the classroom, underlying factors contributing to attention-seeking behaviors,
through counselor reviews and teacher impacting the overall classroom and collaboration between Omar, counselors, and teachers to
observations. environment. reinforce positive behavior through consistent feedback and
support.
Omar will manage emotions during Omar currently experiences challenges in To support Omar in managing emotions during transitions, a
transitions, aiming for 80% success by managing emotions during transitions, comprehensive plan will be implemented. This includes regular
March 2024. often exhibiting signs of frustration or counseling sessions focusing on emotional regulation
anxiety. These difficulties hinder his ability techniques, personalized coping strategies tailored to Omar's
to navigate social situations smoothly and needs, and the integration of visual aids or cues to signal
impact his overall well-being within the impending transitions. Collaborative efforts involving teachers,
 school environment. peers, and support staff will create a conducive environment for
Omar's success, aiming for an 80% success rate in effectively
managing emotions during transitions by March 2024.
Continuous monitoring and adjustment of strategies based on his
progress and feedback will be integral to the plan's success.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Ali Abdullah Hamad Suhail eSIS number 403090 Grade 9B-C Date of Birth 24-Oct-08
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 17-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 18 November 2021 IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 207 540Q-650Q 190 395L-545L 160 185

Student Statement
Areas of interest i go gym
Goals / Aspirations i like to police

Present Levels of Performance

Strengths Ali demonstrates an understanding of some mathematical problems, particularly those related to addition. While operating below grade level, his ability to
grasp certain concepts in mathematics is a positive aspect.
Barriers/Concerns Ali encounters significant academic challenges and struggles with focus, often exhibiting escape behavior when unwilling to engage in tasks. Addressing
these concerns and implementing strategies for engagement are essential components of developing Ali's Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Student has seizure management plan at home and at school. There is need to call ambulanvce if convulsives lasts longer than 5
(If needed) minutes
Idiopathic loclization related epilepsy
Abnormal EEG
Headache
antiepileptic medication
See Seizure management plan
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
y the end of March 2024, Ali will develop a Ali, a high school student, exhibits To achieve the IEP goal, we will employ tailored learning
comprehensive understanding of commendable strengths in Basic Numeracy strategies, including interactive exercises focusing on the
mathematical equality, demonstrating (Place Value), reflected in his performance concept of equality, incorporating visual aids for better
proficiency in recognizing and applying the across various assessments. However, comprehension. Utilizing real-world examples, guided
concept with 80% accuracy as measured by challenges in understanding the concept of discussions, and consistent practice will contribute to Ali's
work samples and staff observation. equality impact his overall mathematical improved understanding. Additionally, more pull-out sessions to
performance. the inclusion room will be implemented, providing
individualized attention and fostering a supportive environment
for both individual and smaller group learning, essential for Ali's
academic development.
By the end of March 2024, Ali will enhance In Level 2 Phonics, Ali demonstrates To support Ali in achieving this goal, learning strategies will
his Word Reading proficiency in Level 2 notable proficiency across various include targeted interventions such as personalized word reading
phonics, achieving 80% accuracy as components, excelling particularly in GPC exercises, interactive phonics games, and regular practice
measured by work samples and staff Recognition, Oral Blend, and Sentence sessions to strengthen his Word Reading abilities.
observation. Reading. Ali faces challenges in Word
Reading.
By the end of March 2024, Ali will Ali's assessment reveals strengths in Tricky Tailored learning strategies will involve targeted exercises aimed
concentrate on improving his GPC Word Spelling, showcasing a solid at improving GPC Formation. Utilizing multisensory
formation within Level 2 Phonics, aiming foundation in spelling challenging words. approaches, such as tactile activities and interactive learning
for enhanced proficiency with 80% However, there is an identified area of tools, will support Ali in strengthening his grapheme-phoneme
accuracy, as measured by work samples concern in GPC Formation, necessitating correspondence skills. Regular feedback and reinforcement will
and staff observation. focused attention. contribute to achieving the set goal.
By the end of March 2024, Ali will reduce Currently, Ali's behavior involves attention- Implementing personalized strategies, including positive
attention-seeking behaviors, achieving 80% seeking actions like disruptive noises and reinforcement, counseling sessions, and collaborative efforts
accuracy as measured through counselor attempts to leave the classroom, impacting between Ali, counselors, and teachers, will be crucial in
reviews and teacher observations. the overall classroom environment and achieving the IEP goal, fostering a positive and supportive
hindering the learning experience for environment for behavioral improvement.
himself and others.
Ali Suhail will enhance his conflict Ali Suhail currently encounters challenges To address Ali Suhail's goal of enhancing conflict resolution
resolution abilities, striving for an 80% in navigating interpersonal interactions, abilities, a tailored plan will be implemented. This includes
success rate in resolving interpersonal particularly in conflict resolution situations. targeted social skills training sessions focusing on effective
issues with peers through effective His struggles with effective communication communication, active listening, and collaborative problem-
communication and compromise by the end and compromise impede his social solving. Role-playing scenarios will provide practical
of March 2024, as assessed through teacher development and create barriers to building opportunities for Ali to apply these skills in a controlled
observations. positive relationships with peers. environment. Additionally, peer mediation programs and
structured group activities will be incorporated to foster positive
interactions. Regular assessments, based on teacher
observations, will measure progress towards the 80% success
rate target by the end of March 2024, with adjustments made as
needed to ensure Ali's continued growth in conflict resolution.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
 Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Eisa Ahmed Mohammed Abdul Qader Bawazir eSIS number 502256 Grade 9B-C Date of Birth 15-Apr-09
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 18-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 207 20Q-120Q 190 185L-335L 162 178

Student Statement
Areas of interest I love watching football games especially Real Madrid of Spain
Goals / Aspirations I want to be a pilot and work for Emirates SMT1

Present Levels of Performance

Strengths Eisa exhibits strong social skills and demonstrates effort in his endeavors. Despite facing challenges, he makes an earnest attempt to engage and participate,
showcasing positive attributes in his interactions.
Barriers/Concerns Eisa faces challenges in settling to tasks and perceives the work as too hard, leading to potential avoidance of learning. These barriers extend to English
reading comprehension, writing, and spelling, emphasizing the need for targeted support in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Eisa, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Eisa's unique learning needs and support his academic progress. Additionally, the Inclusion department
is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Eisa.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Eisa will enhance his Despite challenges, he possesses To fortify Eisa's foundational skills in Basic Numeracy (Place
foundational skills in Basic Numeracy foundational skills in Basic Numeracy Value), the tailored approach involves guided exploration for
(Place Value) by demonstrating improved (Place Value); however, these difficulties counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Eisa shows tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples foundational skills; however, challenges in promoting self-reflection, facilitating peer collaboration,
and staff observation. fluently counting backward and crossing exposing him to diverse arrangements, and implementing regular
tens boundaries impact his overall progress monitoring. These strategies, coupled with additional
performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Eisa will In Level 2 Phonics, Eisa exhibits notable To support Eisa in achieving this goal, tailored learning
enhance his Word Reading proficiency in strengths in GPC Recognition and Reading strategies will be implemented. These include targeted
Level 2 phonics, aiming for 80% accuracy Tricky Words. His ability to recognize interventions, multisensory approaches, and consistent
as measured by work samples and staff grapheme-phoneme correspondences and reinforcement activities specifically addressing Word Reading.
observation. successfully navigate challenging words Regular progress monitoring and individualized support will be
indicates a foundation for improvement. provided to address the identified area of concern and facilitate
Eisa encounters a significant challenge in improved performance in Word Reading.
Word Reading, requiring focused attention
to enhance his proficiency in decoding and
reading individual words.
By the end of March 2024, Eisa will Eisa demonstrates notable strengths in GPC To support Eisa in achieving the Level 2 goal, tailored learning
enhance his spelling decodable words skills Formation, showcasing the ability to strategies will be implemented. These may include focused
within Level 2 Phonics, aiming for 80% write/find the grapheme when the phoneme exercises and practices concentrating on Spelling Decodable
accuracy as measured by work samples and is heard. This foundational skill provides a Words, offering additional guidance for segmentation and
staff observation. positive start in Level 2 Phonics, indicating writing. Regular progress assessments will guide the adjustment
a basis for further development. However, of strategies to ensure Eisa's success in meeting the established
there is a notable area for improvement in goal.
Spelling Decodable Words. While
proficient in GPC Formation, addressing
this concern will contribute to a more well-
rounded proficiency in Level 2 Phonics.
The goal is set for Eisa to enhance his
Level 2 Phonics skills by the end of March
2024, specifically focusing on improving
Spelling Decodable Words with the aim of
achieving 80% accuracy. Tailored learning
strategies, including focused exercises and
practices, will be implemented, offering
additional guidance for segmentation and
writing. Regular progress assessments will
guide the adjustment of strategies to ensure
Eisa's success in meeting the established
goal.
By the end of March 2024, Eisa will refine Eisa's current fine motor performance To achieve Eisa's fine motor goal, a comprehensive approach
his fine motor skills, enhancing hand-eye reveals areas for improvement, especially will be implemented, integrating fine motor skills into daily
coordination and control while using in tasks such as letter/number formation tasks with the support of his Inclusion Assistant, Mr. Art.
various art materials, such as drawing, and managing fatigue during coloring. Activities such as managing writing utensils, engaging in daily
painting, or coloring, with an 80% accuracy However, with targeted support and living tasks, and incorporating technology use will be tailored to
rate as assessed through teacher intervention, there is considerable potential enhance Eisa's fine motor skills, ensuring a holistic and
observations and student work samples. for Eisa to enhance his fine motor abilities supportive learning environment for his progress.
and overcome existing challenges.
Eisa will participate in social activities, Eisa currently faces challenges in social To address Eisa's socialization goal, a comprehensive approach
demonstrating improved social initiation initiation and engagement, often struggling will be implemented. Social skills training sessions will focus on
and engagement skills with a success rate to actively participate in social activities. improving initiation and engagement, with a specific emphasis
of 80%, as measured through teacher and This impacts his ability to form connections on reading social cues and appropriately responding to them.
peer feedback, by the end of March 2024. with peers, hindering his overall social Structured group activities and cooperative learning experiences
development. will provide opportunities for Eisa to practice and reinforce these
skills. Regular feedback from both teachers and peers will be
collected and utilized to gauge progress, with adjustments made
to the intervention plan as necessary. The aim is for Eisa to
achieve an 80% success rate in social initiation and engagement
skills by the end of March 2024, fostering positive relationships
 and enhancing his overall social interactions.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamed Mohammed Matar Alhuwairi Aldhaheri eSIS number 571234 Grade 9B-C Date of Birth 04-May-09
Classification Psychological Eligibility Psycho/ Emotional Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 19-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 7 July 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 167 EM150Q-EM50Q 157 225L-375L 181 196

Student Statement
Areas of interest i like riding horses and training the falcon.
Goals / Aspirations i want be a pilot

Present Levels of Performance

Strengths Hamed demonstrates respect towards teachers, displays interest in learning, and exhibits independence in expressing thoughts and feelings. Additionally, he
collaborates effectively with others, showcasing strong interpersonal skills.
Barriers/Concerns Hamed struggles to complete classwork on time and often finds it challenging, showing reluctance to persist. He experiences difficulties in various subjects,
operates below his grade level, and specifically faces challenges in English reading, writing, spelling, and math problem-solving. It's crucial to address these
concerns for Hamed's academic progress, and targeted interventions should be included in his IEP. In math, Hamed has trouble counting consistently,
especially beyond certain numbers, and might benefit from support to differentiate between 'teen' and 'ty' numbers. In Level 2 Phonics, Hamed faces
challenges in recognizing grapheme-phoneme connections and forming graphemes, highlighting the need for targeted support in writing or identifying these
components.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
 assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Seating student near a positive model
Use clear and concise directions/language.
Pair oral with visual.
He should be seated away from windows and doors
Check for understanding-have him state back/repeat what was said.
Reduce auditory distractions.
Give extra time for processing information.
Be patient and (encourage classmates to be patient) when students speak in class.
He must be seated in front of the class and near the teacher
Provide structured opportunities for the student to participate in social interactions.
Reduce writing requirement, extend time, avoid multi-step instructions, repeat important information often
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Hamed's current performance in Math To support Hamed in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Hamed will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Hamed will In Level 2 Phonics, Hamed demonstrates a To enhance GPC Recognition skills, Hamed will engage in
enhance his GPC Recognition proficiency developing proficiency in GPC targeted learning strategies, including interactive phonics
in Level 2 phonics, accurately articulating Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
phonemes when presented with articulating phonemes when presented with the ability to articulate phonemes when presented with
corresponding graphemes, achieving 80% corresponding graphemes. In Level 2 corresponding graphemes.
accuracy as measured by work samples and Phonics, Hamed faces challenges in GPC
staff observation. Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Hamed will Hamed's assessment reveals strengths in Tailored learning strategies for Hamed will involve targeted
concentrate on improving his GPC Tricky Word Spelling, showcasing a solid exercises aimed at improving GPC Formation. Utilizing
formation within Level 2 Phonics, striving foundation in spelling challenging words. multisensory approaches, such as tactile activities and interactive
for enhanced proficiency with 80% However, there is an identified area of learning tools, will support him in strengthening his grapheme-
accuracy as measured by work samples and concern in GPC Formation, requiring phoneme correspondence skills. Regular feedback and
staff observation. focused attention. reinforcement will contribute to achieving the set goal.
By the end of March 2024, Hamed aims to Hamed's current fine motor performance To achieve Hamed's fine motor goal, a comprehensive approach
refine his fine motor skills, enhancing reveals areas for improvement, particularly will be implemented, integrating fine motor skills into daily
hand-eye coordination and control while in tasks such as letter/number formation tasks, transitions, and creative activities throughout the school
using various art materials, such as and managing fatigue during coloring. day. With a focus on tasks like managing writing utensils,
drawing, painting, or coloring, with an 80% However, with targeted support and participating in daily living activities, and utilizing technology
accuracy rate as assessed through teacher intervention, there is considerable potential under the guidance of his Inclusion Assistant, these strategies
observations and student work samples. for Hamed to enhance his fine motor aim to create a supportive environment for Hamed's progress in
abilities and overcome existing challenges. fine motor development.
Hamed will reach an 80% accuracy rate in Hamed currently encounters difficulties in To support Hamed in achieving his socialization goal, a targeted
identifying simple emotional states within identifying and expressing simple intervention plan will be implemented. Emotional intelligence
himself by the end of March 2024, as emotional states within himself, impacting workshops will be conducted to enhance his understanding and
measured by staff data. his ability to navigate social interactions recognition of various emotional states. These sessions will
effectively. This challenge hinders his include activities and discussions aimed at improving Hamed's
emotional self-awareness and ability to identify and express emotions accurately. Regular one-
communication with peers and adults. on-one guidance and feedback sessions with a designated staff
member will further reinforce these skills. Progress will be
monitored through consistent assessments and staff data, with
the goal of Hamed reaching an 80% accuracy rate in identifying
simple emotional states within himself by the end of March
2024. This will contribute to his overall social-emotional
development and improved interpersonal interactions.

Team Member(s) Name(s) Signature(s)

Parent
 Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Omar Mohammed Masoud Gharib Saeed Alotaiba eSIS number 595792 Grade 9B-C Date of Birth 12-Dec-09
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 20-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 12 December 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 178 40Q-140Q 155 225L-375L 181 176

Student Statement
Areas of interest play computer, swimming
Goals / Aspirations i like police

Present Levels of Performance

Strengths Omar excels in learning simple new words, puzzles, and following commands. He demonstrates strong socialization skills with peers, exhibits improved
speech fluency, and adapts well to the environment, understanding emotional feelings among fellow students. Additionally, he shows respect to teachers and
displays a genuine interest in learning.
Barriers/Concerns Omar encounters difficulties in counting backward across tens boundaries and recognizing repeating patterns within the number system, requiring targeted
strategies and additional practice for enhanced Basic Numeracy proficiency. In Level 2 Phonics, his challenges lie in GPC Formation, emphasizing the need
for targeted support to improve his ability to write or identify graphemes corresponding to given phonemes.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Omar will Omar, a high school student, has shown To achieve the IEP goal, we will implement tailored learning
enhance his proficiency in Basic Numeracy notable strengths in Basic Numeracy (Place strategies, including guided exploration for counting irregularly,
(Place Value), specifically in counting Value), scoring well in various establishing clear starting points, introducing visual markers,
backward across tens boundaries and assessments. However, challenges in encouraging verbalization, providing tools for physical tracking,
recognizing repeating patterns within the counting backward and understanding gradually increasing task complexity, promoting self-reflection,
number system, achieving 80% accuracy as number patterns impact his overall facilitating peer collaboration, and exposing Omar to diverse
measured by work samples and staff performance. arrangements. Additional pull-out sessions to the inclusion room
observation. will be incorporated for individualized attention and smaller
group learning, ensuring a supportive environment conducive to
his academic development.
By the end of March 2024, Omar will In Level 2 Phonics, Omar demonstrates To support Omar in reaching this goal, targeted learning
improve his Reading Decodable Words notable strengths in GPC Recognition, strategies will include dedicated practice sessions for Reading
skills in Level 2 phonics, achieving 80% showcasing his ability to articulate Decodable Words, interactive activities to enhance Word
accuracy as measured by work samples and phonemes when presented with Reading skills, and regular assessments to monitor progress and
staff observation. corresponding graphemes. However, Omar provide additional assistance if needed.
faces challenges in Reading Decodable
Words, Word Reading, and Sentence
Reading. These areas will be the primary
focus for intervention and support.
By the end of March 2024, Omar will Omar's assessment underscores a notable Tailored learning strategies for Omar will involve targeted
concentrate on improving his GPC strength in Tricky Word Spelling, exercises focusing on GPC Formation. Utilizing hands-on
formation within Level 2 Phonics, striving showcasing competence in spelling activities, visual aids, and consistent teacher guidance will
for enhanced proficiency with 80% challenging words. However, attention to support him in honing his grapheme-phoneme correspondence
accuracy as measured by work samples and GPC Formation is crucial for a skills. Regular feedback and positive reinforcement will
staff observation. comprehensive improvement in spelling contribute to achieving the set goal.
and writing skills.
By the end of March 2024, Omar aims to Omar's current fine motor performance To achieve Omar's fine motor goal, a comprehensive approach
refine his fine motor skills, including hand- reveals areas for improvement, particularly will be implemented, integrating fine motor skills into daily
eye coordination and control while using in tasks such as letter/number formation tasks, transitions, and creative activities throughout the school
various art materials such as drawing, and managing fatigue during coloring. day. Tasks such as managing writing utensils, participating in
painting, or coloring, achieving an 80% However, with targeted support and daily living activities, and utilizing technology will be facilitated
accuracy rate as assessed through teacher intervention, there is considerable potential with the guidance of the Inclusion Department, fostering a
observations and student work samples. for Omar to enhance his fine motor abilities supportive environment for Omar's progress in fine motor
and overcome existing challenges. development.
Omar will achieve an 80% accuracy rate in Omar currently faces challenges in To support Omar in achieving his socialization goal, a targeted
identifying simple emotional states within accurately identifying and expressing intervention plan will be implemented. Emotional intelligence
himself by the end of March 2024, as simple emotional states within himself, workshops will be conducted, focusing on enhancing his
measured by staff data. affecting his social interactions and understanding and recognition of different emotional states.
emotional self-awareness. These difficulties These sessions will include activities and discussions aimed at
impact his ability to navigate and engage improving Omar's ability to identify and express emotions
effectively in various social situations. accurately. Regular one-on-one guidance and feedback sessions
with a designated staff member will reinforce these skills.
Progress will be monitored through consistent assessments and
staff data, with the aim of Omar reaching an 80% accuracy rate
in identifying simple emotional states within himself by the end
of March 2024. This holistic approach will contribute to his
overall social-emotional development and empower him to
navigate social interactions more successfully.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Saeed Rashed Nader Huwaiden Alshamsi eSIS number 310111 Grade 9B-C Date of Birth 12-Nov-08
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 21-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 5 March 2022 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 178 EM375Q - EM275Q 157 320L - 470L 190 178

Student Statement
Areas of interest I like watching and football.
Goals / Aspirations I want to be a policeman.

Present Levels of Performance

Strengths Saeed demonstrates a positive response to instructions, completing tasks within specified timeframes and building good relationships with others. He exhibits
keenness to learn, especially when presented with short sentences or paragraphs accompanied by visuals, and enjoys using short video clips for listening
comprehension.
Barriers/Concerns Saeed faces challenges in maintaining consistent counting speed, especially beyond certain numbers, and may benefit from targeted support to distinguish
between 'teen' and 'ty' numbers. Despite his overall strong performance, addressing these specific barriers will be crucial for his continued academic progress.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Crybet Banda

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Saeed's current performance in Math To support Saeed in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Saeed will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Saeed will In Level 2 Phonics, Saeed demonstrates To facilitate Saeed's progress, learning strategies will involve
refine his GPC Recognition skills in Level commendable strengths, particularly targeted exercises and activities tailored to strengthen his GPC
2 phonics, achieving 80% accuracy as excelling in GPC Recognition, Reading Recognition abilities. Regular assessments will be conducted to
measured by work samples and staff Decodable Words, Word Reading, Reading monitor advancement and provide necessary support for optimal
observation. Tricky Words, and Sentence Reading. achievement of the established goal.
Despite his overall strong performance, an
 area of focus for Saeed will be determined
by assessing the specific needs identified in
the scores. For the purpose of this IEP, the
primary goal is to further enhance his skills
in GPC Recognition.
By the end of March 2024, Saeed will focus Saeed's strength lies in Tricky Word Tailored learning strategies for Saeed will involve targeted
on refining his GPC formation within Level Spelling, attaining an 80% accuracy level, exercises concentrating on GPC Formation. Incorporating
2 Phonics, aiming for an 80% accuracy rate indicating proficiency in spelling complex interactive methods, visual aids, and consistent teacher guidance
as assessed through work samples and staff words. Attention to GPC Formation is will support him in honing his grapheme-phoneme
observation, fostering a well-rounded crucial for overall enhancement in spelling correspondence skills. Regular feedback and positive
improvement in his spelling and writing and writing skills. reinforcement will contribute to achieving the set goal.
abili
By the end of March 2024, Saeed will focus Saeed's current performance in fine motor To achieve Saeed's fine motor goal, a holistic approach will be
on refining his fine motor skills, achieving tasks reveals areas for improvement, implemented, integrating tasks like pencil grip and letter
an 80% accuracy rate in hand-eye particularly in letter/number formation and formation into daily activities. Consistent modeling of proper
coordination and control while using pencil grasp. Addressing these aspects with letter formation, recognizing similarities between different
various art materials, such as drawing, targeted support and interventions will letters, and providing opportunities for regular practice will
painting, or coloring, as assessed through contribute to Saeed's overall fine motor contribute to Saeed's development of legible penmanship. This
teacher observations and student work proficiency. approach, coupled with a positive and encouraging learning
samples. environment, aims to foster Saeed's success in achieving the set
fine motor goal.
By the end of March 2024, Saeed will **Current Performance in Socialization:** To support Saeed in enhancing his interpersonal skills, a
enhance his interpersonal skills by initiating Saeed currently faces challenges in comprehensive intervention plan will be implemented. Social
and maintaining positive interactions with initiating and maintaining positive skills training sessions will be conducted, focusing on
peers, aiming for a success rate of 80%, as interactions with peers, impacting his communication, active listening, and conflict resolution. These
measured through teacher and peer overall interpersonal skills. He may sessions will include real-life scenarios and role-playing
feedback. struggle to engage effectively in social exercises to provide practical experiences in positive peer
situations, hindering the development of interactions. Additionally, a peer mentoring system will be
meaningful connections with classmates. established, pairing Saeed with a supportive peer who will
provide guidance and encouragement. Regular feedback sessions
with teachers and peers will be conducted to assess progress,
with the ultimate goal of Saeed achieving an 80% success rate in
initiating and maintaining positive interactions with peers by the
end of March 2024. This tailored approach aims to cultivate
Saeed's social skills and foster positive relationships within the
school community.

Team Member(s) Name(s) Signature(s)

Parent
 Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdulla Khamis Subait Mubarak Alnasri eSIS number 595935 Grade 9B-D Date of Birth 12-Aug-09
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 22-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 20 October 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 176 5Q-105Q 187 340L-490L 159 176

Student Statement
Areas of interest i like computer playing, sleep
Goals / Aspirations i want to be a policeman

Present Levels of Performance

Strengths Abdulla demonstrates the ability to learn best through task analysis and concept chaining. He effectively expresses his needs, asks questions when in doubt,
and engages interactively with both peers and staff, fostering positive social interactions within the learning environment.
Barriers/Concerns Abdulla faces academic challenges, particularly in English reading, writing, and spelling, along with struggles in logical reasoning and difficulty reading
multi-syllabic words or sentences. Targeted support and interventions are essential to address these concerns and contribute to Abdulla's overall academic and
cognitive development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Utilize a visual schedule for Abdulla's organization and task management. Tailor activities to his learning styles and abilities, providing clear
instructions for enhanced comprehension. Integrate movement breaks to foster Abdulla's focus, ensuring a structured environment for minimized
distractions. Offer preferential seating to promote concentration, give one task at a time, and collaboratively establish behavior consequences.
Encourage engagement through tactile activities and 'post-its,' implementing a 10-second count before actions. Maintain a calm approach, reinforce
positive behavior with a signaling system, and use personalized strategies for effective communication. Regularly check Abdulla's task engagement,
acknowledge improvements, and keep open communication with the Inclusion department. Keep the Inclusion department informed about upcoming
tests and assignments.
Medical Take his medication.
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Abdulla will Abdulla, a high school student, has shown To achieve the IEP goal, we will implement tailored learning
enhance his proficiency in Basic Numeracy notable strengths in Basic Numeracy (Place strategies, including guided exploration for counting irregularly,
(Place Value), specifically in counting Value), scoring well in various establishing clear starting points, introducing visual markers,
backward across tens boundaries and assessments. However, challenges in encouraging verbalization, providing tools for physical tracking,
recognizing repeating patterns within the counting backward and understanding gradually increasing task complexity, promoting self-reflection,
number system, achieving 80% accuracy as number patterns impact his overall facilitating peer collaboration, and exposing Abdulla to diverse
measured by work samples and staff performance. arrangements. Additional pull-out sessions to the inclusion room
observation. will be incorporated for individualized attention and smaller
group learning, ensuring a supportive environment conducive to
his academic development.
By the end of March 2024, Abdulla will In Level 2 Phonics, Abdulla demonstrates To support Abdulla in achieving this goal, learning strategies
enhance his Word Reading skills in Level 2 notable strengths across various will involve targeted interventions, such as focused exercises
phonics, achieving 80% accuracy as components, particularly excelling in GPC and activities designed to strengthen his Word Reading abilities.
measured by work samples and staff Recognition, Reading Decodable Words, Regular assessments and ongoing support will be provided to
observation. and Reading Tricky Words. However, an monitor progress and ensure successful attainment of the
identified area of concern is in Word established goal.
Reading, where Abdulla exhibits room for
improvement.
By the end of March 2024, Abdulla will Abdulla's current scores in Level 2 Phonics To support Abdulla in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on present challenges, yet there is an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence optimistic outlook for building foundational interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of skills. Notably, he has demonstrated some reinforcement. Regular progress assessments will guide
achieving 80% accuracy as measured by familiarity with tricky word spelling, adjustments to the learning plan, ensuring Abdulla's success in
work samples and staff observation. revealing potential strengths to be mastering fundamental phonics skills.
 developed. However, difficulties arise in
GPC Formation, as evidenced by the initial
low score, requiring targeted intervention.
To address these challenges, a focused plan
is in place. By the end of March 2024,
Abdulla aims to master Level 1 Phonics
skills, focusing on basic grapheme-
phoneme correspondence (GPC) formation,
targeting 80% accuracy as measured by
work samples and staff observation. This
goal aligns with Abdulla's current skill
level and provides a realistic target for
improvement. Tailored learning strategies,
including interactive phonics games, visual
aids, and consistent reinforcement, will be
implemented. Regular progress assessments
will guide adjustments to the learning plan,
ensuring Abdulla's success in mastering
fundamental phonics skills.
By March 2024, Abdulla aims for an 80% Abdulla's current fine motor performance To achieve Abdulla's fine motor goal, a comprehensive approach
proficiency in refining his fine motor skills, reveals areas for improvement, particularly will be implemented, focusing on key aspects such as pencil grip
prioritizing hand-eye coordination and in basic grapheme-phoneme and letter formation. Regular practice of consistent movements,
control during activities such as drawing, correspondence (GPC) formation. coupled with modeling proper letter formation and highlighting
painting, or coloring, as assessed through Addressing these aspects with targeted similarities between different letters, aims to enhance Abdulla's
teacher observations and student work support and interventions will contribute to ability to develop legible penmanship. Creating an encouraging
samples. Abdulla's overall fine motor development learning environment will further support Abdulla in achieving
and success in mastering Level 1 Phonics the set fine motor goal aligned with his phonics skill
skills. development.
By the end of March 2024, Abdulla Khamis Abdulla Khamis currently faces challenges To support Abdulla Khamis in developing improved social
will actively participate in social activities in actively participating in social activities initiation and engagement skills, a personalized intervention plan
and group settings, displaying improved and group settings. He may struggle with will be implemented. Social skills training sessions will be
social initiation and engagement skills, with initiating interactions and engaging conducted, focusing on effective communication, active
an 80% success rate as measured through effectively with peers, impacting his overall participation, and building connections with peers. These
teacher and peer feedback. social initiation and engagement skills. sessions will incorporate practical scenarios and role-playing
exercises to provide Abdulla Khamis with hands-on experiences
in various social settings. Additionally, a peer support system
will be established, pairing Abdulla Khamis with a supportive
peer who will assist and encourage him in social situations.
Regular feedback sessions with teachers and peers will be
conducted to monitor progress, with the aim of achieving an
80% success rate in actively participating in social activities and
 group settings by the end of March 2024. This tailored approach
aims to enhance Abdulla Khamis's social skills and promote
positive engagement within the school community.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Ali Jamal Abdulla Mohammed Al Kaabi eSIS number 706234 Grade 9B-D Date of Birth 06-Apr-08
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Crybet Banda
Start Date 23-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 15 December 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest like football i sing
Goals / Aspirations i like swim

Present Levels of Performance

Strengths Ali Jamal demonstrates effective communication of his needs and desires, displaying a strong willingness to learn. He exhibits a superior visual memory and
a preference for visual information, making it easier for him to grasp concepts presented through pictures.
Barriers/Concerns Ali faces challenges in counting, initial sound differentiation, and letter sound identification, requiring targeted support for overall academic progress in math
and literacy. Additionally, he needs focused attention on Word Reading and Level 2 Phonics to enhance his decoding and writing skills.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions Full time Full time session/s Stewart Weston Kufandirori
Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical n/a
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Ali's current performance in Math reflects To support Ali in achieving his counting goal, tailored learning
number less than 4 and a verbal prompt, Ali foundational skills with room for strategies will include guided exploration for counting irregular
will count to 4, starting from the given improvement, particularly in areas related objects, establishing clear starting points, introducing visual
number with 80% accuracy, as measured by to consistent counting speed, fluency, and markers, encouraging verbalization, providing tools for physical
teacher observation and student work distinguishing between 'teen' and 'ty' tracking, gradually increasing task complexity, promoting self-
samples. numbers. reflection, facilitating peer collaboration, exposing him to
diverse arrangements, and implementing regular progress
monitoring. These strategies, alongside additional pull-out
sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Ali will enhance In Level 2 Phonics, Ali demonstrates To support Ali in achieving this goal, tailored learning strategies
his Word Reading skills in Level 2 phonics, notable strengths in GPC Recognition and will be implemented. These include targeted interventions,
aiming for 80% accuracy as measured by Reading Tricky Words. His ability to multisensory approaches, and consistent reinforcement activities
work samples and staff observation. recognize grapheme-phoneme specifically addressing Word Reading. Regular progress
correspondences and handle challenging monitoring and individualized support will be provided to
words provides a foundation for address the identified area of concern and facilitate improved
improvement. Ali faces a significant performance in Word Reading.
challenge in Word Reading. This area
requires focused attention to enhance his
proficiency in decoding and reading
individual words.
Ali will improve his Level 2 Phonics skills, Ali exhibits notable difficulties in Level 2 To enhance Ali's Level 2 Phonics skills, we will implement
specifically in GPC formation, spelling Phonics, particularly in GPC formation, targeted strategies, including engaging him in multisensory
decodable words, tricky word spelling, and spelling decodable words, tricky word activities to reinforce phonics concepts, providing systematic
sentence writing, aiming to achieve a 60% spelling, and sentence writing. Identifying and structured practice in GPC formation, spelling, and sentence
or higher score by the end of March 2024 these challenges underscores the immediate writing with increasing complexity, offering positive
with 80% accuracy, as measured by work need to concentrate on enhancing his GPC reinforcement to boost confidence and motivation, and tailoring
sampl formation skills as the central area for lessons to his specific needs, incorporating additional support
improvement. and intervention as necessary. These strategies aim to address
Ali's weaknesses, gradually improving his spelling and writing
skills in Level 2 Phonics.
Ali will enhance his core stability and Currently, Ali displays foundational To achieve Ali's IEP goal, a comprehensive approach integrating
motor coordination skills by 80% through understanding and participation in gross gross motor activities into the daily routine, including transitions
the "Smart Moves Programme" by March motor activities, with notable potential for and frequent motor breaks, will be implemented. Purposeful
2024, as assessed by observation and improvement in core stability and infusion of movement into lessons ensures tailored strategies to
interactive activities. coordination. enhance Ali's core stability and coordination skills, aligning with
the inclusive support provided by Mr. Banda, Ms. Eiman, and
other support staff in the inclusion room.
By the end of March 2024, Ali Jamal will Ali Jamal currently faces challenges in To support Ali Jamal in improving his ability to adapt to changes
improve his ability to adapt to changes in adapting to changes in routine or and maintain emotional regulation during transitions, a
routine or unexpected events, aiming for an unexpected events, which may impact his comprehensive intervention plan will be implemented. This plan
80% success rate in maintaining emotional overall socialization skills. Transitions can will include regular social-emotional learning sessions, focusing
regulation during transitions, as measured be particularly challenging for him, on coping strategies and emotional regulation techniques tailored
through teacher observations and assessmen affecting his emotional regulation and to address Ali Jamal's specific needs. Visual schedules and cues
ability to navigate social situations will be utilized to provide structure and predictability during
effectively. transitions, aiding in a smoother adjustment to changes in
routine. Additionally, collaborative efforts with teachers and
peers will be encouraged to create a supportive environment that
fosters understanding and patience. Progress will be monitored
through continuous teacher observations and assessments,
aiming for Ali Jamal to achieve an 80% success rate in
 maintaining emotional regulation during transitions by the end
of March 2024. This targeted approach aims to enhance Ali
Jamal's adaptability and emotional resilience, promoting positive
social interactions and overall well-being.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mubarak Amer Marei Saleh Alseiari eSIS number 618321 Grade 9B-D Date of Birth 18-Aug-09
Classification Neurodevelopmental Eligibility ADHD
Need Medium Need Tier 2 Teacher Stewart Weston Kufandirori
Start Date 24-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 22 January 2020 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 202 455Q-555Q 184 280L- 430L 162 181

Student Statement
Areas of interest i like computer playing only
Goals / Aspirations i like computer or police

Present Levels of Performance

Strengths Mubarak displays positive behavior in the classroom, readily following teacher instructions and seeking help when needed. He excels in certain areas,
demonstrating a strong sense of personal responsibility, a keen understanding of number concepts, and an affinity for challenging activities like word search
and puzzles.
Barriers/Concerns Mubarak faces challenges in English reading comprehension, writing, and spelling, requiring tailored interventions for improvement. He encounters
difficulties in developing strategies for tracking irregularly presented objects and struggles with Reading Decodable Words in Level 2 Phonics, indicating the
need for targeted support in these areas.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing
Classroom Implement a visual schedule to aid Mubarak's organization, tailor activities to his learning preferences, and provide clear instructions for better
comprehension. Integrate movement breaks in a structured, low-distraction environment, and enhance concentration through preferential seating and
 presenting tasks one at a time. Collaborate on behavior consequences, encourage engagement with tactile activities and 'post-its,' and maintain a calm
approach. Establish a signaling system for positive behavior, use personalized communication strategies, and regularly monitor task engagement.
Recognize improvements and stay in communication with the Inclusion department regarding upcoming tests and assignments. Keep the Inclusion
department informed about upcoming tests and assignments.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a series of Mubarak's current performance in Math To achieve the IEP goal, we will employ guided exploration,
double-digit whole numbers to 50, he will reveals areas of challenge, particularly in establishing clear starting points, using visual markers,
add and subtract the numbers and will developing effective strategies for tracking encouraging narration, providing tools for physical tracking,
count to 100, starting at a given number, irregularly presented objects. gradually increasing complexity, fostering self-reflection,
with 80% accuracy as measured by teacher facilitating peer collaboration, exposing him to diverse
observation and student work samples. arrangements, and implementing regular progress monitoring.
Additional pull-out sessions to the inclusion room will offer
individualized and smaller group learning, ensuring targeted
support for Mubarak's unique needs.
By the end of March 2024, Mubarak will In Level 2 Phonics, Mohammed displays To support Mubarak in achieving this goal, learning strategies
enhance his skills in Reading Decodable notable strengths, particularly in GPC will involve tailored activities and exercises focused on
Words in Level 2 phonics, achieving 80% Recognition and Word Reading. However, improving his proficiency in Reading Decodable Words.
accuracy as measured by work samples and a significant area of concern is observed in Ongoing assessments and consistent support will be provided to
staff observation. his ability to orally blend Reading monitor progress and ensure successful attainment of the
Decodable Words, indicating a specific established goal.
focus for improvement.
By the end of March 2024, Mubarak will Mubarak exhibits notable strengths in Level To address GPC Formation challenges, tailored learning
significantly improve GPC formation in 2 Phonics, excelling in spelling decodable strategies will be implemented for Mubarak. These may include
Level 2 Phonics, aiming for 80% accuracy words and tricky word spelling. His interactive activities, visual aids, and guided exercises focusing
as measured by work samples and staff proficiency in writing sentences reflects a on finding and writing the grapheme when the phoneme is heard.
observation, fostering a more robust grasp foundational understanding of phonics Consistent practice and individualized support will be provided
of phoneme-grapheme correspondence. concepts. However, challenges arise in to strengthen Sultan's Level 2 Phonics skills
GPC Formation, as indicated by the initial
score, highlighting a specific area that
requires targeted intervention.
To address these challenges, a focused plan
has been devised. By the end of March
2024, Mubarak aims to significantly
improve GPC Formation in Level 2
 Phonics, targeting 80% accuracy as
measured by work samples and staff
observation. This goal is set to foster a
more robust grasp of phoneme-grapheme
correspondence. Tailored learning
strategies will be implemented, including
interactive activities, visual aids, and
guided exercises specifically addressing
GPC Formation. Consistent practice and
individualized support will be provided to
strengthen Mubarak's Level 2 Phonics
skills.
By the end of March 2024, Mubarak will Mubarak currently struggles with GPC To support Mubarak's fine motor development, we will
enhance his fine motor skills by achieving Formation, as evidenced by challenges in implement a multi-sensory approach, incorporating activities
80% accuracy in GPC Formation within letter and number formation, impacting that enhance pencil grip and letter formation. Regular practice
Level 2 Phonics, as measured by teacher tasks like coloring and erasing. These sessions, guided by his Inclusion Assistant, Mr. Art, will focus
observations and student work samples, difficulties highlight the need for targeted on reinforcing proper strokes and forming letters, ensuring a
fostering improved proficiency and intervention to enhance his fine motor holistic improvement in fine motor skills.
confidence in phoneme-grapheme abilities.
correspondence.
By the end of March 2024, Mubarak will Mubarak currently faces challenges in To support Mubarak in building positive relationships with
build positive relationships with adults in building positive relationships with adults adults at school and enhancing his communication and help-
the school environment, striving for an 80% in the school environment. His ability to seeking skills, a targeted intervention plan will be implemented.
success rate in engaging in open engage in open communication and seek Social skills training sessions will be conducted, focusing on
communication and seeking support, as support is hindered, impacting his overall effective communication, initiating conversations, and
evaluated through staff feedback. socialization skills and potentially affecting expressing needs appropriately. Mubarak will be provided with
his academic and emotional well-being. structured opportunities to interact with adults in various school
settings, such as one-on-one sessions or small group activities,
allowing him to practice and generalize his social skills. Visual
aids and social scripts may be employed to aid in
communication and facilitate successful interactions.
Additionally, ongoing collaboration with teachers and staff will
be encouraged to create a supportive environment, fostering
positive relationships and providing Mubarak with the guidance
he needs. Progress will be assessed through regular staff
feedback, with the goal of Mubarak achieving an 80% success
rate in engaging in open communication and seeking support by
the end of March 2024. This comprehensive approach aims to
empower Mubarak with the social skills necessary for
meaningful connections with adults in the school community.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Salem Abdulla Khayef Aldhaheri eSIS number 567090 Grade 9B-E Date of Birth 23-Sep-07
Classification n/a Eligibility n/a
Need Medium Need Tier 2 Teacher Stewart Weston Kufandirori
Start Date 25-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 191 265Q-356Q 192 435L-585L 164 192

Student Statement
Areas of interest playing football, basketball every ball.
Goals / Aspirations i want to be a pilot

Present Levels of Performance

Strengths Mohammed exhibits positive behavior in the classroom, actively following teacher instructions, seeking help when needed, and demonstrating a preference
for group settings. He displays a cooperative attitude by assisting classmates, particularly during English lessons.
Barriers/Concerns Mohammed encounters difficulties in fluently counting backward and crossing tens boundaries, requiring additional attention and practice to enhance overall
proficiency in Basic Numeracy. However, a significant area of concern is observed in his ability to orally blend Reading Decodable Words, indicating a
specific focus for improvement.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing
Classroom Mohammed, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
 with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Mohammed's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Mohammed.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Mohammed will enhance Despite challenges, he possesses To fortify Mohammed's foundational skills in Basic Numeracy
his foundational skills in Basic Numeracy foundational skills in Basic Numeracy (Place Value), the tailored approach involves guided exploration
(Place Value) by demonstrating improved (Place Value); however, these difficulties for counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Mohammed tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples shows foundational skills; however, promoting self-reflection, facilitating peer collaboration,
and staff observation. challenges in fluently counting backward exposing him to diverse arrangements, and implementing regular
and crossing tens boundaries impact his progress monitoring. These strategies, coupled with additional
overall performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Mohammed will In Level 2 Phonics, Nasser demonstrates a To facilitate Mohammed's progress, learning strategies will
enhance his proficiency in orally blending developing proficiency in GPC involve targeted exercises and interventions aimed at improving
Reading Decodable Words in Level 2 Recognition, showing progress in his oral blending skills. Consistent monitoring and support will
phonics, achieving 80% accuracy as articulating phonemes when presented with be provided to ensure his success in meeting the established
measured by work samples and staff corresponding graphemes. In Level 2 goal.
observation. Phonics, Nasser faces challenges in GPC
Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Mohammed will Mohammed's current scores in Level 2 To support Mohammed in reaching the Level 1 goal, targeted
master level 1 phonics skills, focusing on Phonics present challenges, but there is an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence identified opportunity to build foundational interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of skills. Encouragingly, he has demonstrated reinforcement. Regular progress assessments will guide
achieving 80% accuracy as measured by some familiarity with tricky word spelling, adjustments to the learning plan, ensuring Mohammed's success
work samples and staff observation. showcasing potential strengths that can be in mastering fundamental phonics skills.
further developed. However, difficulties
arise in GPC Formation, as indicated by the
initial low score, emphasizing the need for
targeted intervention in this specific area.
By the end of March 2024, Mohammed will Mohammed's current fine motor To address Mohammed's fine motor goal, a comprehensive
refine his fine motor skills, specifically in performance reveals challenges in GPC approach will be employed. Guided by support from the
mastering basic grapheme-phoneme formation, impacting tasks such as letter teaching staff, focused sessions will incorporate a variety of
correspondence (GPC) formation within and number formation. Difficulties in tasks sensory activities to improve pencil grip and letter formation.
Level 1 Phonics. The goal is to achieve an like coloring and erasing highlight the need These strategies aim to provide consistent practice, ensuring a
80% accuracy rate, measured through for focused intervention to improve his fine well-rounded enhancement of Mohammed's fine motor skills,
teacher observations and student work motor abilities. promoting more efficient writing and overall academic success.
samples, providing a realistic and targeted
approach to enhance his fine motor
proficiency.
By the end of March 2024, Mohammed Mohammed Salem currently faces To support Mohammed Salem in enhancing his social initiation
Salem will participate in social activities challenges in participating in social and engagement skills, a targeted intervention plan will be
and group settings, displaying improved activities and group settings. His social implemented. Social skills training sessions will be conducted,
social initiation and engagement skills, with initiation and engagement skills are not at focusing on initiating conversations, joining group activities, and
an 80% success rate as measured through the desired level, impacting his ability to understanding social cues. Mohammed Salem will be provided
teacher and peer feedback. interact positively with peers and hindering with structured opportunities to practice these skills in various
his overall social development. social settings, such as group projects, collaborative activities,
and organized events. Peer mentoring and support will be
encouraged to create a supportive environment, fostering
positive interactions with peers. Progress will be assessed
through regular teacher and peer feedback, with the goal of
Mohammed Salem achieving an 80% success rate in displaying
improved social initiation and engagement skills by the end of
March 2024. This comprehensive approach aims to empower
Mohammed Salem with the social skills necessary for successful
participation in social activities and group settings.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Nasser Buti Ghdayer Alnekhaira Alshamsi eSIS number 566356 Grade 9B-E Date of Birth 19-May-09
Classification Physical Eligibility Physical
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 26-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 5 October 2020 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 181 90Q-190Q 156 BR25L-125L 168 182

Student Statement
Areas of interest computer, sleep
Goals / Aspirations store, business

Present Levels of Performance

Strengths Nasser demonstrates positive social and behavioral traits in the classroom, including a willingness to cooperate in learning, independence, and adaptability to
new rules and routines. He excels in group activities, puts effort into making friends, and actively participates in class discussions.
Barriers/Concerns Nasser encounters difficulties in counting speed, especially beyond certain numbers, and may benefit from support in distinguishing between 'teen' and 'ty'
numbers. In Level 2 Phonics, challenges in GPC Recognition and Formation require focused intervention to overcome barriers.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom
Use clear and concise directions/language
Pair oral with visuals
Check for understanding-have her state back/repeat what was said
Reduce auditory distractions
Give extra time for processing information
Be patient and (encourage classmates to be patient) when students speak in class
Remove any equipment that my hampered his way while using wheel chair
Medical 1. Spina bifida (myelomeningocele, postoperative status). 2. Paraplegia. "
(If needed) 3. Wheelchair dependence." "4. Neurogenic bladder.
5. Skin rash around the urinary stoma."
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Nasser's current performance in Math To support Nasser in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Nasser will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbNasserzation, providing tools
measured by teacher observation and distinguishing between 'teen' and 'ty' for physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments Nassergn
closely with his IEP goals and reflect progress in report marks.
By the end of March 2024, Nasser will In Level 2 Phonics, Mubarak demonstrates To enhance GPC Recognition skills, Nasser' will engage in
enhance his GPC Recognition skills in commendable strengths, particularly in targeted learning strategies, including interactive phonics
Level 2 Phonics, accurately articulating GPC Recognition and Word Reading. exercises, visual aids, and regular practice sessions, to reinforce
phonemes when presented with However, a notable area of concern is his the ability to articulate phonemes when presented with
corresponding graphemes, achieving 80% performance in Reading Decodable Words, corresponding graphemes.
accuracy as measured by work samples and indicating a need for targeted intervention.
staff observation.
By the end of March 2024, Mohammed will Nasser faces challenges in his current To support Nasser in reaching the Level 1 goal, targeted learning
master Level 1 Phonics skills, focusing on scores for Level 2 Phonics, presenting an strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence opportunity to build foundational skills. phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of Encouragingly, he has demonstrated some Regular progress assessments will guide adjustments to the
achieving 80% accuracy as measured by familiarity with tricky word spelling, learning plan, ensuring Mohammed's success in mastering
work samples and staff observation. indicating potential strengths that can be fundamental phonics skills.
further developed. However, difficulties in
GPC Formation, as reflected in the initial
low score, highlight the need for targeted
intervention in this specific area.
By the end of March 2024, Mohammed Mohammed currently demonstrates To achieve the IEP goal, Mohammed will receive personalized
aims for an 80% accuracy rate in refining emerging fine motor skills, but there is support from the teaching staff, including consistent guidance on
his fine motor skills, with a focus on hand- room for improvement in pencil grasp and proper pencil grip and hand manipulation techniques.
eye coordination and control during manipulation during various tasks. He Incorporating a variety of engaging sensory activities tailored to
activities like drawing, painting, or shows potential for growth and his interests will foster a more enjoyable and effective learning
coloring, as measured through teacher development with targeted interventions. experience, promoting the enhancement of his fine motor skills.
observations and student work samples.
By the end of March 2024, Nasser will Nasser currently faces difficulties in To support Nasser in enhancing his interpersonal skills, a
enhance his interpersonal skills by initiating initiating and maintaining positive tailored intervention plan will be implemented. Social skills
and maintaining positive interactions with interactions with peers. His interpersonal training sessions will be conducted, focusing on initiating
peers, aiming for an 80% success rate, as skills require improvement, as he may conversations, active listening, and fostering positive
measured through teacher and peer struggle with social initiation and connections with peers. Structured opportunities for social
feedback. sustaining positive engagements, impacting interaction, such as group projects, collaborative activities, and
his overall social development. peer-based initiatives, will be provided to Nasser. Regular
teacher and peer feedback, along with targeted assessments, will
be utilized to measure progress, with the goal of achieving an
80% success rate in initiating and maintaining positive
interactions by the end of March 2024. This comprehensive
approach aims to empower Nasser with the necessary skills for
successful social engagement and positive relationships with his
peers.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
 Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Zayed Sultan Alshaikhmarzouq Abdulla Alseiari eSIS number 566815 Grade 9B-E Date of Birth 09-Aug-09
Classification Neurodevelopmental Eligibility ADHD
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 27-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 3 June 2023 IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 185 160Q-260Q 155 225L-375L 181 187

Student Statement
Areas of interest football and play phone
Goals / Aspirations me police

Present Levels of Performance

Strengths Zayed demonstrates an ability to persevere and follow instructions, and he shows resilience in completing tasks even when facing challenges. In social and
behavioral aspects, he has the potential to build positive relationships with peers and adults.
Barriers/Concerns Zayed confronts significant academic challenges marked by a lack of confidence, reluctance to engage in learning, and struggles with following instructions.
His weaknesses in reading, coupled with distraction and escape behaviors, call for targeted support and intervention to improve learning outcomes and overall
academic performance. Zayed faces difficulties in maintaining consistent counting speed, particularly beyond certain numbers, suggesting a need for focused
support to distinguish between 'teen' and 'ty' numbers. Additionally, a specific focus on improving his ability to orally blend Reading Decodable Words is
crucial to address an identified area of concern.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Implement a visual schedule to support Zayed's organization and task management. Tailor activities to his learning styles and abilities, ensuring clear
and concise verbal instructions for enhanced comprehension. Integrate movement breaks into lessons to foster Zayed's focus and overall engagement,
creating a structured environment to minimize distractions. Provide preferential seating to promote concentration, present tasks one at a time, and
collaboratively establish consequences for behavior. Encourage Zayed to engage in tactile activities, such as highlighting and underlining, and use
'post-its' for questions. Implement a 10-second count before Zayed stands up or speaks, maintaining a calm and clear approach in addressing his
behavior. Reinforce positive behavior with a signaling system, using Zayed's name and eye contact before giving instructions. Chunk instructions and
offer visual cues to support Zayed's understanding, regularly checking his task engagement. Acknowledge and credit Zayed for improvements,
recognizing his dedicated effort. Consider marking correct answers instead of focusing on mistakes. Keep the Inclusion department informed about
upcoming tests and assignments.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Zayed's current performance in Math To support Zayed in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Zayed will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbZayedzation, providing tools
measured by teacher observation and distinguishing between 'teen' and 'ty' for physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments Zayedgn
closely with his IEP goals and reflect progress in report marks.
By the end of March 2024, Zayed will In Level 2 Phonics, Zayed demonstrates To support Zayed in achieving this goal, learning strategies will
enhance his proficiency in orally blending strengths in GPC Recognition and Word involve targeted exercises and interventions focused on
reading decodable words in Level 2 Reading. However, a notable area of improving his oral blending skills. Consistent monitoring and
Phonics, achieving 80% accuracy as concern is observed in his ability to orally assistance will be provided to ensure his success in meeting the
measured by work samples and staff blend Reading Decodable Words, established goal.
observation. indicating a specific focus for
improvement.
By the end of March 2024, Zayed will To enhance Zayed's Level 2 Phonics skills,
enhance his Level 2 Phonics proficiency, a comprehensive approach will be adopted,
specifically focusing on GPC formation, encompassing multisensory activities to
with 80% accuracy in spelling as measured reinforce phonics concepts through
by work samples and staff observation. auditory, visual, and kinesthetic elements.
Positive reinforcement strategies will be
employed to encourage and reward Zayed's
efforts, fostering confidence and motivation
throughout his learning journey. Moreover,
lessons will be individually tailored to
Zayed's specific needs, incorporating
additional support and intervention as
necessary. Through the implementation of
these strategies, our goal is to
systematically address Zayed's weaknesses
and facilitate the gradual improvement of
his spelling and writing skills in Level 2
Phonics.
By the end of March 2024, Zayed aims for Zayed exhibits emerging fine motor skills, To achieve the IEP goal, Zayed will receive personalized
an 80% accuracy rate in refining his fine with a need for improvement in support, including guidance on proper pencil grip and hand-eye
motor skills, with a specific focus on hand- maintaining an effective pencil grasp and coordination techniques. Incorporating engaging sensory
eye coordination and control during minimizing fatigue during fine motor tasks. activities tailored to his interests will provide a dynamic and
activities like drawing, painting, or Targeted interventions will address these effective learning environment, fostering the refinement of his
coloring, as measured through teacher areas for enhanced development. fine motor skills.
observations and student work samples.
By the end of March 2024, Zayed will build Zayed currently experiences challenges in To support Zayed in building positive relationships with adults,
positive relationships with adults in the building positive relationships with adults a comprehensive intervention plan will be implemented. Social
school environment, striving for an 80% in the school environment. His ability to skills training sessions will focus on effective communication,
success rate in engaging in open engage in open communication and seek active listening, and appropriate ways to seek support.
communication and seeking support, as support may be limited, impacting his Structured opportunities for interaction with staff, such as
evaluated through staff feedback. overall social development and interaction mentorship programs or regular check-ins, will be established.
with staff. Additionally, Zayed will receive guidance on identifying and
expressing his needs to foster open communication. Ongoing
feedback from staff, combined with assessments, will be used to
measure progress, aiming for an 80% success rate in engaging
with adults through open communication and seeking support by
the end of March 2024. This holistic approach aims to enhance
Zayed's social skills and facilitate positive connections with the
school staff.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Fallah Saleh Albaloushi eSIS number 306569 Grade 9B-F Date of Birth 24-Apr-08
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 28-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 24 February 2019 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 182 110Q-210Q 180 205L-355L 156 177

Student Statement
Areas of interest me i like coloring and drawing
Goals / Aspirations become police

Present Levels of Performance

Strengths Fallah exhibits a pleasant personality, independence in structured activities, and effective communication skills by actively seeking help when needed.
Additionally, he demonstrates organizational abilities and can coordinate classroom events with adult assistance.
Barriers/Concerns Fallah grapples with academic challenges that underscore the necessity for targeted support in these specific areas. He encounters difficulties in maintaining
consistent counting speed, especially beyond certain numbers, indicating a potential benefit from targeted support to distinguish between 'teen' and 'ty'
numbers. Additionally, a notable concern arises in his ability to orally segment words during Word Reading, emphasizing the need for focused attention in
this area.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Fallah, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Fallah's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Fallah.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Fallah's current performance in Math To support Fallah in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Fallah will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbalization, providing tools for
measured by teacher observation and distinguishing between 'teen' and 'ty' physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments align closely
with his IEP goals and reflect progress in report marks.
By the end of March 2024, Fallah will In Level 2 Phonics, Fallah excels in GPC To support Fallah in achieving this goal, learning strategies will
improve his proficiency in orally Recognition and Reading Decodable include targeted exercises and interventions aimed at enhancing
segmenting words during word reading in Words, showcasing commendable his oral segmentation skills. Consistent monitoring and support
Level 2 Phonics, achieving 80% accuracy strengths. However, there is a notable will be provided to ensure successful progress towards the
as measured by work samples and staff concern in his ability to orally segment established goal.
observation. words during Word Reading, warranting
focused attention.
By the end of March 2024, Fallah will Fallah encounters challenges in his current To support Fallah in reaching the Level 1 goal, targeted learning
master Level 1 Phonics skills, focusing on scores for Level 2 Phonics, presenting an strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence opportunity for foundational skill phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of development. Encouragingly, he has shown Regular progress assessments will guide adjustments to the
achieving 80% accuracy in spelling as familiarity with tricky word spelling, learning plan, ensuring Fallah's success in mastering
measured by work samples and staff indicating potential strengths to be fundamental phonics skills.
observation. cultivated. However, difficulties in GPC
Formation, evident in the initial low score,
underscore the need for targeted
intervention in this specific area.
By the end of March 2024, Fallah aims for Fallah exhibits emerging fine motor skills, To achieve the IEP goal, Fallah will receive personalized
an 80% accuracy level in enhancing his fine with a need for improvement in support, including guidance on proper pencil grip and hand-eye
motor skills, with a focus on improving maintaining an effective pencil grasp and coordination techniques. Incorporating engaging sensory
hand-eye coordination and control during minimizing fatigue during fine motor tasks. activities tailored to his interests will provide a dynamic and
activities like drawing, painting, or coloring Targeted interventions will address these effective learning environment, fostering the refinement of his
as measured through teacher observations areas for enhanced development. fine motor skills. Regular practice, modeling, and highlighting
and student work samples. similarities in letter formation will contribute to the development
of legible penmanship.
By the end of March 2024, Fallah will Fallah currently faces challenges in actively To support Fallah in enhancing his social initiation and
actively participate in social activities and participating in social activities and group engagement skills, targeted interventions will be implemented.
group settings, displaying improved social settings. His social initiation and Social skills training sessions will focus on fostering positive
initiation and engagement skills, with an engagement skills may be underdeveloped, peer interactions, teaching effective communication, and
80% success rate as measured through impacting his ability to connect with peers providing strategies for active participation in group settings.
teacher and peer feedback. and fully participate in social interactions. Structured opportunities for social practice, such as group
projects or cooperative activities, will be incorporated into
Fallah's routine. Ongoing feedback from both teachers and peers,
combined with regular assessments, will guide the intervention's
progress, aiming for an 80% success rate in active social
participation and improved social skills by the end of March
2024. This comprehensive approach aims to empower Fallah to
confidently engage in various social settings and build
meaningful connections with peers.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamdan Yousef Nasser Abdulla Alblooshi eSIS number 647357 Grade 9B-F Date of Birth 10-Mar-09
Classification Neurodevelopmental Eligibility Autism (Pervasive)
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 29-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 26 June 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest me do sleep only.
Goals / Aspirations i want to be policeman

Present Levels of Performance

Strengths Hamdan exhibits strong cognitive abilities, including being a fast learner with excellent working memory, the ability to follow multiple-step directions, and a
high level of organization. He can self-monitor and make accurate corrections to answers.
Barriers/Concerns Hamdan encounters academic challenges, marked by a short concentration span.
Furthermore, a notable concern in Hamdan's Word Reading skills, particularly in oral segmentation, highlights an area requiring focused attention. While
facing challenges in GPC Formation, Hamdan, under the guidance of Mr. Paddington, acknowledges the importance of addressing this specific area to
overcome barriers in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions Full time Full time session/s Stewart Weston Kufandirori
Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Clearly established and ordered routines
Warning and preparation when changes are anticipated
Planning and practicing of communication strategies and social routines
A quite area where the student can take a time-out if necessary
Visual schedules and graphic organizers
Visual or written, rather than auditory, instructions
Computer use, especially word processing for writing
Academic interventions should address his receptive and expressive language
weaknesses.
Specifically, whenever possible, all directions and new material should be presented with visual cues, triggers, and targets.
Allow Hamdan extra time to process and understand new concepts and new understandings of old concepts.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Hamdan's determination is evident in his To support Hamdan in achieving his goal by March 2024,
than 15 and a verbal prompt, Hamdan will approach to Basic Numeracy. However, he strategies such as focused number recognition, numerical value
count to 15, starting at the given number faces challenges recognizing numbers and understanding, and systematic counting from a given number
with 80% accuracy as measured as understanding their value, suggesting the will be employed. These targeted approaches aim to enhance his
measured by teacher observations and importance of targeted support in these proficiency in Basic Numeracy, addressing specific challenges
Hamdan 's work samples. areas. and ensuring progress towards the specified objective.
By the end of March 2024, Hamdan will In Level 2 Phonics, Hamdan, who receives o support Hamdan in achieving this goal, targeted learning
improve his oral segmentation skills during dedicated 1:1 support from his Individual strategies will be implemented, focusing on exercises and
word reading in Level 2 Phonics, achieving Assistant (IA), Mr. Paddington, interventions designed to enhance his oral segmentation abilities,
80% accuracy as measured by work demonstrates notable strengths in GPC with regular monitoring and support provided to ensure steady
samples and staff observation. Recognition, showcasing his ability to progress towards the specified goal.
articulate phonemes when presented with
corresponding graphemes. However, there
is a notable concern in his Word Reading
skills, particularly in the area of oral
segmentation.
By the end of March 2024, Hamdan, with Hamdan's current scores in Level 2 Phonics To aid Hamdan in reaching the Level 1 goal, tailored learning
the support of Mr. Paddington, will master pose challenges, but the opportunity to strategies, such as interactive phonics games, visual aids, and
Level 1 Phonics skills, focusing on basic build foundational skills, combined with consistent reinforcement, will be implemented under the
grapheme-phoneme correspondence (GPC) Mr. Paddington's 1:1 support, creates an guidance of Mr. Paddington. Regular progress assessments, with
formation, aiming for 80% accuracy in optimistic outlook for Hamdan's progress. the support of Mr. Paddington, will ensure adjustments to the
spelling as measured by work samples and learning plan, securing Hamdan's success in mastering
staff observat fundamental phonics skills.
Hamdan will enhance his core stability and Currently, Hamdan exhibits a foundational To achieve Hamdan's IEP goal, a comprehensive approach will
motor coordination skills by 80% through understanding and engagement in gross be implemented, integrating gross motor activities into the daily
the "Smart Moves Programme" by the end motor activities, with potential for routine, including transitions and frequent motor breaks.
of March 2024, assessed by observation improvement in core stability and Purposeful infusion of movement into lessons, with the support
and interactive activities. coordination. of Mr. Paddington, the Inclusion Assistant, ensures tailored
strategies to enhance Hamdan's core stability and coordination
skills.
By the end of March 2024, Hamdan will Hamdan currently experiences difficulties To support Hamdan in improving his ability to adapt to changes
improve his ability to adapt to changes in in adapting to changes in routine, which in routine and maintain emotional regulation during transitions, a
routine, aiming for an 80% success rate in may affect his emotional regulation during personalized plan will be implemented. This plan includes
maintaining emotional regulation during transitions. These challenges can impact his proactive strategies such as visual schedules, social stories, and
transitions, as measured through teacher overall socialization, making it essential to pre-transition cues to provide clear expectations and reduce
observations and assessments. address and enhance his coping anxiety. Additionally, Hamdan will participate in structured
mechanisms in different situations. social-emotional learning activities to develop effective coping
mechanisms. Regular assessments and observations will guide
the progress, aiming for an 80% success rate in maintaining
emotional regulation during transitions by the end of March
2024. This comprehensive approach seeks to empower Hamdan
with the skills needed to navigate routine changes successfully,
fostering improved emotional well-being and socialization.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
 Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Tuwaired Ali Mohammed Alefari eSIS number 712247 Grade 9B-H Date of Birth 18-Jan-07
Classification Neurodevelopmental Eligibility Hearing Impairment
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 30-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 191 265Q - 365Q 178 165L - 315L 159 181

Student Statement
Areas of interest playing football and playing video games.
Goals / Aspirations i want to be a pilot

Present Levels of Performance

Strengths Mohammed displays positive social and behavioral attributes, including the ability to follow rules and routines, friendliness with classmates and teachers, and
proficiency in following multiple-step directions. He also exhibits good learning capacity and retention, learning effectively with visual aids and hands-on
methods.
Barriers/Concerns Mohammed faces challenges in understanding concepts, exacerbated by language barriers in the learning mode. Difficulties in concentration, reading
comprehension, meaningful writing, and occasional aggressive behavior necessitate targeted support and intervention in these areas. However, there's a
notable concern in his Sentence Reading skills, emphasizing the need for focused attention, and difficulties in GPC Formation require specific intervention
for overcoming barriers in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Needs a calm and noise free environment to reduce distractions through feedback of the hearing aid.
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Mohammed will He is experiencing difficulty with To address Mohammed's barriers, targeted strategies will be
demonstrate proficiency in recognizing and unfamiliar teen numbers that do not follow implemented. These include focused exercises on Unfamiliar
understanding unfamiliar teen numbers, the pattern. Additionally, instances of digit Teen Numbers, incorporating visual aids for better
minimizing digit transposition or numeral transposition or numeral reversal have been comprehension. Utilizing interactive methods to reinforce the
reversal, with 80% accuracy as measured observed. correct sequencing of digits, along with consistent practice and
by work samples and staff observation. repetition, will contribute to improved proficiency. Pull-out
sessions to the inclusion room will provide individualized
attention and smaller group learning, fostering an environment
conducive to Mohammed's academic development.
By the end of March 2024, Mohammed will In Level 2 Phonics, Mohammed To support Mohammed in achieving this goal, targeted learning
enhance his sentence reading skills in Level demonstrates commendable strength in strategies will be implemented, focusing on exercises and
2 Phonics, achieving 80% accuracy as GPC Recognition, showcasing his ability to interventions designed to improve his sentence reading
measured by work samples and staff articulate phonemes when presented with comprehension and fluency. Regular monitoring and support
observation. corresponding graphemes. However, there will be provided to ensure steady progress towards the specified
is a notable concern in his Sentence goal.
Reading skills, particularly in
comprehending and fluently reading
sentences.
By the end of March 2024, Mohammed will Mohammed faces challenges in his current To support Mohammed in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on scores for Level 2 Phonics, presenting an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence opportunity for foundational skill interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of development. Encouragingly, he has reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as demonstrated some familiarity with tricky adjustments to the learning plan, ensuring Mohammed's success
measured by work samples and staff word spelling, suggesting potential in mastering fundamental phonics skills.
observation. strengths that can be further developed.
However, difficulties in GPC Formation, as
indicated by the initial low score,
underscore the need for focused
intervention in this specific area.
By the end of March 2024, Mohammed Mohammed currently exhibits emerging Tailored support for Mohammed will include personalized
aims to achieve an 80% accuracy rate in fine motor skills with room for guidance on proper pencil grip and hand-eye coordination
refining his fine motor skills, with a focus improvement, particularly in maintaining techniques. Engaging sensory activities aligned with his interests
on improving fine motor dexterity skills to an effective pencil grasp and managing will create a dynamic learning environment, promoting the
manipulate small objects, use tools, or fatigue during fine motor tasks. Targeted refinement of fine motor skills. Regular practice, modeling, and
engage in activities that require precise interventions will focus on these areas to emphasizing similarities in letter formation will contribute to the
hand movements as measured through foster enhanced development. development of legible penmanship.
teacher observations and student work
samples.
By the end of March 2024, Mohammed will Mohammed currently faces challenges in To support Mohammed in developing effective conflict
improve conflict resolution abilities, effectively resolving interpersonal conflicts resolution skills, a targeted plan will be implemented. This plan
striving for an 80% success rate in with peers. Difficulties in communication involves personalized coaching sessions focusing on assertive
resolving interpersonal issues with peers may hinder his social interactions, communication, active listening, and perspective-taking. Role-
through effective communication, as emphasizing the need to enhance his playing scenarios will be utilized to provide practical
assessed through teacher observations. conflict resolution abilities for improved experiences in resolving interpersonal issues. Regular teacher
socialization. observations and assessments will track progress, aiming for an
80% success rate in resolving conflicts through effective
communication by the end of March 2024. This comprehensive
approach seeks to empower Mohammed with the skills needed
to navigate social interactions successfully, fostering positive
relationships with peers.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdulla Hamdan Mohammed Al Aryani eSIS number 594271 Grade 9B-I Date of Birth 22-Mar-10
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 31-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 4 May 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 170 EM100Q - 0Q 185 360L - 510L 155 178

Student Statement
Areas of interest play computer, swimming
Goals / Aspirations i police

Present Levels of Performance

Strengths Abdulla exhibits positive social and behavioral qualities, including following rules and routines, being friendly with classmates and teachers, and
demonstrating the ability to follow multiple-step directions. Additionally, he can self-monitor and make corrections to answers accurately, responding well to
reinforcement provided through a visual schedule.
Barriers/Concerns Abdulla has some difficulties in school subjects, so he needs extra help and support. Also, he has specific challenges in reading tricky words and sentences, as
well as forming certain letter-sound connections in Level 2 Phonics. These areas need special attention to help him do better.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom Abdulla, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Abdulla's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Abdulla.
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Abdulla's current performance in Math To support Abdulla in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Abdulla will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbAbdullazation, providing tools
measured by teacher observation and distinguishing between 'teen' and 'ty' for physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments Abdullagn
closely with his IEP goals and reflect progress in report marks.
By the end of March 2024, Abdulla will In Level 2 Phonics, Mohammed To support Abdulla in achieving this goal, targeted learning
improve his sentence reading skills in Level demonstrates commendable strength in strategies will be implemented, including focused exercises and
2 Phonics, achieving 80% accuracy as GPC Recognition, showcasing his ability to interventions aimed at enhancing his ability to read and
measured by work samples and staff articulate phonemes when presented with comprehend sentences, especially those containing tricky words.
observation. corresponding graphemes. However, there Regular monitoring and support will be provided to ensure
is a notable concern in his Sentence steady progress toward the specified goal.
Reading skills, particularly in
comprehending and fluently reading
sentences.
By the end of March 2024, Abdulla will Abdulla is currently facing challenges in To support Abdulla in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on Level 2 Phonics, presenting an opportunity learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence for building foundational skills. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has demonstrated some reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as familiarity with tricky word spelling, adjustments to the learning plan, ensuring Abdulla's success in
measured by work samples and staff indicating potential strengths that can be mastering fundamental phonics skills.
observation. further developed. However, difficulties in
GPC Formation, as reflected in the initial
low score, underscore the need for focused
intervention in this specific area.
By the end of March 2024, Abdulla aims to Abdulla currently demonstrates emerging Tailored support for Abdulla will encompass personalized
achieve an 80% accuracy rate in enhancing fine motor skills, with areas for guidance on proper pencil grip and hand-eye coordination
his fine motor skills, specifically focusing improvement in maintaining an effective techniques. Engaging in activities that interest him and gradually
on improving hand-eye coordination and pencil grasp and managing fatigue during increasing the complexity will create an environment conducive
control during activities like drawing, fine motor tasks. Targeted interventions to refining fine motor skills. Regular practice, modeling, and
painting, or coloring as measured through will concentrate on these aspects to support emphasizing similarities in letter formation will contribute to the
teacher observations and student work his continued development. development of legible penmanship, fostering his overall
samples. academic success.
By the end of March 2024, Abdulla will Abdulla currently faces challenges in To support Abdulla in developing self-advocacy skills, a
enhance self-advocacy skills by articulating articulating his emotional needs and personalized plan will be implemented. This plan involves
emotional needs aiming for an 80% success advocating for himself in social situations. regular counseling sessions focusing on emotional expression,
rate as measured through self-reports and This difficulty may impact his ability to self-awareness, and effective communication. Abdulla will be
teacher assessments. navigate and express emotions effectively, guided in identifying and articulating his emotional needs
highlighting the need for targeted through various activities, such as journaling, role-playing, and
intervention to enhance self-advocacy reflective discussions. Progress will be assessed through a
skills. combination of self-reports and teacher assessments, aiming for
an 80% success rate by the end of March 2024. Empowering
Abdulla with the ability to express his emotional needs will
contribute to improved socialization and emotional well-being.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdulla Mohammed Khamis Mohammed Alhadadi eSIS number 568876 Grade 9B-J Date of Birth 04-May-09
Classification Neurodevelopmental Eligibility Autism (Pervasive)
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 02-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 12 July 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest like dance
Goals / Aspirations i want police

Present Levels of Performance

Strengths Abdulla displays strengths in social and emotional aspects by being friendly with classmates and teachers, following rules and routines, and demonstrating
the ability to follow multiple-step directions. Additionally, he can self-monitor and make corrections to answers accurately.
Barriers/Concerns Abdulla has challenges in thinking and learning, finding it hard to focus, lacking persistence, and often keeping to himself. His troubles in talking and
understanding body language make school harder, so he needs special help in both schoolwork and social skills. Specifically, he faces big challenges in
reading words, tricky words, sentences, and connecting letters and sounds, so those areas need extra focus and support in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
 IEP, providing a more accurate representation of his achievements and progress.
Classroom The services of a credentialed seech and language specialist are suggested to address Abdulla's receptive and expressive language weaknesses. Avoid
multi-step directions as much as possible,providing only one directive at a time.
Needs to be placed in a specialized center/school, Speech services should be instigated to further develop Abdulla's pragmatic
use of language, including
Medical n/a
(If needed)
Role of Inclusion Assistant Mr. Paddingtone, the dedicated Inclusion Assistant, plays a vital role in offering personalized 1:1 support to Abdulla. Within this
(if applicable) capacity, he actively engages in Abdulla's educational journey by guiding him through differentiated activities, ensuring
understanding of instructions, fostering social skills, and promoting a positive attitude towards learning. Through consistent positive
reinforcement, Mr. Paddingtone significantly contributes to tailoring support to Abdulla's unique needs, enhancing positive
interactions, emphasizing key concepts, building self-confidence, and facilitating holistic academic and social development
throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Abdulla will showcase Abdulla is experiencing difficulty with Current Performance in Math: Mr. Paddington provides 1:1
proficiency in recognizing and unfamiliar teen numbers that do not follow support for Abdullah. To overcome Abdullah's challenges,
comprehending numbers below 5, the pattern. Additionally, instances of digit specific strategies will be applied. These involve targeted
minimizing instances of digit transposition transposition or numeral reversal have been exercises on numbers below 5, utilizing visual aids for enhanced
or numeral reversal, with 80% accuracy as observed. understanding. Implementing interactive techniques to reinforce
assessed by work samples and staff the proper digit sequencing, coupled with regular practice and
observation. repetition, will enhance proficiency. Additionally, pull-out
sessions to the inclusion room will offer personalized attention
and smaller group learning, creating a supportive environment
for Mohammed's academic progress.
By the end of March 2024, Abdulla will In Level 2 Phonics, Abdulla exhibits To address this goal, targeted learning strategies will be
enhance his word reading skills in Level 2 notable strengths in GPC Recognition and implemented, focusing on activities and interventions
Phonics, achieving 80% accuracy as Reading Decodable Words. However, there specifically designed to improve Abdulla's ability to segment
measured by work samples and staff are significant barriers observed in his and read words. Regular monitoring and support will be
observation. Word Reading, particularly in the ability to provided to ensure steady progress toward the specified goal,
orally segment and read words, as well as with a focus on building proficiency in the identified area of
in Reading Tricky Words and Sentence concern.
Reading.
By the end of March 2024, Abdulla will Abdulla is currently facing challenges in To support Abdulla in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on Level 2 Phonics, providing an opportunity learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence for foundational skill development. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has shown familiarity reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as with tricky word spelling, suggesting adjustments to the learning plan, ensuring Abdulla's success in
measured by work samples and staff potential strengths that can be nurtured. mastering fundamental phonics skills.
observation. However, difficulties in GPC Formation,
evident in the initial low score, highlight a
crucial area that needs attention to
overcome barriers in Level 2 Phonics.
Addressing Abdulla's specific needs, the Currently, Abdulla exhibits a foundational To achieve Abdulla's IEP goal, a comprehensive approach will
SMART IEP goal is for him to enhance his understanding and participation in gross be implemented, seamlessly integrating gross motor activities
core stability and motor coordination skills motor activities, providing a solid starting into the daily routine. By infusing movement into transitions,
by 80%, utilizing the "Smart Moves point for further improvement in core providing frequent motor breaks, and incorporating motor skills
Programme" through interactive activities, stability and coordination. into lessons, Abdulla's core stability and coordination skills will
with progress measured by observation and be enhanced, ensuring a holistic and tailored strategy for
data collection by the end of March 2024. success.
By the end of March 2024, Abdulla will Abdulla currently faces challenges in To support Abdulla in improving adaptability and emotional
improve his ability to adapt to changes in adapting to changes in routine, which regulation, a comprehensive plan will be implemented. This plan
routine, with an 80% success rate in impact his emotional regulation during includes regular counseling sessions focusing on coping
maintaining emotional regulation during transitions. These difficulties may manifest strategies, self-regulation techniques, and providing tools to
transitions, as measured through teacher in heightened stress or emotional responses, navigate transitions successfully. Abdulla will be guided through
observations and assessments. highlighting the need for targeted activities such as mindfulness exercises, social stories, and role-
intervention to enhance his adaptability and playing scenarios to develop resilience and emotional control.
emotional regulation in social situations. Progress will be assessed through teacher observations and
assessments, aiming for an 80% success rate by the end of
March 2024. Equipping Abdulla with effective coping
mechanisms will contribute to a smoother adaptation to changes
in routine and enhance his overall socialization skills.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
 GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Saeed Sultan Mohammed Khamis Alkaabi eSIS number 564812 Grade 9B-J Date of Birth 25-Jan-09
Classification Sensory Eligibility Visual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 02-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 8 May 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 186 180Q - 280Q 189 380L - 530L 171 178

Student Statement
Areas of interest i like to talk galaxy
Goals / Aspirations comdian or actor

Present Levels of Performance

Strengths Saeed demonstrates strong social and emotional skills, being a very cheerful boy who gets along well with peers. His positive demeanor contributes to a
conducive learning environment. Additionally, Saeed exhibits physical strengths, as he is capable of completing tasks, albeit with additional time, and can
grasp concepts when provided with proper supervision.
Barriers/Concerns Saeed encounters difficulties in thinking and learning, often taking more time to finish tasks and sometimes acting quickly without thinking, affecting how
well he grasps subjects. It's important to work on these thinking challenges to improve Saeed's overall learning. Also, there's a notable struggle in blending
sounds when reading certain words out loud, pointing to an area that needs special focus and help.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT 30 min session/s Czech Rehab
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Saeed, diagnosed with a visual impairment, benefits from specific classroom accommodations to support his learning experience. These
accommodations include preferred seating arrangements, peer support, differentiated worksheets, and visual aids for learning. Additionally, education
for lifestyle self-management, ADHD class techniques, being kept away from distractions, being directed for tasks, and engaging in physical activities
with tasks divided into manageable parts, time limits, positive rewards, and the use of non-complicated language are essential strategies for his
inclusive education.
It is crucial to seat Saeed close to the main instructional area, provide clear oral instructions, avoid terminology demanding visual acuity, and partner
him with students who can assist. Adapted materials such as large print, appropriate visuals, and ample time for verbal descriptions are necessary.
Individualized wait time, preparation of adapted materials in advance, and multisensory introduction of new concepts further enhance Saeed's
participation in class activities.
Moreover, involving Saeed in the brainstorming process for environmental and instructional strategies, providing directions in his preferred mode of
communication, offering information about new tasks and expectations, maintaining consistency in routines, allowing repetition and practice,
collaborating with the team and family for homework options, and ensuring access to visuals at an appropriate distance are crucial aspects of
accommodating Saeed's unique learning needs. Using mutual exploration and modeling strategies, considering environmental adaptations, and being
mindful of tactile sensitivity issues contribute to creating an inclusive and supportive learning environment for Saeed. Keep the Inclusion department
informed about upcoming tests and assignments.
Medical Visual Handicap
(If needed) Moebius Syndrome
Autosomal recessive gaze palsy, familial horizontal, with progressive scoliosis type 1
Visual Handicap
Moebius syndrome Scoliosis
Kyphosis
H/O spinal fusion
Bilateral external tibial torsion
Developmental delay
Ankle
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Saeed will enhance his Despite challenges, he possesses To fortify Saeed's foundational skills in Basic Numeracy (Place
foundational skills in Basic Numeracy foundational skills in Basic Numeracy Value), the tailored approach involves guided exploration for
(Place Value) by demonstrating improved (Place Value); however, these difficulties counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Saeed shows tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples foundational skills; however, challenges in promoting self-reflection, facilitating peer collaboration,
and staff observation. fluently counting backward and crossing exposing him to diverse arrangements, and implementing regular
tens boundaries impact his overall progress monitoring. These strategies, coupled with additional
performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Saeed will In Level 2 Phonics, Saeed demonstrates To achieve this goal, targeted learning strategies will be
enhance his oral blending skills in Level 2 notable strength in GPC Recognition, as implemented, focusing on activities and interventions
Phonics, achieving 80% accuracy as well as proficiency in Reading Tricky specifically designed to improve Saeed's ability to orally blend
measured by work samples and staff Words and Sentence Reading. However, sounds when reading decodable words. Regular monitoring and
observation. there is a significant barrier observed in his support will be provided to ensure steady progress toward the
ability to Oral Blend when reading specified goal, with a focus on building proficiency in the
Decodable Words. identified area of concern.
By the end of March 2024, Saeed will Saeed's performance reveals a mix of To support Saeed's phonics development, incorporating
improve his GPC formation and tricky strengths and areas for improvement in multisensory approaches, associating sounds with visuals, and
word spelling skills in Level 2 Phonics, Level 2 Phonics, emphasizing the need for implementing hands-on activities can enhance grapheme-
achieving 80% accuracy in writing as targeted intervention in GPC Formation, phoneme correspondences. Focused practice on tricky words and
measured by work samples and staff Tricky Word Spelling, and Sentence sentence construction, coupled with positive reinforcement, will
observation. Writing. contribute to sustained progress.
By the end of March 2024, Saeed aims to Saeed currently demonstrates emerging fine Tailored support for Saeed will involve personalized guidance
achieve an 80% accuracy level in refining motor skills, with notable areas for on proper pencil grip, emphasizing consistent movements for
his fine motor skills, with a focus on improvement in maintaining an effective efficient letter formation. Engaging him in activities that build
enhancing hand-eye coordination and pencil grasp and managing fatigue during stamina and incorporating breaks to manage fatigue will create
control while using various art materials, fine motor tasks. Targeted interventions an environment conducive to refining fine motor skills. Regular
such as drawing, painting, or coloring. will concentrate on these aspects to support practice, modeled demonstrations, and highlighting similarities
his continued development. in letter formation will contribute to the development of legible
penmanship, supporting Saeed in achieving his fine motor goal.
By the end of March 2024, Saeed will Saeed currently faces challenges in To support Saeed in improving his interpersonal skills, a
enhance interpersonal skills by initiating initiating interactions with peers, impacting comprehensive approach will be implemented. This plan
interactions with peers, striving for an 80% his overall interpersonal skills. Limited involves targeted social skills training, including activities such
success rate as measured through teacher engagement may hinder his ability to form as role-playing, peer modeling, and guided interactions. Saeed
and peer feedback. connections, emphasizing the need for will receive regular feedback from both teachers and peers,
targeted intervention to enhance his providing constructive insights to reinforce positive behaviors.
socialization skills. By fostering a supportive environment and implementing
consistent socialization opportunities, we aim to achieve an 80%
success rate in Saeed's initiation of interactions with peers by the
end of March 2024. This approach aims to build his confidence
and establish a foundation for successful social interactions.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Ali Mohammed Fares Alsubaiei Alameri eSIS number 308033 Grade 10B- Date of Birth 24-Jul-08
A
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 03-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 13 June 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 170 EM100Q-0Q 158 630L-780L 158 183

Student Statement
Areas of interest i like riding horses and listening to music
Goals / Aspirations work in ADNOC, businness man

Present Levels of Performance

Strengths Ali demonstrates an interest in variety and visual learning, showing engagement with hands-on activities. His punctuality and respectful behavior towards
educators contribute positively to the learning environment.
Barriers/Concerns Ali encounters difficulties in thinking and learning, often showing a hesitancy to keep trying, taking more time to finish school tasks, and performing below
the expected level for his age. There are significant challenges in his ability to read certain words, understand written words, blend sounds when reading,
separate sounds when speaking, and read sentences. These specific areas need special attention and intervention to help Ali progress in Level 2 Phonics, with
a focus on improving GPC Formation scores, as recognized with Mr. Art's assistance.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical Ritalin 10mg

(If needed) 48, XXYY Syndrome (variant of Klinefelter Syndrome (KS)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Ali will enhance his Despite challenges, he possesses To fortify Ali's foundational skills in Basic Numeracy (Place
foundational skills in Basic Numeracy foundational skills in Basic Numeracy Value), the tailored approach involves guided exploration for
(Place Value) by demonstrating improved (Place Value); however, these difficulties counting irregular objects, establishing clear starting points,
proficiency in fluently counting backward impact his overall performance. In Basic introducing visual markers, encouraging verbalization, providing
and crossing tens boundaries with 80% Numeracy (Place Value), Ali shows tools for physical tracking, gradually increasing task complexity,
accuracy, as measured by work samples foundational skills; however, challenges in promoting self-reflection, facilitating peer collaboration,
and staff observation. fluently counting backward and crossing exposing him to diverse arrangements, and implementing regular
tens boundaries impact his overall progress monitoring. These strategies, coupled with additional
performance. pull-out sessions to the inclusion room, are integral components
of his modified curriculum, ensuring formal assessments align
closely with his IEP goals and accurately reflect progress in
report marks.
By the end of March 2024, Ali will enhance In Level 2 Phonics, Ali, who receives To achieve this goal, targeted learning strategies will be
his reading decodable words skills in Level dedicated 1:1 support from his Individual implemented, focusing on activities and interventions
2 Phonics, achieving 80% accuracy as Assistant (IA), Mr. Art, demonstrates specifically designed to improve Ali's ability to orally blend
measured by work samples and staff notable strength in GPC Recognition. There when reading decodable words. Regular monitoring and support
observation. are significant barriers observed in his will be provided to ensure steady progress toward the specified
ability to read Decodable Words and Word goal, with a focus on building proficiency in the identified area
Reading. Ali faces challenges in Oral of concern.
Blending, Oral Segmenting, and Sentence
Reading, indicating areas for improvement.
By the end of March 2024, Ali, with the Ali's current scores in Level 2 Phonics pose To assist Ali in reaching the Level 1 goal, tailored learning
consistent support of Mr. Art, will master challenges, but the opportunity to build strategies, including interactive phonics games, visual aids, and
Level 1 Phonics skills, concentrating on foundational skills, combined with Mr. consistent reinforcement, will be implemented under Mr. Art's
basic grapheme-phoneme correspondence Art's 1:1 support, provides a positive guidance. Regular progress assessments, with Mr. Art's support,
(GPC) formation, aiming for 80% accuracy outlook for Ali's progress. will ensure adjustments to the learning plan, securing Ali's
in writing as measured by work samples success in mastering fundamental phonics skills.
and staff obs
Ali will enhance his core stability and Currently, Ali exhibits foundational To achieve Ali's IEP goal, a comprehensive approach will be
motor coordination skills by 80%, utilizing engagement and understanding of gross implemented, seamlessly integrating gross motor activities into
the "Smart Moves Programme" through motor activities, providing a solid starting the daily routine. By infusing movement into transitions,
interactive activities, with progress point for further improvement in core providing frequent motor breaks, and incorporating motor skills
measured by observation and data stability and coordination. into lessons, Ali's core stability and coordination skills will be
collection by the end of March 2024. enhanced, ensuring a holistic and tailored strategy for success,
supported by Mr. Art.
By the end of March 2024, Ali will Ali currently experiences challenges in To address Ali's social initiation challenges, a targeted
participate in social activities and group participating actively in social activities and intervention plan will be implemented. This plan includes
settings, displaying improved social group settings, impacting his ability to structured social skills training sessions focused on enhancing
initiation, with an 80% success rate as initiate social interactions effectively. This Ali's ability to initiate and engage in social activities.
measured through teacher and peer limitation may hinder his overall social Incorporating peer collaboration, positive reinforcement, and
feedback. development and integration within the guided social interactions, we aim to foster an environment that
school community. encourages Ali's active participation. Ongoing assessments,
including teacher and peer feedback, will provide valuable
insights to track progress and adjust strategies accordingly. The
goal is for Ali to achieve an 80% success rate in displaying
improved social initiation by the end of March 2024,
contributing to his overall social development and well-being.

Team Member(s) Name(s) Signature(s)

Parent
Student
 English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Khaled Waleed Daryoul Saeed Aldhaheri eSIS number 400980 Grade 10B- Date of Birth 15-Mar-09
C
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 04-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 9 November 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 168 EM135Q-EM35G 203 650L-800L 167 177

Student Statement
Areas of interest play playstation and play my phone.
Goals / Aspirations i want to be a doctor for animals.

Present Levels of Performance

Strengths Khaled exhibits strengths in recognizing when work is necessary, processing information with a delayed response, displaying a strong desire to excel and
please others, and maintaining good behavior. He actively seeks knowledge and listens attentively without interrupting.
Barriers/Concerns Khaled encounters academic challenges, often hesitating to persist in tasks, finding the work difficult, and relying on adults or peers for support. Working
below the expected level for his age in various subjects underlines the necessity for focused support and interventions. Moreover, there is a specific concern
in reading sentences, with lower scores, and challenges in understanding grapheme-phoneme correspondence, emphasizing the importance of targeted
strategies to overcome obstacles in Level 2 Phonics.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 14 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom assist the student in finding effective peer note-takers from the class. Alternatively, you could provide the student with a copy of your lecture notes or
outline.
allow the student to tape record lectures.
allow the student additional time to complete in-class assignments, particularly writing assignments.
provide feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may
be helpful to break the larger assignment into smaller components with opportunities for draft feedback.
provide assistance with proofreading written work.
child should be kept away from distractions in class seating positions away from windows. Constant support and direcetd to activities and keeping
instructions simple and few
Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Khaled will Khaled, a high school student, has shown To achieve the IEP goal, we will implement tailored learning
enhance his proficiency in Basic Numeracy notable strengths in Basic Numeracy (Place strategies, including guided exploration for counting irregularly,
(Place Value), specifically in counting Value), scoring well in various establishing clear starting points, introducing visual markers,
backward across tens boundaries and assessments. However, challenges in encouraging verbalization, providing tools for physical tracking,
recognizing repeating patterns within the counting backward and understanding gradually increasing task complexity, promoting self-reflection,
number system, achieving 80% accuracy as number patterns impact his overall facilitating peer collaboration, and exposing Khaled to diverse
measured by work samples and staff performance. arrangements. Additional pull-out sessions to the inclusion room
observation. will be incorporated for individualized attention and smaller
group learning, ensuring a supportive environment conducive to
his academic development.
By the end of March 2024, Khaled will In Level 2 Phonics, Khaled exhibits notable To support Khaled in achieving this goal, learning strategies will
enhance his sentence reading skills in Level strengths in GPC Recognition, Reading be implemented, focusing on specific interventions and activities
2 Phonics, achieving 80% accuracy as Decodable Words, Word Reading, and tailored to improve his Sentence Reading skills. Regular
measured by work samples and staff Reading Tricky Words. However, there is a monitoring and targeted support will be provided to ensure
observation. concern observed in Sentence Reading, consistent progress toward the specified goal, with attention
where he scored lower. given to addressing the identified area of concern.
By the end of March 2024, Khaled will Khaled is currently facing challenges in To support Khaled in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on Level 2 Phonics, presenting an opportunity learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence for foundational skill development. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has shown familiarity reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as with tricky word spelling, indicating adjustments to the learning plan, ensuring Khaled's success in
measured by work samples and staff potential strengths that can be cultivated. mastering fundamental phonics skills.
observation. This goal aligns However, difficulties in GPC Formation, as
evidenced by the initial low score, highlight
a crucial area that needs attention to
overcome barriers in Level 2 Phonics.
By the end of March 2024, Khaled will Currently, Khaled's behavior includes Implementing personalized strategies, including positive
significantly reduce attention-seeking disruptive actions like making noises, reinforcement, social skills training, and consistent monitoring
behaviors, achieving 80% accuracy as hitting, poking, and attempting to leave the by counselors and teachers, will be essential in achieving the IEP
measured through counselor reviews and classroom, impacting the overall classroom goal and fostering a positive behavioral change for Khaled.
teacher observations. environment and hindering the learning
experience for himself and others.
By the end of March 2024, Khaled will Khaled currently faces challenges in To address Khaled's challenges, a targeted intervention plan will
build positive relationships with peers in building positive relationships with peers be implemented, focusing on fostering positive peer
the inclusion rrom, striving for an 80% within the inclusion room, impacting his relationships and enhancing communication skills. This plan
success rate in engaging in communication ability to engage in effective includes structured socialization activities, peer collaboration
as evaluated through staff feedback. communication. These difficulties may opportunities, and communication workshops tailored to
limit his social interactions and Khaled's needs. Regular staff feedback and assessments will be
collaborative opportunities within the utilized to monitor progress and make necessary adjustments to
inclusive learning environment. the intervention. The objective is for Khaled to achieve an 80%
success rate in engaging in communication with peers by the end
of March 2024, promoting his social integration within the
inclusion room and overall academic environment.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
 Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mayed Saeed Khamis Masoud Aldhaheri eSIS number 566634 Grade 10B- Date of Birth 08-Apr-08
C
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 05-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 176 5Q-105Q 153 205L-355L 180 188

Student Statement
Areas of interest play phone, play football then sleep
Goals / Aspirations i like to be a pilot

Present Levels of Performance

Strengths Mayed demonstrates positive behavior in the classroom by following instructions, seeking help when needed, and actively participating in group settings,
especially during English lessons. He shows a willingness to assist classmates in understanding questions.
Barriers/Concerns Mayed encounters academic challenges, often having difficulty focusing on tasks and finding the work challenging. Distractions, forgetfulness, and the need
for repeated reminders signal the need for focused support and interventions to overcome these barriers. Additionally, there is a challenge in grapheme-
phoneme correspondence, highlighting the importance of addressing these aspects in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Mayed, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Mayed's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Mayed.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Mayed's current performance in math Implementing a multifaceted approach to support Mayed's IEP
than 10 and a verbal prompt, Mayed will reflects challenges in recognizing numbers goal, we will utilize visual aids, hands-on activities, and place
count to 10, starting at the given number in diverse formats and understanding place value exercises to enhance his understanding of basic numeracy.
with 80% accuracy, as measured by teacher value. Despite these barriers, his Incorporating interactive tools and regular practice sessions,
observations and student work samples. determination to engage in mathematical along with peer collaboration and constructive feedback, aims to
tasks is evident. address his challenges effectively. The integration of multimodal
teaching and differentiated instruction will further cater to his
learning preferences and pace. Continuous progress monitoring,
supplemented by additional pull-out sessions in the inclusion
room, will ensure targeted support for Mayed's individualized
learning needs, fostering improvement in number recognition
and counting proficiency.
By the end of March 2024, Mayed will In Level 2 Phonics, Mayed demonstrates To support Mayed in achieving this goal, targeted learning
enhance his sentence reading skills in Level commendable strengths in GPC strategies will be implemented, including tailored interventions
2 Phonics, achieving 80% accuracy as Recognition, Reading Decodable Words, focused on improving Sentence Reading skills. Regular
measured by work samples and staff and Word Reading. However, there is a monitoring and individualized support will be provided to ensure
observation. noticeable concern in Sentence Reading, consistent progress toward the specified goal, with particular
where he scored lower. For the Present attention given to addressing the identified area of concern.
Levels of Performance, Mayed excels in
key areas of phonics, showcasing
proficiency in recognizing grapheme-
phoneme correspondences and decoding
words. However, there is a recognized
challenge in comprehending and reading
sentences.
By the end of March 2024, Mayed will Mayed is currently facing challenges in To support Mayed in reaching the Level 1 goal, targeted learning
master Level 1 Phonics skills, focusing on Level 2 Phonics, presenting an opportunity strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence for foundational skill development. phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of Encouragingly, he has demonstrated some Regular progress assessments will guide adjustments to the
achieving 80% accuracy in writing as familiarity with tricky word spelling, learning plan, ensuring Mayed's success in mastering
measured by work samples and staff indicating potential strengths that can be fundamental phonics skills.
observation. developed. However, Mayed encounters
difficulties in GPC Formation, as reflected
in the initial low score. Addressing this
specific area is crucial to overcoming
barriers in Level 2 Phonics.
By the end of March 2024, Mayed will Currently, Mayed faces difficulties in Implementing personalized learning strategies, including clear
enhance his behavior by consistently consistently following instructions and has and concise instructions, positive reinforcement for compliance,
following instructions and attending shown instances of truanting, impacting and regular monitoring by counselors and teachers, will
classes, achieving 80% accuracy as both his academic progress and overall contribute to achieving Mayed's IEP goal and fostering positive
measured through counselor reviews and school experience. behavioral changes.
teacher observations.
By the end of March 2024, Mayed will Mayed currently faces challenges in To support Mayed in achieving his socialization goal, a
participate in social activities, displaying participating in social activities and comprehensive plan will be implemented. This includes
improved social initiation and engagement displaying effective social initiation and structured social activities, peer interaction opportunities, and
skills, with an 80% success rate as engagement skills. These difficulties may targeted social skills training. The intervention will focus on
measured through teacher and peer impact his ability to build connections with enhancing Mayed's social initiation, communication, and
feedback. peers and fully integrate into social settings. engagement skills. Regular assessments, feedback from teachers
and peers, and ongoing monitoring will be utilized to track
progress and adjust strategies as needed. The aim is for Mayed
to achieve an 80% success rate in participating in social
activities and demonstrating improved social initiation and
engagement skills by the end of March 2024, fostering positive
 social interactions and integration.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Turki Talal Darwaish Zayed Al Harasi eSIS number 566309 Grade 10B- Date of Birth 14-Jun-08
D
Classification Neurodevelopmental Eligibility Intellectual
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 06-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 15 November 2021 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 Exempted Exempted Exempted Exempted Exempted Exempted

Student Statement
Areas of interest i like art. watching investigator show
Goals / Aspirations i want to be a businessman or investigator

Present Levels of Performance

Strengths Turki displays good behavior in the classroom, attentively listens to class discussions, and responds to teacher's requests. He adapts easily to new rules and
routines, follows behavior policies, and demonstrates proficiency in certain academic skills such as shading fractions and writing 3-digit place value numbers
with written cues.
Barriers/Concerns Turki encounters academic challenges, facing difficulties with tasks and finding the work challenging while operating below age level across the curriculum.
Weaknesses in reading, writing, attention, forgetfulness, and the need for consistent repetition highlight the necessity for focused support and interventions to
overcome these barriers. Additionally, there is an acknowledged barrier in effectively decoding and reading words, along with challenges in grapheme-
phoneme correspondence, underscoring the importance of addressing these areas in his Individualized Education Program (IEP).

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant Full Time 5x a week session/s ADEK
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
 assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Turki, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Turki's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Turki.
Medical medication
(If needed)
Role of Inclusion Assistant Mr. Artemio, in his role as the Inclusion Assistant, delivers invaluable 1:1 support to Turki. Within this capacity, he actively
(if applicable) participates in Turki's educational journey by guiding him through tailored activities, ensuring comprehension of instructions,
fostering social skills, and cultivating a positive attitude towards learning. Through consistent positive reinforcement, Mr. Artemio
significantly contributes to tailoring support to Turki's unique needs, enhancing positive interactions, emphasizing key concepts,
building self-confidence, and facilitating holistic academic and social development throughout the school day.

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, Turki will showcase Turki is experiencing difficulty with Mr. Art provides 1:1 support for Turki. To overcome Turkis
proficiency in recognizing and unfamiliar teen numbers that do not follow challenges, specific strategies will be applied. These involve
comprehending numbers below 5, the pattern. Additionally, instances of digit targeted exercises on numbers below 5, utilizing visual aids for
minimizing instances of digit transposition transposition or numeral reversal have been enhanced understanding. Implementing interactive techniques to
or numeral reversal, with 80% accuracy as observed. reinforce the proper digit sequencing, coupled with regular
assessed by work samples and staff practice and repetition, will enhance proficiency. Additionally,
observation. pull-out sessions to the inclusion room will offer personalized
attention and smaller group learning, creating a supportive
environment for Mohammed's academic progress.
By the end of March 2024, Turki will In Level 2 Phonics, Turki exhibits notable To support Turki in achieving this goal, tailored learning
enhance his proficiency in reading strengths in GPC Recognition. However, strategies will be implemented. These may include focused
decodable words in Level 2 Phonics, there are identified concerns in Reading interventions on decoding techniques, multisensory approaches
achieving 80% accuracy as measured by Decodable Words, Word Reading, and to word reading, and consistent reinforcement of phonics skills.
work samples and staff observation. Reading Tricky Words, with the most Regular progress monitoring and individualized support will be
significant challenge observed in Reading provided to address the identified area of concern and facilitate
Decodable Words. Present Levels of improved performance in Reading Decodable Words.
 Performance reveal Turki's proficiency in
recognizing grapheme-phoneme
correspondences, particularly in GPC
Recognition. Nevertheless, there is a
recognized barrier in effectively decoding
and reading both decodable and tricky
words.
By the end of March 2024, Turki will Turki is currently encountering challenges To support Turki in reaching the Level 1 goal, targeted learning
master level 1 phonics skills, focusing on in Level 2 Phonics, presenting an strategies will be implemented. These may include interactive
basic grapheme-phoneme correspondence opportunity for foundational skill phonics games, visual aids, and consistent reinforcement.
(GPC) formation, with the goal of development. Encouragingly, he has Regular progress assessments will guide adjustments to the
achieving 80% accuracy in writing as demonstrated some familiarity with tricky learning plan, ensuring Turki's success in mastering fundamental
measured by work samples and staff word spelling, indicating potential strengths phonics skills.
observation. that can be developed. However, Turki
faces difficulties in GPC Formation, as
evidenced by the initial low score.
Addressing this specific area is crucial to
overcoming barriers in Level 2 Phonics.
Turki will improve his core stability and Currently, Turki demonstrates a Implementing a comprehensive approach, Turki's learning
motor coordination skills by 80%, foundational understanding of gross motor strategies will integrate gross motor skills seamlessly into the
employing the "Smart Moves Programme" activities, providing a solid basis for daily routine. By incorporating movement into transitions,
through interactive activities, with progress improvement in core stability and providing regular motor breaks, and infusing motor skills into
assessed by observation and data collection, coordination. lessons, Turki's core stability and coordination skills will be
by the conclusion of March 2024. enhanced, ensuring a holistic and tailored strategy for success.
By the end of March 2024, Turki will Turki currently encounters challenges in To support Turki in achieving his socialization goal, a targeted
develop coping strategies to manage social situations where frustration plan will be implemented. This includes teaching and practicing
frustration, showcasing their use in various management is required. His struggles with coping strategies to manage frustration in various situations. The
situations with an 80% success rate, as handling frustration may impact his overall interventions will be personalized to Turki's needs, providing
evaluated through teacher observations and social interactions, hindering the him with practical tools and techniques. Regular teacher
self-assessments. development of positive relationships with observations and self-assessments will be used to measure
peers. progress, with the aim of Turki achieving an 80% success rate in
effectively using coping strategies to manage frustration by the
end of March 2024. This will contribute to improved social
interactions and a more positive social experience for Turki.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
 Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Falah Salem Din Mohammed eSIS number 533835 Grade 10B- Date of Birth 22-Feb-09
F
Classification Neurodevelopmental Eligibility Specific Learning Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 07-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 27 February 2023 IEP: Initial No IEP: Review Yes
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 195 335Q-435Q 181 280L- 430L 184 188

Student Statement
Areas of interest I like play my phone. I like play football.
Goals / Aspirations i want to be an engineer.

Present Levels of Performance

Strengths Falah exhibits a pleasant personality, works independently in structured activities, is vocal in seeking help or asking questions when needed, and can organize
classroom events/functions with adult assistance. He demonstrates positive behavior in the class.
Barriers/Concerns Falah faces challenges in completing tasks, working below age level across the curriculum, and struggling with specific academic skills. Additionally,
challenges in Basic Numeracy and Level 2 Phonics, particularly in GPC Formation, highlight the importance of addressing these areas for Falah's overall
academic development.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 30 min 5 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Closer seating arrangement for increased guidance.
Avoidance of loud noise areas with permission to wear headphones.
On-task focusing prompts and resource teaching in the inclusion room.
Clear and concise directions and language.
Seating away from windows and doors to reduce auditory distractions.
Checking for understanding and repeating instructions.
Utilization of the Inclusion support room for learning and activities.
Benefit from a supportive educational setting with a modified curriculum.
Use of alternate media, tactile materials, and the sensory room for effective learning.
Provide hands-on activities and real-life related tasks for enhanced engagement and understanding.
Use timers for task reminders, aiding in time management.
Incorporate scheduled movement breaks within lessons for focus and attention.
Keep the Inclusion department informed about upcoming tests and assignments.

Medical n/a
(If needed)
Role of Inclusion Assistant n/a
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By the end of March 2024, Falah will Falah, a high school student, has shown To achieve the IEP goal, we will implement tailored learning
enhance his proficiency in Basic Numeracy notable strengths in Basic Numeracy (Place strategies, including guided exploration for counting irregularly,
(Place Value), specifically in counting Value), scoring well in various establishing clear starting points, introducing visual markers,
backward across tens boundaries and assessments. However, challenges in encouraging verbalization, providing tools for physical tracking,
recognizing repeating patterns within the counting backward and understanding gradually increasing task complexity, promoting self-reflection,
number system, achieving 80% accuracy as number patterns impact his overall facilitating peer collaboration, and exposing Falah to diverse
measured by work samples and staff performance. arrangements. Additional pull-out sessions to the inclusion room
observation. will be incorporated for individualized attention and smaller
group learning, ensuring a supportive environment conducive to
his academic development.
By the end of March 2024, Falah will Falah's performance in Level 3 Phonics Tailored learning strategies for Falah will involve targeted
enhance his GPC Recognition and Reading assessments reflects a commendable exercises to enhance GPC Recognition and Reading Decodable
Decodable Words skills in Level 2 Phonics, understanding, with strengths evident in Words. Engaging in interactive phonics activities, practicing oral
achieving 80% accuracy as measured by Word Reading, Reading Tricky Words, and blending techniques, and reinforcing phonetic recognition
work samples and staff observation. Sentence Reading. While celebrating his through varied approaches will contribute to his overall growth
achievements, the focus will be on and success in Level 3 Phonics.
elevating his performance in GPC
Recognition and Reading Decodable
Words.
By the end of March 2024, Falah will Falah exhibits notable strengths in Level 2 To address GPC Formation challenges, tailored learning
improve GPC formation in Level 2 Phonics, particularly excelling in spelling strategies will be implemented for Falah. These may include
Phonics, aiming for 80% accuracy in decodable words and tricky word spelling. interactive activities, visual aids, and guided exercises focusing
writing as measured by work samples and His proficiency in constructing sentences on finding and writing the grapheme when the phoneme is heard.
staff observation, fostering a more robust reflects a foundational understanding of Consistent practice and individualized support will be provided
grasp of phoneme-grapheme phonics concepts. However, in Level 2 to strengthen Sultan's Level 2 Phonics skills
correspondence. Phonics, Falah encounters challenges,
specifically in GPC Formation, as
highlighted by the initial score. This area
requires targeted intervention to enhance
Falah's proficiency in grapheme-phoneme
correspondence.
By the end of March 2024, Fallah aims to Falah currently exhibits emerging fine Tailored support for Falah will involve personalized guidance on
achieve an 80% accuracy level in motor skills, with particular areas for proper pencil grip, emphasizing consistent movements for
enhancing his fine motor skills, focusing on improvement in maintaining an effective efficient letter formation. Engaging him in activities that build
improving hand-eye coordination and pencil grasp and managing fatigue during stamina and incorporating breaks to manage fatigue will create
control during activities like drawing, fine motor tasks. Targeted interventions an environment conducive to refining fine motor skills. Regular
painting, or coloring, as measured through will concentrate on these aspects to support practice, modeled demonstrations, and highlighting similarities
teacher observations and student work his continued development. in letter formation will contribute to the development of legible
samples. penmanship, supporting Falah in achieving his fine motor goal.
By the end of March 2024, Fallah will Fallah currently faces challenges in To support Fallah in achieving his socialization goal, a
enhance self-advocacy skills by articulating articulating and expressing emotional needs comprehensive plan will be implemented. This involves targeted
emotional needs, with an 80% success rate during social interactions. This difficulty interventions focusing on improving Fallah's ability to articulate
as measured through self-reports and may hinder his ability to effectively and express his emotional needs. Strategies will include role-
teacher assessments. advocate for himself and navigate social playing scenarios, communication exercises, and regular check-
situations. ins to provide feedback and reinforcement. The success of these
strategies will be measured through a combination of Fallah's
self-reports and teacher assessments, aiming for an 80% success
rate by the end of March 2024. This tailored approach will
empower Fallah with enhanced self-advocacy skills, fostering
more successful social interactions.
 Team Member(s) Name(s) Signature(s)
Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Mohammed Saif Eisa Aljaberi eSIS number 507373 Grade 10B- Date of Birth 26-Jul-08
F
Classification Psychological Eligibility Psycho/ Emotional Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 08-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 26 January 2021 IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 NEW NEW NEW NEW NEW NEW

Student Statement
Areas of interest playing play sattion
Goals / Aspirations i want to be policeman/investigator

Present Levels of Performance

Strengths Mohammed demonstrates positive behavior by being attentive in class discussions, engaging with peers, and following the teacher's instructions. Despite
operating below grade level, he may benefit from targeted support and interventions.
Barriers/Concerns Mohammed struggles with significant behavior challenges, facing difficulties in focusing on tasks, setting goals for success, and understanding metaphors or
jokes, impacting both his behavior and the learning atmosphere. It is essential to address these behavioral and academic concerns comprehensively to support
Mohammed's overall development and progress in the learning environment, requiring a combination of targeted support strategies.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s Stewart Weston Kufandirori

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Mohammed, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Mohammed's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Mohammed.
Medical He is advised to continue oral medication and regular follow up ir OPD.
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with Mohammed's current performance in Math Addressing Mohammed's behavioral challenges and fostering
numbers involving multiples of five, reflects areas of difficulty, particularly in academic engagement requires a multifaceted approach.
Mohammed will demonstrate improved settling to tasks and achieving success, Implementing behavior management techniques, such as
counting proficiency, recognizing and which may impact his academic progress. structured routines and clear expectations, combined with
accurately counting the repeating pattern of Additionally, challenges in recognizing and positive reinforcement, can contribute to a more supportive
fives up to 50, with 80% accuracy, as understanding repeating patterns in learning environment. Additionally, collaboration with relevant
measured by teacher observation and counting hinder his fluency and numerical specialists and the development of individualized support plans
student work samples. comprehension. are essential components.
Given Mohammed's reduced timetable, full-time placement in
the inclusion room offers focused attention and smaller group
interactions. This environment can facilitate targeted
interventions to address both behavioral and academic needs,
promoting a more conducive learning experience for
Mohammed.
By the end of March 2024, Mohammed will In Level 2 Phonics, Mohammed To enhance GPC Recognition skills, Mohammed will engage in
improve his phonics skills by accurately demonstrates a developing proficiency in targeted learning strategies, including interactive phonics
articulating phonemes when presented with GPC Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
corresponding graphemes with 80% articulating phonemes when presented with the ability to articulate phonemes when presented with
accuracy. corresponding graphemes. In Level 2 corresponding graphemes.
Phonics, Mohammed faces challenges in
GPC Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Mohammed will Mohammed is currently facing challenges To support Mohammed in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on in Level 2 Phonics, presenting an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence opportunity for foundational skill interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of development. Encouragingly, he has shown reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as familiarity with tricky word spelling, adjustments to the learning plan, ensuring Mohammed's success
measured by work samples and staff indicating potential strengths that can be in mastering fundamental phonics skills.
observation. cultivated. However, difficulties in GPC
Formation, as evidenced by the initial low
score, highlight a crucial area that needs
attention to overcome barriers in Level 2
Phonics.
By the end of March 2024, Mohammed Currently, Mohammed Saif exhibits Implementing personalized learning strategies, including
Saif will decrease attention-seeking attention-seeking behaviors that disrupt the positive reinforcement for appropriate behavior, social skills
behaviors, including disruptive noises and learning environment, affecting both his training, and consistent monitoring by counselors and teachers,
physical actions, by 80%, as measured academic progress and the overall will contribute to achieving Mohammed Saif's IEP goal and
through counselor reviews and teacher classroom atmosphere. fostering a more positive classroom experience.
observations.
By the end of March 2024, Mohammed Mohammed Saif currently faces challenges To support Mohammed Saif in achieving his socialization goal,
Saif will improve conflict resolution in effectively navigating conflicts, often a targeted plan will be implemented. The focus will be on
abilities by identifying his emotional state, struggling to identify and communicate his enhancing his conflict resolution abilities by first improving
striving for an 80% through effective emotional state. This difficulty may impact emotional self-awareness. Interventions will include emotion
communication and compromise, as his ability to engage in conflict resolution recognition exercises, communication skills training, and guided
assessed through teacher observations. with peers. conflict resolution scenarios. Regular teacher observations will
be conducted to assess progress, aiming for an 80% success rate
in resolving interpersonal issues through effective
communication and compromise by the end of March 2024. This
tailored approach will empower Mohammed Saif with the skills
needed to navigate conflicts successfully and foster positive
social interactions.

Team Member(s) Name(s) Signature(s)

 Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Abdalla Hamed Saeed Saif Aleissaee eSIS number 485356 Grade 10B- Date of Birth 28-Mar-09
G
Classification n/a Eligibility n/a
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 09-Jan-24 Review Date 01-Apr-24 Current External Assessment Date n/a IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 164 EM200Q - EM100Q 187 320L - 470L 156 192

Student Statement
Areas of interest I like playing on my computer and going out with family
Goals / Aspirations I want to be a businessman and make a lot of money

Present Levels of Performance

Strengths Abdalla shows potential for engagement and attention when working in a setting that provides individualized attention. Despite operating below grade level,
targeted support can help him improve his understanding of topics.
Barriers/Concerns Abdalla faces challenges in settling to tasks, understanding instructions, and engaging in appropriate behavior, impacting both his social interactions and
academic progress. Addressing these concerns with a personalized approach is crucial for his overall development and success in school, requiring a
combination of behavioral and academic support strategies.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Abdalla, diagnosed with Specific Learning Disorder, benefits from various classroom accommodations to enhance his learning experience. These
accommodations include providing headsets to muffle noise, seating him away from doors and windows, ensuring proximity to models, simplifying
and/or shortening instructions, giving both oral and written directions, having him repeat directions and learning objectives, asking frequent questions
with varying levels, changing response formats, providing sequential directions, utilizing manipulatives, altering objective criterion levels,
incorporating functional tasks, reducing the number of items on a task, highlighting relevant words/features, using picture directions, providing
guided practice, offering regular practice sessions, extending allocated time, employing a strategic approach, modifying reinforcers, adjusting
reinforcement frequency and delay, increasing wait time, incorporating physical warm-up exercises, and using specific rather than general praise.
These accommodations are tailored to address Abdalla's unique learning needs and support his academic progress. Additionally, the Inclusion
department is kept informed about upcoming tests and assignments to ensure a collaborative and supportive educational environment for Abdalla.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when given a number less Abdalla's current performance in math Implementing a multifaceted approach to support Abdalla's IEP
than 10 and a verbal prompt, Abdalla will reflects challenges in recognizing numbers goal, we will utilize visual aids, hands-on activities, and place
count to 10, starting at the given number in diverse formats and understanding place value exercises to enhance his understanding of basic numeracy.
with 80% accuracy, as measured by teacher value. Despite these barriers, his Incorporating interactive tools and regular practice sessions,
observations and student work samples. determination to engage in mathematical along with peer collaboration and constructive feedback, aims to
tasks is evident. address his challenges effectively. The integration of multimodal
teaching and differentiated instruction will further cater to his
learning preferences and pace. Continuous progress monitoring,
supplemented by additional pull-out sessions in the inclusion
room, will ensure targeted support for Abdalla's individualized
learning needs, fostering improvement in number recognition
and counting proficiency.
By the end of March 2024, Abdalla will In Level 2 Phonics, Abdalla demonstrates a To enhance GPC Recognition skills, Abdalla will engage in
improve his phonics skills by accurately developing proficiency in GPC targeted learning strategies, including interactive phonics
articulating phonemes when presented with Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
corresponding graphemes with 80% articulating phonemes when presented with the ability to articulate phonemes when presented with
accuracy. corresponding graphemes. In Level 2 corresponding graphemes.
Phonics, Abdalla faces challenges in GPC
Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Abdalla will Abdalla's current scores in Level 2 Phonics To support Abdalla in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on present challenges, yet there is an learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence optimistic outlook for skill development. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has shown familiarity reinforcement. Regular progress assessments will guide
achieving 80% accuracy in writing as with tricky word spelling, indicating adjustments to the learning plan, ensuring Hamed's success in
measured by work samples and staff potential strengths to be nurtured. However, mastering fundamental phonics skills.
observation. Abdalla encounters difficulties in GPC
Formation, as evidenced by the initial low
score. Addressing this area is crucial to
overcoming barriers in Level 2 Phonics
By the end of March 2024, Abdalla aims to Abdalla currently demonstrates To achieve the set goal, we will implement personalized
refine his fine motor proficiency with an determination in fine motor tasks; however, strategies such as focused sessions with a designated support
80% accuracy rate, as measured by teacher there is room for improvement, particularly person, incorporating sensory activities to enhance pencil grip
observations and student work samples. in refining pencil grasp and achieving more and letter formation. Regular modeling and encouragement will
This involves achieving an 80% accuracy consistent letter formation. Providing be utilized, emphasizing the importance of consistent
level in enhancing his fine motor skills, targeted support will be instrumental in movements in developing legible penmanship. These strategies
with a focus on improving hand-eye elevating his overall fine motor skills. aim to provide Abdalla with the necessary tools for success in
coordination and control while using fine motor tasks, ultimately contributing to improved academic
various art materials, such as drawing, performance.
painting, or coloring.
By the end of March 2024, Abdalla will Abdalla currently experiences challenges in To support Abdalla in achieving his socialization goal, a
participate in social activities and group initiating and participating in social comprehensive approach will be implemented. Emphasis will be
settings, displaying improved social activities and group settings. His difficulty placed on developing his social initiation skills through targeted
initiation, with an 80% success rate as with social initiation may impede his ability interventions. These may include social skills training, peer
measured through teacher and peer to fully engage with peers, hindering the modeling, and structured social activities. Regular teacher and
feedback. development of positive social interactions. peer feedback sessions will be conducted to assess progress,
with the aim of achieving an 80% success rate in displaying
improved social initiation by the end of March 2024. This
tailored plan will empower Abdalla to actively participate in
social interactions, fostering positive relationships with his
peers.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
 Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name Hamed Saeed Al Hamily eSIS number 302917 Grade 10B- Date of Birth 18-Jun-08
G
Classification Neurodevelopmental Eligibility Communication Disorder
Need High Need Tier 3 Teacher Stewart Weston Kufandirori
Start Date 10-Jan-24 Review Date 01-Apr-24 Current External Assessment Date 19 October 2023 IEP: Initial Yes IEP: Review n/a
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23 NEW NEW NEW NEW NEW NEW

Student Statement
Areas of interest walking and visiting family and friends
Goals / Aspirations police

Present Levels of Performance

Strengths Hamed displays the strength of seeking help by asking for information to be repeated or explained. Additionally, he is able to recognize his challenges and
expresses a need for special education services, indicating self-awareness.
Barriers/Concerns Hamed faces significant academic challenges. His poor memory, struggles with social skills, and difficulties in verbal, memory, and eye-hand coordination
skills highlight the need for comprehensive support and intervention to address his challenges effectively, necessitating a holistic approach to address his
academic and developmental needs.

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions 25 min 22 session/s

Push-in sessions n/a n/a session/s n/a
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant n/a n/a session/s n/a
Accessibility & Transport arrangements n/a n/a n/a

Accommodations
Testing As an officially designated Student of Determination (SoD) with an active IEP, he follows a modified curriculum, and assessments are aligned with
the goals specified in the IEP. The adaptation involves closely linking both formative and summative assessments to the outlined IEP goals. These
assessments occur during small group pull-out sessions within the inclusion room, focusing on tailored testing accommodations that align with the
 specific IEP goals rather than grade-level expectations. Consequently, grades will be determined based on the modified standards established in the
IEP, providing a more accurate representation of his achievements and progress.
Classroom Hamed benefits from a peer-friendly seating plan to enhance interaction. Differentiated activities and instructions are provided for personalized
learning. There is an emphasis on reinforcing social skills and promoting participation in social activities. Clear instructions with hands-on
demonstrations support effective comprehension. Utilization of alternative learning methods, such as audiobooks and videos, is incorporated. Larger
print sizes and a designated reader for test questions are implemented. Additional support includes extra time for processing spoken information.
Frequent breaks are provided to aid concentration. There is an option for alternate projects or assignments to cater to individual needs. The Inclusion
department is kept informed about upcoming tests and assignments.
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)

Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal
By March 2024, when presented with a Hamed's current performance in Math To support Hamed in achieving his counting goal, tailored
number less than 4 and a verbal prompt, reflects foundational skills with room for learning strategies will include guided exploration for counting
Hamed will count to 4, starting from the improvement, particularly in areas related irregular objects, establishing clear starting points, introducing
given number with 80% accuracy, as to consistent counting speed, fluency, and visual markers, encouraging verbHamedzation, providing tools
measured by teacher observation and distinguishing between 'teen' and 'ty' for physical tracking, gradually increasing task complexity,
student work samples. numbers. promoting self-reflection, facilitating peer collaboration,
exposing him to diverse arrangements, and implementing regular
progress monitoring. These strategies, alongside additional pull-
out sessions to the inclusion room, form an integral part of his
modified curriculum, ensuring formal assessments Hamedgn
closely with his IEP goals and reflect progress in report marks.
By the end of March 2024, Hamed will In Level 2 Phonics, Hamed demonstrates a To enhance GPC Recognition skills, Hamed will engage in
improve his phonics skills by accurately developing proficiency in GPC targeted learning strategies, including interactive phonics
articulating phonemes when presented with Recognition, showing progress in exercises, visual aids, and regular practice sessions, to reinforce
corresponding graphemes with 80% articulating phonemes when presented with the ability to articulate phonemes when presented with
accuracy. corresponding graphemes. In Level 2 corresponding graphemes.
Phonics, Hamed faces challenges in GPC
Recognition, indicating difficulties in
articulating phonemes when presented with
corresponding graphemes.
By the end of March 2024, Hamed will Hamed's current scores in Level 2 Phonics To support Hamed in reaching the Level 1 goal, targeted
master Level 1 Phonics skills, focusing on pose challenges, but there's a promising learning strategies will be implemented. These may include
basic grapheme-phoneme correspondence opportunity for skill development. interactive phonics games, visual aids, and consistent
(GPC) formation, with the goal of Encouragingly, he has demonstrated some reinforcement. Regular progress assessments will guide
achieving 80% accuracy as measured by familiarity with tricky word spelling, adjustments to the learning plan, ensuring Hamed's success in
work samples and staff observation. suggesting potential strengths that can be mastering fundamental phonics skills.
nurtured. However, Hamed encounters
difficulties in GPC Formation, evident in
the initial low score. Addressing this area is
crucial to overcoming barriers in Level 2
Phonics.
Hamed will enhance his core stability by Currently, Hamed demonstrates a To achieve Hamed's IEP goal, we will integrate gross motor
increasing his motor and coordination skills foundational understanding of gross motor skills seamlessly into his daily routine, incorporating activities
through the "Smart Moves Programme," activities, but there's room for growth, during transitions, providing frequent motor breaks throughout
achieving an 80% improvement from particularly in core stability and the school day, and infusing movement into lessons, all
baseline assessment, as measured by coordination, considering the impact of supported by the "Smart Moves Programme."
interactive activities, observation, and data speech and language developmental
collection by the end of March 2024. challenges.
By the end of March 2024, Hamed will Hamed currently faces challenges in To assist Hamed in achieving his socialization goal, a holistic
participate in social activities in group participating and engaging effectively in approach will be employed. Interventions will focus on
settings, displaying improved engagement social activities within group settings. His enhancing his social engagement skills through activities that
skills, with an 80% success rate as limited engagement skills may impact his promote teamwork, communication, and cooperation. Regular
measured through teacher and peer ability to form meaningful connections with feedback sessions, involving both teachers and peers, will be
feedback. peers, indicating a need for targeted support conducted to evaluate progress, with the objective of reaching an
in this area. 80% success rate by the end of March 2024. This tailored
strategy aims to empower Hamed to actively participate in social
activities, fostering improved engagement and positive
interactions within group settings.

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
Specialists (Art, Music, PE) / /
 Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery
 Al Reef Bloom Charter School Individual Education Plan: Term 2 2023 ~ 2024
Student’s Information
Student Name eSIS number Grade Date of Birth
Classification Eligibility
Need Tier Teacher
Start Date Review Date Current External Assessment Date IEP: Initial IEP: Review
MAP Math RIT: Fall23 Math Quantile Measures Reading RIT: Fall23 Reading Lexile Language RIT: Fall23 Science RIT: Fall23
Fall’23

Student Statement
Areas of interest
Goals / Aspirations

Present Levels of Performance

Strengths
Barriers/Concerns

Type(s) of Support Duration Frequency (# per week) Service Provider (Name / Position)

Pull out sessions session/s

Push-in sessions session/s
Specialized services: ABA, SLT, OT session/s
Inclusion Assistant session/s
Accessibility & Transport arrangements

Accommodations
Testing
Classroom
Medical
(If needed)
Role of Inclusion Assistant
(if applicable)
 Target: The student will: Current Performance Learning Strategies Achieved Comments
IEP Goal

Team Member(s) Name(s) Signature(s)

Parent
Student
English
Math
Science
Arabic Teacher
Islamic Teacher
 Specialists (Art, Music, PE) / /
Inclusion Assistant
Inclusion Teacher
Head of Inclusion Ceanlia Vermeulen
GLL/ HoD/ VP/ Principal
(one rep required)
Interpreter (if applicable)
Emerging
Developing
Copy of IEP and minutes provided to IEP team members? yes no
Achieved
Mastery