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Signature Assignment Part 1

This document provides a description and rationale for a program plan to support three 4th grade students, Evelyn, Julian, and Aaron, in an RSP program. It outlines each student's strengths and needs in the areas of academic, social/emotional, behavioral, and independence. It then presents the program's vision to prepare students as lifelong learners, mission to provide specialized academic instruction, and four goals focused on on-task behavior, calming strategies, asking for help, and decoding skills. The goals are designed to support students' potential across social, emotional, and academic areas.

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41 views4 pages

Signature Assignment Part 1

This document provides a description and rationale for a program plan to support three 4th grade students, Evelyn, Julian, and Aaron, in an RSP program. It outlines each student's strengths and needs in the areas of academic, social/emotional, behavioral, and independence. It then presents the program's vision to prepare students as lifelong learners, mission to provide specialized academic instruction, and four goals focused on on-task behavior, calming strategies, asking for help, and decoding skills. The goals are designed to support students' potential across social, emotional, and academic areas.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running head: PROGRAM PLAN AND RATIONALE 1

Program Plan and Rationale

Signature Assignment

Linda Giraldo

Brandman University

November 21, 2018


PROGRAM PLAN AND RATIONALE 2

Part 1: Description of Individual/Small Group, Program Vision, Mission, & Goals

Student Strengths Academic/ Social/emotion Behavioral Independence/ Demographics


Cognitive al needs needs Transition
needs needs
Evelyn Positive Due to a She has high She is often Student does Gender- Female
attitude, specific expectations for off-task and not always Ethnicity-Hispanic
eager to learning herself. She gets requires make her needs Race-White
learn, disability in the emotional when multiple on- known. She Age- 10
friendly, area of attention she does not task does not Language- English
outgoing, processing, it understand a reminders. advocate for and Spanish.
strong math affects her specific concept herself. ELL status- RFEP
skills, involvement or skill. Parents- Married
artistic, and and progress in
participates the general
in chorus, education
follows curriculum. She
classroom also has
and auditory
playground processing
rules deficits. She
requires support
with self-
efficacy.
Julian Energetic, He has a speech Struggles with He struggles Relies heavily Gender- Male
athletic, and language not getting his with staying on support and Ethnicity-Hispanic
plays soccer impairment. He way. He does on-task and is not very Race-White
and baseball, demonstrates not always requires independent. Age- 10
builder, deficits in the accept multiple He lacks in Language- English
friendly, area of responsibility prompts and confidence and only
plays the articulation, and tends to redirections. is always Parents- Divorced/
piano, loves which affect his shut down He also looking for living with single
helping overall whenever being struggles with answers from mom.
people performance in redirected. his his peers or
the general impulsivity. teachers. He
education He calls out a does not like to
classroom. He lot and does try difficult
also has an not always tasks.
attention follow
processing directions.
deficit as well.
PROGRAM PLAN AND RATIONALE 3

Aaron Athletic, Difficulties with Student tries to He struggles Student does Gender- Male
plays attention do everything with not make his Ethnicity-Hispanic
basketball, processing independently remaining on- needs known. Race-White
good math affect his and when he task and He does not Age- 9
skills, progress and gets something listening ask for help Language- English
compassionat involvement in wrong, he shuts during when he does only
e, well-liked the general down and instruction. not understand Parents- Married
by peers, education refuses help He also does something.
eager to curriculum. from an adult or not always get
please, peer. attention
communicate appropriately.
s well with
others, polite,
sweet

Vision- The vision of this program is to prepare all students to be independent, life long learners.

Mission- The mission of the RSP Program is to provide all students with access to standards-

based specialized academic instruction with an emphasis on cultivating students’ social,

emotional, and academic potential in order for 4th grade RSP students to feel successful in the

general education curriculum.

Program Goals:

1. Student will remain on-task during a 10 minute activity with no more than 1 verbal

prompt in 4 out of 5 activities. (Behavior)

2. During a moment of frustration, given a list of 3 pre-taught calming strategies, the student

will independently select 1 strategy (e.g. taking a deep breathe, walking around the room,

stress ball, etc.) and use it within 30 seconds in 4 out of 5 opportunities.

(Social/emotional)

3. When student does not know what to do, he/she will raise their hand and ask for

assistance with a specific problem or skill in 4 out of 4 opportunities.

(Independence/transition)
PROGRAM PLAN AND RATIONALE 4

4. When given 10 questions that involve grade-level phonics and word analysis skills in

decoding words (root word, prefix, suffix, syllables, etc.), the student will answer the

questions with 70% accuracy. (Academic)

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