LE4-4 - Alternative Learning Expectations

Subject / Course / Alternative Program: When Sandy is asked to decode in a Guided reading group she begins to both distract and spread negative rumors about other students in her reading group.
Current Level of Achievement: (Describes starting point for plan development) Letter Grade / Mark: Curriculum Grade Level:	Current Level of Achievement for Alternative Program: Behaviours connected to her anxiety are leading to avoidance of reading and distraction strategies.
Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program. ie., Before reading and after reading a passage, Sandy will demonstrate one positive comment and or gesture about each peer. When working with a guided reading group, Sandy will be able to recognize what is triggering her anxious feelings and engage in growth mindset self-talk to work toward more positive participation.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level.)	Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program.)	Assessment Methods (For expectations for each reporting period.)
i.e., Demonstrate a positive comment and or action toward a peer.	Use a T-chart to illustrate positive comments and or actions. Role play actions-comments. Model. Explicit Teaching through think aloud. Reduce guided group membership initially (Sandy and one other student.) Provide positive and descriptive feedback.	Checklist, anecdotal notes.
Develop an awareness of how it feels in her body when she is anxious and notice what causes her to feel anxious.	Visual for understanding the difference between feeling calm and feeling anxious. Explore strategies for calming anxious feelings when they arise (e.g., breathing, etc.). Explicit teaching, modeling, and practice using related language. Positive feedback when proficiency is demonstrated.	Conference. Anecdotal notes/behaviour log.
Focus on growth mindset self-talk to help in developing self-esteem and confidence when asked to read.	Provide alternative language to "I can't read" such as "I'm going to give this a try." Avoid putting her on the spot -- give her a warning that she will be asked to read so she can prepare. Perhaps allow her to pre-read.  Start with small, simple readings to build confidence. Use growth mindset language to encourage and provide feedback.	Demonstration of reading skill. Notes describing progress over time.