Anthony Rossetti

255144

EST 301
Assignment 2

Individual Education
Plans
-Sandy Flintstone
- Marty Sleone
- Lee Jetson

Class: 2AR
Teacher: Mr Anthony Rossetti

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Individual Education Plan (IEP) Sandy

Students information
Family name

Given name

Date of birth

Year level

School start date

Flintstone

Sandy

10th Feb 2008

31st Jan 2015

School information
Name of school

St Josephs Primary School

Address

100 St Josephs Road, HECTORVILLE, SA, 5073

Phone

(08) 8220 0000

Email address

anthony.rossetti@student.cdu.edu.au

IEP prepared by

Anthony Rossetti

Director/Teacher
signature

Anthony Rossetti

Date

20th Jan 2015

Medical and support information for child

Diagnosis or disability

Poor immune system, reoccurring otitis media, poor

nutritional intake and social exclusion.
Sandy is an Indigenous Australian hence he is at an
increased risk of health problems.

Medical notes

Sandy suffers from reoccurring otitis media and associated

viral infections. He is also displaying the effects of a poor
nutritional intake (as per his General Practitioner Dr Indiana
Jones).

Support staff/agencies

Sandy has regular contact with Dr Indiana Jones. Medical

information (above) shared by Dr Jones with the school
(with the permission of Sandys parents).

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Contributors to IEP
Name

Agency/Relation to
child

Contact number

Signature

Fred Flintstone

Father

(08) 8212 1234

FFlintsone

Wilma Flintstone

Mother

(08) 8212 1234

Wilma
Flintstone

Anthony Rossetti

Classroom Teacher

(08) 8220 0000

Anthony
Rossetti

Dr Indiana Jones

General Practitioner

(08) 8151 8888

Dr Indiana
Jones

Penny Lane

Nutrition Program
Coordinator

(08) 8292 2200

Penny Lane

Students profile
Parents/carers expectations

For Sandy:
to build appropriate friendships with his peers

be included in learning and social environments

improve his school attendance and decrease reoccurring otitis media and viral infections

develop social skills appropriate for his year level

to meet the learning outcomes for year two students as stipulated by the Australian
Curriculum Assessment Reporting Authority
be supported by the teacher in the class room and have a positive experience at school

to actively participate in the School Breakfast Program available at the school

Health and safety information including a copy of a health plan if applicable

Sandy suffers from reoccurring otitis media and associated viral infections. When he requires oral
antibiotic therapy to treat the infection and increase school attendance, his health plan is available for
reference at the school sick bay.
Sandy is at a high risk of being malnourished and not developing at the correct rate. It is important
that he actively participates in the school nutrition program which will consequently increase his ability
to learn new concepts and meet ACARA outcomes appropriate for his year level.

Skills, strengths and interests for learning

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Imaginative and creative

Likes colouring in pictures

Excellent drawing skills

Possesses a friendly and caring nature

Education adjustments and inclusive strategies

Adjustments

Strategies for Sandy

Timing

Allow additional time for Sandy to process new concepts.

Encourage Sandy to explain concepts to parents at home during home work
time and repeat knowledge acquired during the day.

Scheduling

Provide consistent expectations and inform Sandy of these expectations.

Repetition of concepts and repeat previously acquired concepts at the
beginning of new lessons (and prior to introducing new concepts).

Setting

Trial different desk formation/seating patterns to ensure Sandy is included

and present (which will encourage group work when appropriate).
Ensure that students sit in different seats each day to encourage

Presentation

Allow students to convey their ideas to their peers in a safe sharing

environment. Encourage Sandy to share his ideas.
Support group work and student interaction.

Response

Provide clear instructions.

Planning learning goals

Learning and
development areas

Key focus for Sandy

Identity

Develop a sense of being safe and accepted by others

Build a strong sense of identity

Connectedness

Develop communication and social skills

Encourage the embracement of student diversity
Be part of an inclusive learning environment

Wellbeing

Develop knowledge regarding the importance of a healthy nutritional intake

Explore ways in which health can be maximised
Understand the importance of monitoring own health

Active learning

Engage in conversation with peers to promote an active learning

environment
Develop confidence in learning and sharing acquired knowledge

Communication

Develop the use language appropriately to create appropriate friendship

Develop literacy and numeracy schools to ensure
Be aware of the use of different modes of communication in different social
situations

Specific learning goals

Strategies and intentional

Evaluation and review

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teaching practices
(learning and development areas as
applicable)

notes (dated)

Sandy to develop confidence

Teacher to model ways to share
when interacting with his peers/
ideas and communicate with
builds meaningful and appropriate others, setting a good example.
friendships.
Teacher to encourage group work
and utilize this mode of learning
often.

Sandy to be included in peer

activities and group work.
Sandy to engage in the inclusive
learning environment.
Identity | Connectedness |
Wellbeing | Active learning |
Communicating
Sandy to have increased
attendance at school.

Teacher to encourage a safe

learning environment by
explaining and reminding the
students of the importance of
sharing ideas and actively
listening to others.
Teacher to engage in regular
catch ups with Sandys parents
and involve Sandy in these
meetings also.

Sandy to engage in the School

Breakfast Program and recognise
the importance of healthy eating. Teacher to discuss the importance
of nutrition and the concept of
brain food to the entire class,
Identity | Connectedness |
encouraging group discussion and
Wellbeing | Active learning |
the safe sharing of ideas.
Communicating
Sandy to communicate effectively Teach the importance of inclusion
and clearly with his teacher and
of all students with in the class
peers.
room.
Identity | Connectedness |
Wellbeing | Active learning |
Communicating

IEP to be used from the beginning

of term and revisited each
fortnight to assess its
appropriateness and impact.

IEP to be used from the beginning

of term and revisited each
fortnight to assess its
appropriateness and impact.

IEP to be used from the beginning

of term and revisited each
fortnight to assess its
appropriateness and impact.

Teach students different ways in

which to communicate effectively
and promote practice of these
alternatives.

Individual Education Plan (IEP) - Marty

Students information
Family name

Given name

Date of birth

Year level

School start date

Sleone

Marty

21st October 2008

31st Jan 2015

School information
Name of school

St Josephs Primary School

Address

100 St Josephs Road, HECTORVILLE, SA, 5073

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Phone

(08) 8220 0000

Email address

anthony.rossetti@student.cdu.edu.au

IEP prepared by

Anthony Rossetti

Director/Teacher
signature

Anthony Rossetti

Date

20th Jan 2015

Medical and support information for child

Significantly hearing impaired, speaks English as a second
language.

Diagnosis or disability

Profound deafness diagnosed by his hearing specialist Dr

Who.

Medical notes

Marty has regular contact with Dr Who. Medical information

regarding Martys deafness shared by Dr Who with the
school (with the permission of Martys parents).
Marty has regular contact with Dr Who.
He and his family also receive support from Deaf Children
Australia.

Support staff/agencies

Contributors to IEP
Name

Agency/Relation to
child

Contact number

Signature

Walt Sleone

Father

(08) 8223 3000

Walt Sleone

Daisy Sleone

Mother

(08) 8223 3000

Daisy Sleone

Anthony Rossetti

Classroom Teacher

(08) 8220 0000

Anthony
Rossetti

Dr Doc Who

Hearing Specialist

(08) 8475 3434

DR D Who

Students profile
Parents/carers expectations

For Marty:
To be included in learning and social environments within the school community

To build appropriate friendships with his peers and integrate in classroom activities

Develop social skills appropriate for his year level

To meet the learning outcomes for year two students as stipulated by the Australian
Curriculum Assessment Reporting Authority.

Health and safety information including a copy of a health plan if applicable

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Marty suffers from profound deafness. Health plan not available.

Skills, strengths and interests for learning

Marty:

Has an interest in most ball games e.g. Soccer

Has excellent hand-eye coordination, highly developed motor skills

Participates in most activities

Responds to routine and structure in the classroom and knows when its time to do something
e.g. Recess or pack up time
Excellent eyesight and ability to lip read

Education adjustments and inclusive strategies

Adjustments

Strategies for Marty

Timing

Additional time to allow Marty to process tasks given to him

Short simple explanations with the use of visual clues

Scheduling

Maintain structure with routine for Marty to become familiar with

Consistent directions for tasks and activities

Setting

Reduce the distance between Marty and Teacher in the classroom

Locate Marty near the front of the classroom to help with lip-reading
Adequate lighting needed so Marty can see what is needed

Presentation

Use visual aids as much as possible

Role play and drama to help Marty understand whats being described

Response

Teacher needs to communicate clearly and effectively with Marty

Regularly check Martys comprehension of classroom discussions and
activities

Planning learning goals

Learning and
development areas

Key focus for Marty

Identity

Develop his strengths and continue to build and grow them

Connectedness

Skills for communicating and interacting with others

Wellbeing

Identify what strategies helps him to remain happy and supported in the
classroom

Active learning

Identify ways to contribute to learning in the class

Use of tools and technologies to assist with learning

Communication

Continue developing ways for communication and interaction

Exploring new ways for communication development

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Specific learning goals

( learning and development areas
as applicable)

Strategies and intentional

teaching practices

Evaluation and review

notes (dated)

Develop a productive studentteacher relationship which has a

foundation built on effective
communication

Marty to sit near teacher at front of IEP to be used from the beginning
the classroom to help with lip
of term and revisited each
reading
fortnight to assess its
appropriateness and impact.

Identity | Connectedness |
Wellbeing | Active learning |
Communicating

Teacher to encourage the use of

visual aids in the class room to
assist in effective communication
and inclusion.
Teacher to consider the use of
Auslan interpreting in the
classroom.
Devise a communication book that
Marty can use to communicate
with his teacher and peers.
Encourage use of the book to all
students in the classroom.

Help Marty integrate with

classmates in classroom learning
through group activities

Encourage and educate students

to include and how to effectively
communicate with Marty.

Identity | Connectedness |
Wellbeing | Active learning |
Communicating

Encourage all students to use

visual aids when communicating
with Marty.

IEP to be used from the beginning

of term and revisited each
fortnight to assess its
appropriateness and impact.

Individual Education Plan (IEP) - Lee

Students information
Family name

Given name

Date of birth

Year level

School start date

Jetson

Lee

28th June 2008

31st Jan 2015

School information
Name of school

St Josephs Primary School

Address

100 St Josephs Road, HECTORVILLE, SA, 5073

Phone

(08) 8220 0000

Email address

anthony.rossetti@student.cdu.edu.au

IEP prepared by

Anthony Rossetti

Anthony Rossetti
255144

Anthony Rossetti

Director/Teacher
signature

Date

20th Jan 2015

Medical and support information for child

Diagnosis or disability

Gifted student, physically, creatively and intellectually

advanced- identified at previous school by classroom
teacher. Withdrawn and disengaged from school
environment (likely as a result of moving to a new school
and change in family dynamics) - identified by current
School Counsellor.

Medical notes

Not applicable.

Support staff/agencies

Not applicable.

Contributors to IEP
Name

Agency/Relation to
child

Contact number

Signature

George Jetson

Father

(08) 8332 3121

GJetson

Jane Jetson

Mother

(08) 8344 5555

JJetson

Anthony Rossetti

Classroom Teacher

(08) 8220 0000

Anthony
Rossetti

Students profile
Parents/carers expectations

For Lee to:

Be happy at school, want to attend school and achieve his goals.

Build friendships with his peers.

Be supported emotionally whilst at school in regards to his parents recent separation.

Excel (as he did previously) when attending to intellectual and creative tasks in the class
room.

Health and safety information including a copy of a health plan if applicable

At risk of depression and anxiety as a result of recent family breakdown and change in living
circumstances.
Health plan not applicable.

Skills, strengths and interests for learning

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Lee:

Enjoys participating in art and creative activities

Likes to set goals and tasks for himself and achieve them

Enjoys playing sport and being physically active

Enjoys meeting his goals

Education adjustments and inclusive strategies

Adjustments

Strategies for Lee

Timing

Teacher to provide Lee with additional tasks to complete if he completes the

initial activity prior to the other students.

Scheduling

Teacher to provide consistent expectations to all students

Ensure tasks have structure and extension components available for Lee

Setting

Ensure a mixture of learning environments

Ensure involvement of a variety of technology and educational modes
Encourage class discussions in the classroom to allow Lee exposure to the
ideas of others

Presentation

Support Lees learning and provide him with feedback and constant
challenges
Encourage Lee to set himself tasks at home centred around areas of interest

Response

Encourage communication within the classroom

Teacher to check on Lees progress through out lessons to ensure he is not
bored or disengaged from learning

Planning learning goals

Learning and
development areas

Key focus for Lee

Identity

Develop a sense of belonging and a social group at school

Feel comfortable and safe at school
Understand that all families are different and have different dynamics.

Connectedness

Build on social skills and build relationships with peers

Feel proud of achievements in the classroom
Respect diversity and understand that all students learn differently.

Wellbeing

Understand that feelings are allowed to be shared and talking about feelings
often has a positive impact and outcome.
Build a sense of security within the school environment
Understand that everyone is different, looks different and thinks differently.

Active learning

Engage in tasks and challenges set by the teacher

Develop confidence in regards to abilities

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Communication

Share ideas and feelings with peers and teachers.

Develop confidence in regards to communication with others.

Specific learning goals

Strategies and intentional
(learning and development areas as teaching practices
applicable)

Evaluation and review

notes (dated)

Lee to feel comfortable at school.

IEP to be used from the beginning

of term and revisited each
fortnight to assess its
appropriateness and impact.

Lee to understand that his family

situation is not abnormal.

Teacher to invite students to talk

about their family situations and
lives outside of school. Promote
sharing of feelings.

Teacher to refer Lee to the School

Lee to feel safe and secure at
school and want to be there, learn Counsellor to discuss feelings and
emotions.
effectively and be included.

Identity | Connectedness |
Wellbeing | Active learning |
Communicating
Lee to become more engaged in
his work and accept challenges
set by the teacher.

Teacher to encourage Lee and set IEP to be used from the beginning
appropriate challenges.
of term and revisited each
fortnight to assess its
appropriateness
and impact.
Teacher to adapt the Curriculum

Identity | Connectedness |
Wellbeing | Active learning |
Communicating

compacting pedagogy.
Teacher to use individual planning
and the Acceleration Principles
when planning tasks for Lee in the
classroom and ensuring he is
meeting his potential.

Lee to communicate freely with his Teacher to empower Lee to

IEP to be used from the beginning
peers and the teacher.
discuss his feelings and emotions.
of term and revisited each
fortnight to assess its
appropriateness
and impact.
Identity | Connectedness |
Teacher to encourage Lee to
Wellbeing | Active learning |
Communicating

provide the teacher with feedback

in regards to completed tasks and
the need for expansion.

References
Department of Education and Early Childhood Development. (2010). Building Respectful and Safe
Schools. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/respectfulsafe.pdf

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Hyde, M., Carpenter, L., Conway, R. (2010). Diversity, Inclusion and Engagement. Oxford: Oxford
University Press.
Marsh, C. (2010). Becoming a Teacher Knowledge, Skills and Issues. Pearson Australia
The State of Queensland. (2010). Queensland Kindergarten Learning Guideline. Retrieved from
http://www.qcaa.qld.edu.au/downloads/p_10/qklg.pdf