DEPARTMENT OF EDUCATION AND TRAINING

Education Adjustment Plan

Name:
Date of birth:
Year level:
Student ID:

Mason James Dunn

30 9--2008
1
140008

ED ID
Today's date:
Parent/Caregiver:

105804922x
22/5/2015
21-05-2015

Teacher/s:

Stella Dorward / Lynne James

Special Education Teacher:

Lou

School

Port Elliot Primary School

Primary diagnosis:

N/a

Secondary diagnosis:
(if applicable)

-1-

2011

Hand motor skills

Mobility

Health Care

Eating and Dietary

Safety

Hygiene

Social

Communication Participation
(skills development)

Behaviour

Communication Access
(expressive and receptive)

Curriculum

STUDENT NEEDS PROFILE (SEN data)

Key: 0 = No Support 1 = Minimal Support Needed 2 = Moderate Support Needed 3 = Major Support Frequently 4 = Major Support Continually

Moderation date: 20/05/2015

EAP meeting date: 22/06/2015

Name
Jamie Cordy

Moderated by: Jamie Cordy

EAP review date: 22/08/2015

SSD Advisors
Signature:

Planning and Implementation Team Members

Phone number
Email

Stella / Lynne

Role
Pre service
teacher
Coordinator of this
EAP
Classroom teacher

0437996671

Gabby Dunn

Parent/ Caregiver

0460674212

James, Lynne (Port Elliot Primary

School)
(Lynne.James794@schools.sa.edu.au)
moonblazz@hotmail.com

Signature

Date
22/05/2015

22/05/2015

22/05/2015

STRENGTHS

Good vocabulary base

Aims to please
Likes hands on activities
Visual learner

CONCERNS

Reading and writing skills.

Maths skills (addition, number line)
Interacting with peers and in the community
Improvement in his inappropriate behaviour
social contexts

Areas for Investigation: Dyslexia , Auditory Processing Disorder

Baseline Data

Reports: Kindergarten (Port Elliot Kindergarten) Teachers: Georgia Richmond & Derek Tiller

Displayed anxiety asking for mother and when going home

Anxiety abated throughout year but no dispersed
Preferred to play with other not by self
Easily distracted
Not able to sit and listen
Alternative group at mat time
Good at hands on activities
Needed work on fine motor skills
Needs to understand that school work is not a choice to opt out of.

Reception : Port Elliot Primary School

Can distract others
Lacks sound listening skills / misses instruction
Accepts work is not a choice
Reading
Struggles with reading (double blends/tricky words)
Needs picture prompts
Lacks confidence to sound out words independently
Writing
Working towards writing simple sentences, forming letters on the line
Mathematics: Shape
Can sort familiar shapes based on curved & straight edges. Numbers of edges and number of corners.
Can name & draw some 2D shapes needs revision recalling squares /rectangles
Needs work on drawing squares/triangles fine motor skills
Mathematics: Number
Can identify some numbers out of sequence from 1-20
Needs practice recognising numbers greater than 8
Can count backwards from 10
Can solve simple addition problems using concrete materials

Science:

 Enjoys hands on nature of science topics

Visual learner
Has difficulty predicting observations & recording independently
Report comment: Work on listening skills / reading/ mathematics
Absent: 11.5 days
Trick word level: 6/72
Reading level:2
No work samples available

Meeting with Mother: Gabby Dunn (Informal)

Gabby openly discussed her schooling and working back ground. Left high school year 10 with low literacy, mathematics. Is not able
to help Mason with reading homework or numeracy as she is not able to understand full. Has experienced discrimination and
exclusion in workforce due to low literacy and numeracy. Is concerned with Mason lack of interest in schooling and avoidance
strategies in accepting responsibility for his own learning. (Unavailable for follow up meeting)
Gabbys response regarding Mason:
No television or technological devices at home (iPad, learning pad, etc.)
Outside child (runs free no supervision, not see all day until dinner time)
No restrictions at home
Lives on farm no siblings or neighbours (isolated)

Enjoys hands on activities (motor bike riding)

Avoids homework, reading, maths

Observation
This section contains observation notes on Mason during classroom activities, recess/lunch and social situations with his peers.
This will be used as basis in developing the how Mason approaches his schooling and social situations.
Verbal Skills
Mason displays good verbal skills and is able to verbally communicate with teachers and peers
Communication seems to breakdown upon Mason being able to decipher incoming speech (Auditory: Listening
Comprehension & Inaccurate or Missing Information Deficient Listening Comprehension Skills , )

Socialization:
Mason appears to struggle socially
Often plays by himself
Will interrupt others play and cause arguments (self-regulate or inhibit the disruptive behaviours)
Seem confused at times as to what is going on during play
Misses social cues following negotiated rules of game, following instructions as to where something is, will run off in
the wrong direction and not understand why peers do not follow him

Behaviour:
In class is mostly off task wandering
Yells out
Blames others
Does not take responsibilities for own actions as yet

Constantly fidgeting / inability to sit still (shoelaces)

Has inappropriately touched peers
At times is defiant in following direction
Will not comply with request and will argue
Uses effective avoidance strategies related to most class work ( walking around/ cleaning up/ hiding
easily distracted
slow to start a task and generally have difficulty completing a task
can withdraw when reprimanded or teacher tries to help him with work
Listening:
Switches off when starting work or instruction time
Avoidance strategy walk off , walk around class
Rarely focuses on speaker when in class
Eyes seem to dart all over and no focus in any one direction
When watching class movies had back to screen and displayed no interest in picture or sound
Mason mentioned he finds the classroom environment hurts his ears
Poor speech comprehension ( asking What? after a conversation

Rainbow Reading Pre-Testing

Testing: This section features testing baseline data that was completed by Stella Dorward on 13/5/2015 at Port Elliot Primary School.
For an in-depth evaluation please refer to Stella for an accurate evaluation of Masons results. I have provided the accompanying
video I took as of part of the testing sequence.
Mason was tested using the Rainbow Reading Pretesting format, using the following tests:
Concepts about print
Letter identification
Word reading
Burt word reading test
Hearing and recording sounds in words
Running record
As a generic comment from the testing Mason faces various issues in regards to his reading and writing. He often will misinterpret
the letter and sounds of b,d,q,p and g.
Mason understood that the book he was to read is a story, contained print and a message. He understood where to start and which
way the print was to be read but wasnt clear on the reverse sweep. Mason recognised that reading was to be commenced from the
left page first then move to the right. He understood the meaning of a full stop, one letter and two letter words as well as the first and
last letter of a word.
During the word reading score Mason would recall a word he knows from memory starting with the first letter he saw in the word on
the reading score sheet. Mason demonstrated that he could read and record consonants in words, hears and records the first two
initial sounds in words.
During the Running Record Mason found it challenging to track the words properly and displayed that he was working from memory.
Please see attached records and videos

Mathematics: Work samples

Mason has demonstrated an understanding of the following:
Counting to 20
Finding numbers up to 20 on a number line
Complete basic addition problems up to 10

Practical Strategies to assist Mason with inclusion

Classroom

Playground

Use appropriate seating (close to teachers desk)

Help develop socialization skills

Do not seat near doorways or windows

Learn social cues ( following negotiated rules)

Use corkboard as bulletin boards so the classroom

sounds will be absorbed

Appropriate demand for eye contact see what other students

are doing

Use an assistive listening device ALD/FM system; this

ensures that the teachers voice is the most dominating
sound the student is hearing

Use buddy partner to help join in play

Use clear, concise, explicit language

Discuss sharing and friendship before heading out to the play

area. Encourage students to include others in their activity

Restate, paraphrase and emphasize important

information
Allow 10 seconds to respond after asking a question
Read aloud storybooks without showing the
illustrations, enabling the Mason to listen instead of
focus on the pictures
Reading aloud for selective listening of specific words
Use multi-sensory instruction
Hands-on teaching approach
regular check on the comprehension of verbal
instruction

Introduce games and activities that include repetitive actions

Encourage games to have set rules

 Whole-body listening approach

Verbal rehearsal
Phrasing instructions as simply as possible
Using physical gestures to demonstrate a point
Reduce/minimize distractions: auditory, visual, tactile
Use technology to provide visual clues
Give extra cues or prompts
Extend time for task completion
Use peer partners
Use cooperative learning groups
Modelling (clear demonstration of student performance
expectations)
Use manipulatives
Use listening cues

Outline of role of other staff in the school that may support Mason
School counsellor:
The role of the school councillor is to help Mason recognise and learn social cues and strategies of how to play inclusively with other
students. They will also be there to help define any external issue he may be facing and guide the process in resolving any issue
through the right channels be It direct contact with the parent or communication with Families SA. The councillor is the driving force
behind supporting Mason to become socialised with his peers. ( This also includes teachers)
working directly with students and teachers, support personnel, family and other specialists/professionals
providing guidance and counselling services to students and their families
performing case management and referral services to optimise students' access and engagement in education
preparing and implementing professional and personal skill development programs for administrators, teachers and parents
working collaboratively with other school-based support personnel to assess and address the needs of students
planning or assisting in planning support programs that can help students achieve positive outcomes
identifying factors that can be barriers to the learning and development of students
supporting the personal and social development of students
providing advice about education and career pathways.
Disability Counsellor:
The disability counsellors role is to administer structured testing of Mason to determine where he
negotiating individual program recommendations to ensure they are relevant to a child or student and can be accommodated
by staff within the context of the curriculum and preschool or school resources
professional training and development for
preschool and school staff
advice for families
advice on physical settings and curriculum
matters
provision of specific resources and materials
therapy advice
activities designed for use by teaching assistants
liaison with other professionals regarding individual children and students
flexible responses for critical situations

Professionals that may be consulted to support Mason

Behavioural Optometrist:
For vision assessment and also visual processing, eye movement and dyslexia
Paediatric Audiologist
Paediatric audiologists provide a family focused approach in the hearing assessment of children, and where required, assist
parents in choosing the most appropriate hearing management for their child. Their key role is to ensure a child has adequate
hearing to develop to their full potential (speech and language development, progress at school etc.). Paediatric audiologists
work in collaboration with medical specialists, early intervention services and other relevant allied health professionals
(speech pathologists, psychologists etc.).
Children who have normal hearing and normal intelligence but are reported to have poor listening skills and/or significant
difficulties listening in background noise may be referred for auditory processing assessment.

The process that the Port Elliot Primary Schools employs to generate an Education Adjustment Plan (EAP)
Initially data is collected regarding all areas of students academic ability and socialisation with in the school and in the community.
Then a student review team is assembled which deciphers the data and if warranted acts on the data calling for the student to be
externally assessed by a professional or professionals according to the students assumed disability and needs. The external
professional will then interview and test the student according to their testing standards and forward a report to the school and
associated DECD department for a report on whether the students disability will attract funding for support.

Area of Need
Academic: Literacy,
Numeracy

SNP Category:
Curriculum 3
SNP Indicator/s: Requires moderate adaptations in all areas of the curriculum and support to enable
participation in class activities.
Baseline Information:
Mason is mostly aware of class routines and if given due warning, will usually adapt well to any changes.

Teaching and Learning

Adjustments / Provisions

Goal:
targeted learning outcome: Mason will match times to routine events during the day, and when necessary, be able to
encompass change
Condition: When being directed to the timetable and verbally prompted What happens now?/at?)
Criteria: match 3 times on 4 of 5 trials.

Strategies:

Curriculum Focus:

Teacher and SESO to model and guide what to do. Decrease assistance.
Provide opportunities to practice.
Provide Mason with a personal timetable/diary to carry with him.
Update diary on Friday afternoons with Mason for the following week using class timetable. Include any known
changes to routine.
Extend awareness of self in relation to immediate past, present and future events and associated changes.

Environment Adjustments/
Provisions

Provide verbal and visual prompts across settings

Display class timetable

Who Will Support eg.

Teacher SESA
Data Collection Method

Teacher, SSO.
Anecdotal
Data collection during trials
Video

Area of Need

SNP Category:
Communication 2
SNP Indicator/s:
The student has difficulty with grammatical skills, sentence structure, and descriptive language skills
development.
Baseline Information:
Mason is not very clear when asking for help. He needs some verbal prompting to work through his thoughts.

Teaching and Learning

Adjustments / Provisions

Goal:
targeted learning outcome: Mason will use clearly spoken words to ask for help when required.
condition: when asked to repeat a statement in a work environment. criteria: 4 of 5 times
required

Strategies:

Provide verbal prompting and encouragement

Provide opportunities for practice asking for assistance both school and community environments including the
use of sabotage techniques (i.e. deliberately not providing Masonwith tools/materials he needs so that he
needs to ask for help)

Curriculum Focus: NTFC,

EL, EYLF etc.

Explore how language is used differently at home and school depending on the relationships between people
(ACELA1428)
Elaboration: learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Environment Adjustments/
Provisions
Who Will Support eg.
Teacher SESA
Data Collection Method

Provide verbal prompts and encouragement across settings.

Teacher, SSO.
Anecdotal
Data collection

Area of Need
Play/Recreation/Leisure,
Coping & Adapting,
Relationship Skills,

SNP Category:
Social 2, Behaviour 2 ,
SNP Indicator/s: Requires frequent monitoring/assistance from an adult in less structured situations to encourage
participation and to facilitate appropriate interactions.
Requires some support to limit behaviours that are extremely disruptive to the students own learning environment and
that of other students.
Baseline Information:
Mason has demonstrated some improvement in socializations but requires more assistance to read social cues.

Teaching and Learning

Adjustments / Provisions

Goal:
targeted learning outcome: Mason will learn how to join in and read social cues when playing with peers and
completing classroom activities.
condition: when reminded of appropriate behaviours before the activity.
criteria: 3 of 5 play sessions.
Strategies:
Teacher and SSO to model good behaviour and prompt social cues
Use of social stories
Provide opportunities to practice turn taking across a variety of settings with increasingly larger groups
Turn-taking visual prompt

Curriculum Focus:
Environment Adjustments/
Provisions
Who Will Support eg.
Teacher SESA
Data Collection Method

Turn-taking visual prompt

Social stories
Teacher, SSO.
Anecdotal
Data collection
Video

Fortnightly/Monthly/Termly EAP review

Evidence of Learning:

Name
Class
Date
Learning
Outcome:

Childs responsiveness
scale

Date of Birth
Teacher
Reviewed by
Condition:

1
Non-responsive

Criteria:

Who will do the

work?

2
Occasionally Responsive

Childs Progress to EAP goals

S
C
Comments include Childs
responsiveness(see scale below)
in each goal

3
Moderately Responsive

4
Very Responsive

Stage 2: EAP meeting Scheduled for 22/06/2015

Throughout the EAP process it is likely that there will be a number of consultations with the Student Support Team. The most critical
of these, is when family members and educational personnel meet as equal participants to jointly decide learning priorities, this
consultation is referred to as the EAP meeting.

Area of need
Curriculum:

Goals
Learning outcome:

Learning design
Human resources:

Condition:

Teaching & learning

adjustments:

Assessment
How assessing the
outcome:

Criterion:

Behaviour
Description: (What it looks
like for the student)
Baseline information:

Australian Curriculum
performance standards:

Environmental
adjustments:

Professional
learning/Training needed:

Evaluation
Compare baseline
and outcome:
Achieved
Emerging
Not achieved

ITEMS TO BE ACTIONED BEFORE EAP EVALUATION MEETING

ITEM TO BE ACTIONED

BY WHOM

BY WHEN

Re testing Rainbow reading for improvement

Stella

next evaluation

Testing writing progression

Lynne

next evaluation

Testing Numeracy

Jamie

next evaluation

Stella/Lynne/Jamie

next evaluation

Socialisation (Formative record to be kept on a weekly basis)

EVALUATION:
Why did we achieve/not achieve improved student learning?
What worked well?
What do we need to change?
How effectively did we manage our resources to support the achievement of students?
How well did we use multiple sources of data about student learning to improve teaching?