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Individualised Education Plan

This is a working document to be reviewed

Student Name: Cameron Ball M / F: Male


School: St Columba College Year Level: 4 Date: 2018

 Verified Learning Disability  Guardianship of the Minister (GOM)

Impact of learning difficulty:


Requires scaffolding and support in all learning areas.
Modified curriculum.
Curriculum Context/ Standard:
 Same as peers with adjustments  Personalised /Individual Goals
 SACE  SACE - Modified  SACE - Special Provisions
Assessment and Reporting:

 A-E reporting  Alternative Reporting  Eligible for exemption from NAPLAN


Additional Requirements:

 Health Care  Assistive Technology  Behaviour  Personal Care


 Equipment  Therapy  Agency Involvement  Other
Attachments:
 Parents or Legal Guardians permission  Individual Behaviour Support Plan

 Documented IEP Adjustments

 Documented Personalised/Individual Goals  If ticked, please write goals

 IEP Meeting Notes

 Other (e.g. ILP for Indigenous students, GOM ILP)

Levels of support:

□Differentiated teaching □Supplementary □Substantial □Extensive


Parent / Guardian Information
Name/s: Adam and Fiona Ball

Specialists / teachers invited and attended:


Rebecca Wood (Year 4 Teacher)
Monique Lagana (Inclusive Ed Coordinator R-5)
Assessment Data
List relevant school based assessments; RRL Levels; NAPLAN; Report Card data

Information source Date


Running Records 2016, 2017, 2018
PATS Testing 2016, 2107, 2018
Tricky word reading assessment 2016, 2017, 2018

Student strengths and needs

Area of strength Area of need


ICT Math (all areas)
Literacy (all areas)

Subjects or Adjusted Programs to which the IEP applies


Identify each as adjusted (AD), Differentiated. List the adjustments as curriculum, instructional and environmental

1. Math (AD and D) – given one on one support in all areas (where possible). Works with an ESO, completes modified
tasks (different focus, reduced content, longer time frames)

2. Literacy (AD and D) – adjusted expectation in spelling and writing tasks, differentiated spelling list and literacy
activities. Strong focus on letter and sound recognition.

Current situation e.g. report card; NAPLAN; teacher reports; school based assessments; event recording etc..

Parent requested meeting because of concerns

Teacher requested meeting because of concerns

Parent / Teacher Interview

Debriefing on a recent Speech and Language Screening

Need to refer this IEP to the Inclusive Education Coordinator for further interrogation

I have provided a copy of this IEP to the Inclusive Education Team

A formal assessment was provided by the parents at the meeting (e.g. psych; OT; Speech)
Permission for IEP 2018:

I ……………………………… (parent / guardian)


Signed ………………………………………….
Date:…………………………….

SMART Goals:

Smart Goal 2018: Spelling


By the end of Semester One, Cameron will be able to identify and spell the first 36 tricky words with 85% accuracy.
This will be measured by testing, observation, work samples.
Achieved
This will be achieved by:
Use of Multi-sensory strategies
Access to Macqlit.
Explicit teaching.
Use of visual checklist charts.
Use of Reading doctor.
Flash cards.
Games.
Smart Goal 2018: Spelling
By the end of Semester One, Cameron will be able to correctly identify the oa / ie / oo / ng / ou sounds within words
and apply these in his spelling with 80% accuracy. This will be measured by testing, observation, work samples.

This will be achieved by:


Use of Multi-sensory strategies
Access to Macqlit.
Explicit teaching.
Use of visual checklist charts.
Use of Reading doctor.
Sound games.
Smart Goal 2018: Maths
By the end of the Semester One, Cameron will be able to correctly identify numbers 1-30. He will also be able to use
his knowledge and strategies of numbers up to 20 to work out mathematical problems. This will be measured by work
samples and by observation. Ongoing for Semester 2 Achieved
This will be achieved by:
Modified tasks based around this concept.
Explicit teaching of counting on.
Visible number chart for student at all times.
ESO support.
Number games.
Flashcards.
Use of concrete materials.
Smart Goal 2018: Reading
By the end of Semester One, Cameron will be able to confidently read level 13 readers independently.
This will be measured by testing. Ongoing for Semester 2 Achieved Semester 2 L14
This will be achieved by:
Running records
Teacher observations
ESO support
Flashcards
Reading groups
Personal level of performance: 2017 Reading
By the end of Semester One, Cameron will be confidently reading an instructional level 6 independently using
reading strategies to decode unfamiliar words.
This will be measured by Running Records and teacher observations.
ACHIEVED

By the end of Semester Two, Cameron will be confidently reading an instructional level 12 independently using
reading strategies to decode unfamiliar words.
This will be measured by Running Records and teacher observations.

Objective one (how are we going to achieve this):


Reading with classroom support (volunteers and ESO)
Communication with parents re. his reading at home
Explicit teaching of reading strategies – Daily 5
Positive reinforcement

Personal level of performance: 2017 Writing


By the end of Semester One, Cameron will increase his tricky word knowledge and spell all ‘yellow’ words accurately.
This will be measured by assessments and evidence in writing pieces.
Partial Achievement (some words correct)

By the end of Semester Two, Cameron will increase his tricky word knowledge and spell all ‘yellow’ and ‘red’ words
accurately.
This will be measured by assessments and evidence in writing pieces.

Objective two (how are we going to achieve this):


Time for practise and rehearsal
Support from teacher and ESO
Exposure of words through ‘Daily 5’ literacy program

Personal level of performance: 2017 Writing


By the end of Semester One, Cameron will form all letters of the alphabet correctly.
This will be measure by observation.
Partially achieved

By the end of Semester Two, Cameron will form all letters of the alphabet correctly.
This will be measure by observation.

Objective two (how are we going to achieve this):


Time for practise and rehearsal
Explicit teaching of letter formations
Modelling correct letter formations
Support from teacher and ESO
Visual support available at each writing session

Personal level of performance: 2017 Mathematics (continued from 2016)


Cameron, by the end of Semester One, will be able to recognise the numbers 1-20 and record these independently
with correct formations.
This will be measured by teacher observations and work samples.
Not achieved

Cameron, by the end of Semester Two, will be able to recognise the numbers 1-20 and record these independently
with correct formations.
This will be measured by teacher observations and work samples.

Objective three (how are we going to achieve this):


Explicit teaching of number concepts
ESO support, individual and small group setting
Time for practise and rehearsal of concepts learnt
Use of number chart visible each lesson

Personal level of performance: 2017 Personal competence (continued from 2016)


By the end of Semester One Cameron will be independently working on and completing most set tasks.
He will be taking initiative and actively asking for help when needed.
This will be measured through teacher observation.

By the end of Semester Two Cameron will be independently working on and completing most set tasks.
He will be taking initiative and actively asking for help when needed.
This will be measured through teacher observation.

Objective four (how are we going to achieve this):


Using positive reinforcement
Setting achievable tasks
Ensuring curriculum is engaging and catered to Cameron’s ability.

Please highlight the relevant adjustments:

INSTRUCTIONAL ADJUSTMENTS Comment / explanation


Additional explicit teaching and systematic instruction
Modelling and demonstrating skills, knowledge and cognitive strategies
Front loading key vocabulary for explicit teaching
Scaffolding student learning through guided practice and support
Additional use of visuals
Additional prompting
Additional wait time / response time
Frequent review
Tap into interest areas

CURRICULUM ADJUSTMENTS Comment / explanation


Negotiated content of tasks
Extra time to complete tasks
Break and present assignment into manageable parts
Reduction of copying of tasks
Enlarged print
Alternative assessment formats
Additional time for practice and rehearsal
Scheduled breaks
Insert Formula sheets into assignment
Negotiated homework Fully modified to support SMART goals
Additional peer support
Additional planning for assignments
Negotiated use of a scribe For assessment
Additional assistance with research skills
Personalised goals

ENVIRONMENTAL ADJUSTMENTS Comment / explanation


Preferential seating Helpful buddy, near teacher
Negotiated timetable
Adjustments to fine motor tasks
Adjustments to gross motor tasks
Additional use of technology
Access to lift
Health care plans
Camps
Excursions
Sports days / retreats / special events

Behavioural support Comment