INDIVIDUAL LEARNING

PLAN ASSIGNMENT
Laura Del Busso
Tayla De Sensi
Taylah Kuhar
Mia Bucher

Background Information on Sarah Jones:

Sarah Jones is a 9 year old student in Miss Del Bussos grade 3 class. Sarah was born in Australia and English is her first language.
Her current situation at home has become much more disruptive as of late because her father has recently been incarcerated. It is
important to note that Sarah lives in a challenging neighbourhood with a low socio-economic status. As a result she has always had
struggles with both her home and school life. These challenges have increased recently as her father's incarceration has affected
Sarah both . This has proven to have affected her school work standard and behaviour.

Reason for ILP:

It has become clear that Sarah is having trouble coping with balancing her school work and home life as she is showing
increased levels of stress and anxiety. (Petsch, 2015)

It is very obvious that her change in homelife has had a negative effect on her emotional health and wellbeing, as she now
seems to be ashamed and embarrassed of her father and as a result her family. (Dillard, 2015) Prior to the incarceration of her father,
Sarah was one of the more social and engaged students in my class, however she has now become quite reserved and withdrawn
from her social group. She can no longer concentrate for a long period of time and often becomes quite disruptive. (Dillard, 2015)
After noticing Sarahs change in achievement and behaviour in the classroom, I have felt that it is my duty as her educator to identify
and support her needs. (Dillard, 2015) With the help of my colleagues we have researched multiple ways to help her and have
reached the conclusion that creating an Individual Learning Program would be the first step in doing so. A Behaviour Support Plan
has also been considered for the next step in helping Sarah which will assist with her challenging and disruptive behaviour and
beneficial towards her wellbeing (Department of Education and Training, 2015). Along with the Individual Learning Plan, I wish to
create a supportive and productive learning environment, where she will feel motivated and a part of the teaching and learning
experience, ensuring that her needs and interests are met. (Fisher, 2005)

As a school community we hope that this Individual Learning Plan will improve her educational results and create better
communication between, Sarah, her parents and myself.
(WETA, 2015)
 Positive Partnership Planning Matrix
Communication Social Restricted interests Sensory Information
interactions Repetitive Processing processing &
behaviour learning styles

Characteristics - Struggles to - Sarah is not shy. -Repeatedly does not - Excellent vision - Learns best when
formulate a - Makes friends put her hand up/ calls - Can hear quite the content is
grammatically correct easily. out well visual
sentence. - Easy going. - Only interested in - Doesnt make - Has difficulty
- Mumbles her words - Easily distracted certain books related much eye contact paying attention
and distracts to what she likes. - Flinches at and listening
others. - Highly interested in unexpected noises
art and craft or contact with
- Does not deal well another person
with change

Implications - Group discussion - Group work - Positive -Bend down to her -Incorporate
- Oral presentations -Seating reinforcement when level to creativity and
to the class arrangements she puts her hand up communicate with imagination in the
- Read out aloud -Warnings if she her classroom
-Face and talk to her continues to put her - Inclusive, safe -Include use of ICT
call out and comfortable
-Use of different learning
creative learning environment
tools
- Provide a variety of
other books related
to Sarahs other likes
and interests
- Gradually introduce
change so she
becomes familiar.

Strategies - Read a book to a - Work in small -Strikes on the - Use of ipads and
foundation class, this groups to help whiteboard for every - A corner with a different
will help her to speak Sarah with her time she calls out, variety of reading applications will
fluently learning difficulties this is visual to Sarah books and bean help Sarah to pay
- Activities with high -Sits with a partner so she can realize bags, these helps attention and it is
frequency words if she is distracted how many times she to create a calm interactive
(BBC: Words and and when she calls out and doesnt learning - Use of pictures
pictures- High distracts others put her hand up environment and diagrams
frequency words is a she has to move - Reading books relating to Sarahs - Use of different
great interactive related to other interests so she visual activities and
activity and is hands interests feels comfortable word games
on)
 INDIVIDUAL LEARNING PLAN
I.L.P. 1/4 (No. of ILPs in current year / Total number ILPs) Devised Date: 13/5/15
Date Devised:

Student: Sarah Jones Year Level: 3 D.O.B. 21/02/2006 Age: 9 years

Program Support Group Members consulted in devising this plan:
Class Teachers: Miss Del Busso
Parents: Tiana and Rob Jones
Principal Rep: Mr. Marvellous
Consultants to the PSG: Mrs Anstey

Entry Skills (What the student has achieved)

Built strong relationships with peers and teachers.
Achieved high standards in literacy, in particular reading.
- Can fluently read and comprehend small chapter books.
- Running records: 85% accuracy.
Works well in small groups.

Challenges (Areas for Improvement)

Needs to ask for assistance when needed, rather than not completing work.
Work on putting her hand up in group scenarios.
Must not talk whilst others are.
Maintaining quick automatic recall of number facts
 Learning Priorities (Future Learning)
Single digit addition and subtraction recall facts (Australian Curriculum Assessment and Reporting Authority, 2012)
Two, three, five and ten multiplication and division automatic recall facts (Australian Curriculum Assessment and Reporting Authority, 2012)
Social and emotional work with Melanie twice a week (School Psychologist)
Oral language- explaining thought and correct pronunciation of phonetics
Writing competency - Develop a planned, drafted and publish writing piece with correct grammatical and sentence structure (Australian Curriculum
Assessment and Reporting Authority, 2012).

INDIVIDUAL LEARNING PLAN

STUDENT NAME: Sarah Jones Devised 13/5/2015

Semester Goals Short Term Goals Strategies/Methods Mode of Delivery Mode of Assessment Evaluation
(Long Term) (WHAT) (HOW) (WHO / WHEN)

Putting hand up Use a book for Attend Sarah when Classroom teacher Observations and 1 2 3
when unsure anecdotal evidence of working time Aide anecdotal evidence
when Sarah puts up commences to make On individual criteria At the end of term,
(Appendix 1 - her hand. sure Sarah is on task sheet. classroom teacher and
Ask Sarah Questions Verbally, ensuring she aide is to evaluate Sarahs
Justification) and understand
during class discussion. understands what she progress using the
concepts/task
Puts hand up 30% of Each session Sarah has done right. evaluation scoring system
the time within 2 puts up her hand, (Next column).
weeks. Sarah receives a star
 on her star chart which
is located on her table.
When Sarah receives
five stars, Sarah gets
an extra 10 minutes of
iPad free time during
the free time period for
students.

MATHS Can achieve 50% Keep a record of With Sally (Integration Consecutive quizzes run
Addition, subtraction, accuracy on scores that are aide) twice a week by Sally. These questions
Mathematical Tasks produced during maths block are formulated by both the 1 2 3
multiplication and
division automatic recall online, whiteboard teacher and the the
quizzes and verbal Integration aide. Sally
facts
quizzes within 4 weeks. records number of correct
and incorrect responses.
(Appendix 2 -
Quiz 1: Sally asks student
Justification)
random automatic recall
facts and student
responds.
Quiz 2: Sally writes
questions on whiteboard
and student writes down
answer within a certain
time frame.
Quiz 3: Sarah completes
online quiz that has
allocated timing.
At the end of term,
classroom teacher and
aide is to evaluate Sarah's
progress using the
 evaluation scoring system
(Next column).

ENGLISH To present 60% fluency Along with others Speech Pathologist Selected numerical 1 2 3
Oral language and in spoken oral students who also Once a week for 45 scoring criteria
presentations and can need help with oral minutes Writing assessment piece
writing competency
correctly pronounce language: once a week Writing focus group that must fit certain
ch, th and ly sounds they meet for a 45 with Leanne once a criteria. The student will be
(Appendix 3 -
within 2 weeks. minute program, where week. expected to be able
Justification)
Can correctly use full each child must complete a writing piece
stops and capital letters present an oral including all writing
50% of the time within presentation about a focuses that have been
3 weeks. chosen topic to their done during the term.
peers, eg. what they At the end of term,
did on the weekend. classroom teacher, speech
pathologist and aide is to
evaluate Sarahs progress
using the evaluation
scoring system (Next
column).

KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved

Justification:

Appendix 1: I felt the positive reinforcement schedule would be most appropriate for Sarah. As Sarah responds well to
encouragement, it was most appropriate to reinforce good behaviour by giving Sarah a star for each session she asks questions and
engages with classroom discussion. Positive reinforcement has been proven by B.F. Skinner, that when one is rewarded for good
behaviours, it is likely the good behaviour will be reinforced (Margetts, & Woolfolk, 2013). In order to create an inclusive and fair
environment for Sarah, all students have a star chart with their own individual goals. The purpose of this is to make sure Sarah does
not feel different from her peers.

Appendix 2: As part of the assessment criteria, we chose to to have three different tests that would commence in the same week.
We chose to do it at three different times of the week to cater for any variables that may affect the student's performance on a
particular day i.e. feeling tired, feeling sick. We carefully selected the testing methods to replicate what the student had done in prior
learning sessions with the aide; that is that the student learnt addition, subtraction, multiplication and division automatic recall facts
using the whiteboard to answer questions, online method and verbal questions. By using the same methods, this enabled the student
to feel as though they were completing normal activities without the pressures of having a formal test which could impact testing
results.

Appendix 3: We have chosen to get the student to produce a writing piece to demonstrate how Sarah's sentence structure, grammar
and punctuation has improved. We felt the use of a speech pathologist would be beneficial in helping Sarah adequately pronounce
phonemes as this is vital in her early years. Vocabulary development is dependant on phonemes and phonetics therefore it is vital
that this is worked on effectively immediately as she is below standard (Antunez, 2009).

References
Antunez, B. (2009). English Language Learners and the Five Essential Components of Reading Instruction. Reading Rockets. Retrieved 19 May
2015, from http://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction

Australian Curriculum Assessment and Reporting Authority (2012). English Scope and Sequence: foundation to Level 6 [Website]. Retrieved from
http://www.vcaa.vic.edu.au/Documents/auscurric/English_scope_and_sequence_AusVELS.pdf
 Australian Curriculum Assessment and Reporting Authority (2012). Mathematics Scope and Sequence: foundation to Level 6 [Website]. Retrieved
from http://www.vcaa.vic.edu.au/Documents/auscurric/Maths_scope_and_sequence_AusVELS.pdf

BBC. (2014). Words and pictures: High frequency words. Retrieved 14 May 2015 from
http://www.bbc.co.uk/schools/wordsandpictures/hfwords/index.shtml

Dillard, M. (2015). What educators and schools need to know when working with children with incarcerated parents (1st ed., pp. 1-2). Washington:
Hope House. Retrieved from http://www.spac.k12.pa.us/2010conference/2010%20spac%20conference%20workshop%20handouts/6%20Mona
%20Fleeger%20STARS/5%20what%20educators%20and%20schools%20need%20to%20know%20when.pdf

Education.vic.gov.au,. (2015). Behaviour Support Plans. Retrieved 14 May 2015, from

http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachplans.aspx

Fisher, K. (2005). Linking pedagogy and space (1st ed., pp. 1.02-2.01). Victoria: Department of Education and Training. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/ assetman/bf/Linking_Pedagogy_and_Space.pdf

Margetts, K., & Woolfolk, A. (2013). Educational Psychology (3rd ed.). Frenchs Forest: Pearson Australia.

Petsch, P. (2015). Children of Incarcerated Parents: Implications for School Counselors(1st ed., pp. 1-6). University of Texas at Austin: Priscilla
Petsch. Retrieved from http://files.eric.ed.gov/fulltext/EJ886157.pdf

Positive partnership. (2014). Planning matrix. Retrieved 14 May 2015, from

http://www.positivepartnerships.com.au/planning-matrix

WETA,. (2015). IEPs | LD OnLine. Ldonline.org. Retrieved 15 May 2015, from http://www.ldonline.org/indepth/iep

Credit

development of the individual in positive/ Matrix and other documentation and discussion demonstrate good evidence of comprehensive
anguage (LO3)
information on the childs social and emotional development with good positive/ strengths based language.
 Informed approach with good knowledge and understanding of the characteristics of the child within an inclusive educational setting. Well-considered documentation within the planning matrix.

acteristics (LO4)

Good consideration of and thoughtful detail of possible impact of these characteristics on childs learning, peers, family and school/centre teams. Good documentation within the planning matrix.

dividuals and others (LO4)

Good consideration to differentiating instruction and curriculum to meet the needs of the child in the inclusive setting.

the setting (LO2, LO5, LO8)

to needs through planned task analysis (LO5, LO8) Good consideration of goals and task analysis to scaffold learning to meet the needs of the child.

Good
ciplesknowledge
of student wellbeing
of child wellbeing
and teaching
and teaching
for resilience
for resilience
within and relevant strategies for an inclusive setting. Very good understanding of the impact of these strategies connected to the needs of the child.
usive setting (LO3)

Good knowledge of well selected relevant strategies to enhance protective factors minimising risk for all in an inclusive setting. Thoughtful consideration into the impact of these strategies connected to the
needs of the child. Good documentation within the planning matrix.
ctive factors minimising risk (LO2, LO4)

the individuals additional needs (LO5, LO8) Well-considered, relevant strategies to cater for the childs needs. Good documentation.

urces/literature Explicit factual use in significant ways. Appropriate relevant and recent selection, good generalisation to practical experience.

Format of Planning Matrix Clear, proofed print. All information clearly organised, complete and accessible. Inclusive language used.

References The assessment task cites 6-10 references with at least 1 from each of 5 topics.

As a group we worked extremely well together, we worked on each section together and each person went back and added more detail if we
saw fit. We think that our work is deserving of at least a credit, if not a higher grade because we feel as though we have followed the criteria
and met it.