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Etd Individual Learning Plan 2013

The Individual Learning Plan outlines Ben's academic goals, behavioral goals, and adjustments for his learning over the next 6 months. Ben has Down Syndrome and Autism Spectrum Disorder. His long term goals are to write his full name, improve behaviors in the playground, and remain at his desk during lessons. Short term goals to support these are daily name writing practice, identifying triggers and using strategies to prevent disruptive behaviors for one week, and staying focused at his desk for 20 minutes per lesson. The ILP team will track Ben's progress and re-evaluate the plan in 6 months.

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46 views3 pages

Etd Individual Learning Plan 2013

The Individual Learning Plan outlines Ben's academic goals, behavioral goals, and adjustments for his learning over the next 6 months. Ben has Down Syndrome and Autism Spectrum Disorder. His long term goals are to write his full name, improve behaviors in the playground, and remain at his desk during lessons. Short term goals to support these are daily name writing practice, identifying triggers and using strategies to prevent disruptive behaviors for one week, and staying focused at his desk for 20 minutes per lesson. The ILP team will track Ben's progress and re-evaluate the plan in 6 months.

Uploaded by

api-317405213
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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School logo

INDIVIDUAL LEARNING PLAN (ILP)


School:
Commencement date of ILP:
UC Primary School
11 May 2016
Student name:
SRKS
Number: 29384NDDFDS
Review date: (within 6 months)
11 November 2016
Ben
Date of Birth: 4/6/07
Academic
year level: 3
ILP team:
Class teacher, Principal, Bens parents, LSA, Speech pathology and occupational therapy
DECO: Disability Education Coordinator Maxwell Munroe
Transition facilitator: - N/A
(Transition goal required in the ILP)

Additional information - Down Syndrome, Autism spectrum disorder, toileting issues needs assistance, like music, recognises his name, but cant
yet write it, He recognises about 25 symbols that represent objects and activities he accesses regularly, likes the computer and playing with noisy books and
toys, communicates non-verbally using gesture and facial expression, difficulty with a range of gross and fine motor activities
Focus area
and present
skill/level of
achievement

Learning goals

Adjustments for learning

Linked to students Pathways Plan


SMART guidelines (Specific Measurable Achievable - Relevant - Timely)
Reviewed when appropriate and at least 6
monthly at the In-school Review

Consider the Adjustment Matrix for level and type:


environment, curriculum, teaching & learning,
assessment & reporting, technology, communication.
Consider Access and Participation groupings from the
Appraisal where relevant.

Achievement of short
term goal
Comment on learning stage
(acquisition, fluency, maintenance,
and generalisation) and support
levels (independence -prompts).
Record date of each entry.

Long term goal (May take 1-2


years to achieve; in some instances
longer. This may be linked with the
students Appraisal Focus Goals and/or
Pathways Plan including Transitions)
February 2013 ILP
Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education


http://www.det.act.gov.au/publications_and_policies/policy_a-z

Short term goal (One goal or one


of a number of goals leading to the
achievement of the long term goal

Academic goal

Long term goal


Ben will be able to write his full
name
Short term goal
Ben will practice writing his
name everyday.

Behaviour
goal

Long term goal


Ben will be able to play in the
playground without disruptive
behaviours.
Short term goal
Ben will not use behaviours such
as screaming, hitting or kicking
in the playground for one week

Behaviour
goal

Long term goal


Ben will not leave his desk
during a lesson
Short term goal
Ben will spend upwards of 20
minutes at his desk each lesson

1. Visual representations of letters


displayed
2. During literacy activities with the
LSA/teacher Ben will use assistive
technologies to practice writing
letters
3. Explicit instructions of how to form
the letters
4. Ben will be rewarded for his efforts
with extra computer time
1. Provide learning story of Ben in the
playground and anger management
strategies
2. Make a power card for ben to have
to identify when he is getting upset.
3. Make a plan with ben of the
activities to do in the playground at
lunch/recess time
4. Negotiate rewards with Ben for
using the strategy
5. Fade out the rewards as Ben takes
steps to correct his behaviour.
1. Provide learning stories for Bens
lessons
2. Make sure Ben is engaged and stays
motivated with the task
3. Set up a timer to Ben can see how
long he has been working for
4.

February 2013 ILP


Policy link Students with a Disability: Meeting their Education Needs SWD200810

The LSA will track the


progressions of Bens
writing through samples.
The LSA will note the time
and day of attempts and
how long Ben tried.

The teacher/LSA on duty


watching ben will note
date and time of anger
outburst.
Other teachers on duty
will let the LSA and CL
(class teacher) know if he
has any other outburst.
A weekly chart will be
made for Ben to see his
progression of the week.
The CL will note which
techniques worked well for
Ben.
The CL and LSA will note
how long it takes for Ben
to engage in an activity.
The CL and LSA will time
how long Ben is engaged
with a lesson and time at
his desk.

ETD Student Engagement Disability Education


http://www.det.act.gov.au/publications_and_policies/policy_a-z

Student
Parent/Carer

Name
Ben Richardson

Principal/Delegate

Jane Richardson
(Mother)
Tim Richardson
(Father)
Leonie Peters

DECO

Maxwell Munroe

Teacher

Sofia Ritman

Other

Aaron Pinkerton: Speech pathologist


Tabitha Woodward: Occupational
therapist
Mike Winters: LSA

Parent/Carer

February 2013 ILP


Policy link Students with a Disability: Meeting their Education Needs SWD200810

Signature

Date
11 May
2016
11 May
2016
11 May
2016
11 May
2016
11 May
2016
11 May
2016
11 May
2016

ETD Student Engagement Disability Education


http://www.det.act.gov.au/publications_and_policies/policy_a-z

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