Professional Documents
Culture Documents
INDIVIDUAL LEARNING
PLAN (ILP)
Student name: Max Hiland
Year level: One
School: St Marys PS
Date: 19.05.2015
Date of birth: 14.09.2007
challenge in Maxs writing ability. When writing about certain things he has an
interest in like basketball and bike riding, he can verbally explain a lot more than
writing it down. (Department of Education, 2008)
When engaging with his peers Max can sometimes have difficulty in expressing
his ideas and tends to sway off topic. However he has an outgoing attitude and is
always welcoming towards other students. He has many positive relationships
with other students in the class and is regularly playing basketball at lunchtime
with his friends. He is a good role-model for his younger brother at home yet can
get easily frustrated.
At home it has also been noted by Maxs parents that he struggles to remember
events from the school day and usually says, I cant remember what we did.
This lack of memory is reflected in his comprehension skills where he struggles to
answer inferential questions (American Speech Language Hearing Association,
1993). They try to prompt Max with questions about his day, which he generally
answers. However, they are normally short and not very detailed. Nightly they sit
down and read through a reader, which Max engages with but can sometime be
restless and only takes in visual cues instead of decoding. (Department of
Education, 2008)
Max is a lovely asset to 1P, who loves being around his peers and is always happy
to lend a helping hand. He is a delightful and well-mannered child who, with
assistance of an ILP, will hopefully improve his Literacy skills. Through the cooperation of home and school Max will be well supported to reach his goals.
ENTRY SKILLS:
AT SCHOOL:
Max has a good number sense - he can confidently add and subtract
numbers, skip count and understand number sequences and place value.
Max is currently at standard for Mathematics.
Max has a positive relationship with his peers, regularly playing basketball
at lunchtime.
Max shows an interest in the specialist subjects of PE and Music.
Max struggles to understand verbal instructions given by teachers and
other students.
Max has an interest in the world around us and actively participates in
Inquiry lessons.
Max has difficulties reading and comprehending short texts.
Max is currently reading at Level 5 on the PM Benchmarks
He has limited vocabulary and word knowledge causing him to use few
adjectives in his writing and struggle with sentence structure.
Max performed below average on the Neale Analysis of Reading Ability
test.
AT HOME:
Max completes simple tasks such as packing his toys away.
Max participates in dinner tables discussions however usually relays short
responses.
Max has a positive relationship with younger brother and often play
together.
STRATEGIES:
Goal 1:
Have brainstorms displayed in the
classroom showing synonyms of
adjectives that all students can
refer to.
Goal 2:
During modeled writing the
teacher will familiarise
students with a range of
punctuation focusing in on the
use of capital letters and full
stops.
Goal 2:
Get Max to retell smaller parts of a
story in three sections.
sticker board.
Parents/carers expectations/support
The school is to provide Maxs parents/ carers with the following tips in order to
help Max achieve his goals.
Short term goal 1:
- Practice giving Max clear and simple instructions every night after school.
E.g. Please put your school bag in your room, please put your dishes on the
sink.
- Be sure to follow these instructions up if Max does not adhere to them.
- Offer Max consistent praise for following instructions successfully.
Short term goal 2:
- Sit down every night with Max and write three sentences, focusing on the
use of a capital letter and a full stop.
- No need to pay attention to errors in spelling.
- Make the writing as enjoyable as possible, for example allow Max to write
about his day or any particular interests of his.
- If Max is restless and not showing interest in constructing sentences, try
the use of YouTube songs about capital letters and full stops. Although the
YouTube song does not provide Max the opportunity to practice, it is more
focused on reinforcing Maxs memory of the use of capital letters and full
stops.
Long term goal 1:
- Continue with the writing task above.
- Encourage Max to write one extra sentence including one new adjective
from the list provided by the classroom teacher.
- Also encourage Max to read every night to increase his vocabulary.
Long term goal 2:
- Encourage Max to recall his day at school at the dinner table each night.
Allow Max time to recall his day using full sentences, provide Max with
assistance if needed.
As Max improves in his story telling encourage him to recall his day at
school in sequential order.
The teacher will continue to add to these notes throughout the term and alter
the goal when necessary.
Timeline for review and revision of plan:
Max will have his own goal-setting journal where he writes the goals he is working
on and the strategies that will make the goal achievable, with teacher assistance.
There will be visuals to help him remember his goals and the opportunity for him
to self reflect on his progression every two weeks. He can use a feeling chart,
draw a picture or other ways that may interest him.
Once a month the PSG will meet to see if the goals are being met and if further
adaptions need to be made. Parents will be informed of progress through number
of stickers, evidence of work and opportunities to play basketball.
A communication diary can be set up between the classroom teacher and parents
to continually assess how Max are progressing at home and school. This way
parents and teachers can easily discuss any queries about Max.
At the end of Term 3 the entire ILP will be evaluated as a whole at a final PSG. A
decision as to whether Max will need further assistance will be made and further
goal setting.
Students comments:
-
I found the visual aids on the board very helpful and enjoyed getting a
sticker to add to the sticker chart.
Maxs successful use of full stops and capital letters has become more
consistent and it is evident that he has been practicing regularly at home.
Max loved getting up in front of the class and talking about his lunch time
activities. Each week it was evident that Maxs recalling ability was
improving, however in the first few weeks he needed continual reminding
to recall the events of his lunch time in order of them occurring.
The simple set of tips to assist Max given by the school/ classroom teacher
were easy to understand and follow.
Being reminded to use clear and simple instructions when instructing Max
was a helpful reminder for myself and husband. We found that Max
responded well when we used clear simple wording.
It was sometimes difficult to get Max to sit down and complete his general
class homework as well as the extra sentences he was required to write,
however when Max did manage to complete the task, I could see that it
was very good practice for him.
Max would previously contribute to the discussion at the dinner table but
his responses were always short and lacked structure. Giving Max time
and encouraging him to tell the family about his day, really gave Max the
opportunity to improve his recalling ability.
Justification of strategies:
Short Term Goal 1:
In order for Max to complete this goal, helping him follow simple and
clear classroom instructions, we have decided to implement some
strategies that will not only benefit Max, but his peers. The WALT
(we are learning to) and WILF (what Im looking for) framework,
offers students a clear outline of what is needed from them in every
lesson in the day. Through the WILF, students have a list written on
the board that sets out what they need to achieve by the end of the
lesson, which will prompt Max to remember the instructions given to
him by the teacher. This framework has been implemented on
placements, and I have seen a direct link in the amount of questions
asked by a student about their task decrease through simply stating
them on the board.
Following on from this, we will add more visual cues to the board
(Ganz, 2010), including a daily timetable created through images of
subjects, helping Max to understand the different tasks he will
complete that day.
A way to motivate Max to remember instructions is through positive
reinforcement (Woolfolk & Margetts, 2013), by using a sticker chart.
Everyday Max will be rewarded with a sticker when following
instructions the majority of the time (8 out of 10), this reinforcement
strategy aims to encourage his ability to follow simple instructions,
hoping that he will use his own initiative to look to the whiteboard
for task instructions rather than continually asking questions.
Short Term Goal 2:
For Max to improve his reading and writing, he needs to remember
when to use punctuation. We chose this goal because punctuation is
important to understand and use as it could be said that without
punctuation marks, reading would be a very difficult task (Benzer,
2010, 1879). We know that Max has the ability to use punctuation in
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Communication
Social Interaction
Memory
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REFERENCE LIST:
American Speech-Language-Hearing Association. (1993). Definitions
of communication disorders and variations. Retrieved from:
http://www.asha.org/policy/RP1993-00208/
Atkinson, J. (2010). Im working it out, said John: an Active
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unt=1
Benzer, A. (2010) Prospective teachers proficiency in punctuation
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010426
The Department of Education. (2008). Language Support Program.
Retrieved from:
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/st
udent/lspresource211.pdf
Ganz, Jennifer B. (2010). Implementing Visual Cues for Young
Children with Autism Spectrum Disorders and Their
Classmates. Young Children, (3), 78.
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memory: A classroom guide. London: Harcourt Assessment.
Retrieved from http://www.york.ac.uk/res/wml/Classroom
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%20guide.pdf
Lewis & Lewis. (n.d) Severe Language Disorder - Information for
Parents and Teachers [Fact sheet]. Retrieved from:
http://www.lewisandlewis.com.au/wpcontent/uploads/2011/11/
fact_sheet_SLD.pdf
The New South Wales Government. (2011). NAPLAN 2011. Retrieved
from: http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2011/index.php?
id=literacy/reading/lr_dilo/lr_dilo_s13_11
Oxford Owl (2015) Expert help: Grammar, Punctuation and Spelling
made easy, How can I help my child with grammar,
punctuation and spelling? [Video file]. Retrieved from
http://www.oxfordowl.co.uk/for-home/reading-site/experthelp/grammar-punctuation-and-spelling-made-easy
Scratch Garden. (2013). The Sentence Song [Video file]. Retrieved
from https://www.youtube.com/watch?v=0Wrv_ZviMEc
Special Education Support. (n.d). Strategies for Learning and
Teaching. Retrieved from:
http://www.sess.ie/categories/specific-speech-and-languagedisorders/receptive-language-disorder/tips-learning-and-teac
SPELD Victoria. (2015). SPELD Victoria Services. Retrieved from:
http://www.speldvic.org.au/2014-10-28-22-51-19
Trinkle, C. (2009) Reading for Meaning: Questioning. School Library
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