ONE PLAN

Disability PROFILE
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Child/Student Name: (STUDENT NAME) EDID: 104782847F Date Of

Birth:03/08/07

Site Name: Gawler Primary School Contact person: Jennifer Pinnock Phone:85222988

One Plan documented Date:2018

ED040 in student file ED040A processed Level of Support I + Sup
(Verification) (Level of support)
Contact Details of Contributors to the One Plan Process
Name Relationship/Role Telephone Email
Teacher 85222988
Luke Smale
Deputy Principal 85222988
Jennifer Pinnock Jenny.pinnock532@schools.sa.edu.au

Tracey Reed Mum /Carer

Emma Anglicare support
worker

Strengths, interests and Motivators

animals, soccer, computers, technology
quite good at sport
Anything outdoors
Bugs/animals
Recommendations from assessment reports
Step by step approach when teaching new tasks
Lots of repetition and rehearsal
Give him choices for inconsequential matters
Where possible ask him, when not, direct!
Give directions with choices and consequences
Provide a calm down space
See attachments in ONEPlan folder

Other relevant information

Health care support Assistive Technology Transport Behaviour
Personal care Access Equipment Attendance Other
Details:
See attachments in ONEPlan folder
Student under Guardianship of the Minister
Hearing aids

Current level of functioning/concerns barriers to learning

RRL: 13
Westwood: 8.9
Lexile: BR203L

Reports from health professionals

Who Service/Agency What Date
Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

 ONE PLAN
Disability PROFILE
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Felicity Sands DECD Psychological 28/11/2016
assessment
Sarah Morena DECD Speech Pathology April 2014
report
Billy Kopsaftis Australian Hearing Audiology March 2016
assessment

Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

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Learning Support Plan

Date Compiled: 2018 Verified
Name (STUDENT NAME) Reed Disability
Review date: week 5 term 2, 3, and 4 I, A, H
Curriculum Context/Standard Assessment and Reporting
Same as peers with adjustments A-E reporting – exempted from grading
Modified Curriculum Eligible for exemption from NAPLAN
Modified SACE However decided to let (STUDENT NAME) participate in all NAPLAN
testing Online this year
Additional Information
Eligible for application to special class
Review
Goal Adjustments Who/What How supported Indicators Emerging (E)
Consolidating (c)
of success Independent (I)
Term 1: RRL 14 Term 1: I –
By the end of 2018  Daily Jolly SSO/teacher will  Small group with a combination (STUDENT
(STUDENT NAME) will Learning program regularly work one instruction of poor/fair levels of NAME) has
comprehension. – achieved a RRL
be reading RRL:17.  Individual support on one with  Written/Visual
With “fair” level of (STUDENT NAME) Goal met 14 with fair
time (SSO) instructions comprehension.
comprehension  Class novel with  1:1 SSO Term 2: RRL 15
according to RRL appropriate  Appropriate level of with more fair than Mid-term 2 – C
guides. comprehension Jolly Learning poor levels of - (STUDENT
Goal not quite met – activities support comprehension. NAME) has
attained level 16  Encourage Term 3: RRL 16 achieved a RRL
(STUDENT NAME) with mostly fair 14 with fair
2019 Goal Revision: to read appropriate levels of comprehension
To set higher level books for his level. comprehension. – and is working
and higher level of Goal Met towards
 Encourage RRL15.
literal comprehension (STUDENT NAME) Term 4: RRL 17
Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

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attainment, focusing to choose books that with all “fair” levels
on a level of 20/22 by have an of comprehension. Mid-Term 3 – I
the end of the year. accompanying quiz (STUDENT
Continued one on one (via lexiles) NAME) has
achieved a RRL
help via SSO, Phonics  Withdrawal from
of 16 with
program and Language to mostly fair
intervention. complete individual levels of
learning programs comprehension.

Mid-Term 4: No
change from
term 3
midpoint.
By the end of 2018  Jolly Learning SSO will regularly  Strategies to Term 2: BR240L Mid Term 2 –
(STUDENT NAME) will  Classroom work one on one with learn/retain unknown BR200L (Goal (STUDENT
have reached BR100L reading and (STUDENT NAME) words altered) NAME) has
moved down in
Lexile (currently classroom novel  Computer activities Term 3: BR260L
Lexile level
BR203L). – with  Class novel activities BR190L (Goal
(BR203L –
Goal Met accompanying  1:1 support altered) – Goal met
BR289L)
activities  Practise daily Term 4: BR280L Mid Term 3 –
2019 Goal Revision:  Extra  Encourage BR180L (Goal (STUDENT
To set Lexile level out comprehension (STUDENT NAME) altered) NAME) has
of the BR category activities to be to read appropriate moved up to
and into the 200’s by completed with books for his level. BR147L
the end of the year. (BR203L
SSO on support  Encourage
Continued one on one time previously)
(STUDENT NAME)
help via SSO, Phonics to choose books that
program and Mid Term 4 –
have a (STUDENT
intervention. comprehension test NAME) has
moved up to
BR99L
Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

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(Previously
BR147L)

By the end of 2018  Positive Teacher and SSO  Teacher to create Term 2: Less than 2 Term 2: C –
(STUDENT NAME) will reinforcement will provide support supportive classroom incidents of not (STUDENT
be able to successfully when he has during classroom environment responding to NAME) is
showing some
manage his behaviour shown activities.  1:1 SSO support instructions per day
more regularly in the progress in his
appropriate available to debrief goal however
class by following behaviour Wellbeing with (STUDENT Term 3: Less than 1
he is not yet
instructions when first  What’s the Buzz coordinator will NAME) as required incidents of not able to keep
given. program provide activities to through the day. responding to this regular
 Clear consistent support (STUDENT instructions per day throughout the
Goal not met behavioural NAME). week.
expectations Term 4: No
2019 Goal Revision: incidents of not Term 3: C –
To continue on with responding to (STUDENT
and investigate new instructions in a day NAME) is
strategies and visual showing some
cues to help with this progress in his
goal however
during his last year of
he is still unable
primary schooling at to show
GPS (going to private consistency.
school for yr 7).
Continued one on one Mid Term 4: C
help via SSO, visual – (STUDENT
Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

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cues, use of NAME) has
technology, social shown some
stories, social skills moments of
and intervention, progression
especially focusing and some of
regression this
around interoception term. This is a
strategies. goal to continue
to work on.

Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

 ONE PLAN PROFILE PAGE

Review Summary
Name Date:
(STUDENT NAME) Reviewed week 5 of each term
Meeting Notes

Term 1:
(STUDENT NAME) has shown progress with his RRL and has moved from 13 to 14 and is
able to comprehend meanings at a ‘fair’ level, meeting his Term 1 goal. (STUDENT
NAME)’s behaviour goal of being able to manage his own behaviour is showing some
progress but is at a consolidation level as there are still more than 2 incidents per day of
not responding to instructions when first given.

Mid-Term 2:
(STUDENT NAME) is making progress with his RRL but still needs to work on
comprehension skills to be able to move up to the next RRL (15). After completing the
Lexile test in week 5 of Term 2, (STUDENT NAME) has moved down to 289L. This has
direct correlation to his comprehension skills which he is working towards with RRL.
(STUDENT NAME)’s behaviour goal of being able to manage his own behaviour is
showing some progress but is at a consolidation level as there are still more than 2
incidents per day of not responding to instructions when first given.

Mid-Term 3:
(STUDENT NAME) is making progress with his RRL but still needs to continually work on
his comprehensions skills. After completing the Lexile test in Week 5 of Term 3,
(STUDENT NAME) has moved up to BR147L. (STUDENT NAME)’s behaviour goal of
being able to manage his own behaviour is showing some progress but is still a work in
progress.

Mid-Term 4:
(STUDENT NAME) is making progress with his RRL but is still working towards improving
his comprehension skills. (STUDENT NAME)’s most recent Lexile test in Term 4 has
shown further improvement as he has moved up from BR147L to BR99L. (STUDENT
NAME)’s behaviour goal of being able to manage his own behaviour has gone up and
down this term. It is something to continue to work on.

SMARTAR GOALS
Need to be:
 Specific – what why, how to do
 Measureable – Primary and Short goals
 Attainable – ways to make come true
 Realistic – Do able
 Timely – set a time frame
 Agreed-parents, school and student
 Regularly reviewed

Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /

 ONE PLAN
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Parent/Carer signature: Date: / /

Principal/Delegate signature: Date: / /