Lawson Public School Support Unit

Individual Education Plan

Name: S4 KLA Outcomes
Talking and Listening Follows instructions (e.g., one step, multistep)

Grade: 3

DOB: Indicators
Follows with familiar instructions with increasing independence and decreasing resistance. Follows simple unfamiliar instructions with visual and verbal prompting.

Class:

Year: 2013 Strategies Timeframe/ Personnel

2013/CT &SLSO

E N G L I S H

Utilisation of visual timetable (class and individual), social stories and other visual aids to assist S4 understand what is expected of him, both in routine and unfamiliar situations, in class and playground. Rewards of computer time, puzzles, books and other favoured activities to be offered if S4 follows instructions to complete timetabled activities in each session. Regular opportunities, formally during lessons and informally in a variety of settings, for S4 to converse with adults and peers to be provided each day. Other strategies include modeling and roleplay. Opportunities for S4 to speak on a range of topics and in a range of situations will be provided each day in each KLA. Consistent expectation that S4 speak in whole sentences, using manners when appropriate, is maintained at school. Role playing and modelling of appropriate questions to ask to be given to reinforce skill. Regular opportunities for S4 to ask questions to be given across all KLAs. Opportunities for S4 to develop his vocabulary are to be provided specifically during English each morning but also throughout the day as opportunities arise in KLAs. This to be combined with reading and writing activities. Opportunities for S4 to express no when asked during class and playtime, with modeling and role-play to be used to demonstrate appropriate ways to do this. Consistent expectation that S4 speak in whole sentences, using manners when appropriate, is maintained at school. Adapted ADHC Social Skills Program with selected students from 2H.

2013/CT & SLSO

Sustains communication with others (e.g., takes turn, listens to others communicate, stays on topic)

Participates in conversations with others about familiar topics and areas of interest.

2013/CT & SLSO

Speaks in whole sentences without verbal prompting.

2013/CT & SLSO

Makes requests of others (e.g., objects, food, interactions, activities, personal care)

Asks questions of others in sentences, using manners.

2013/school & home 2013/CT & SLSO

Comments/ describes (e.g., vocabulary for events, objects, interactions, feelings)

Develops vocabulary to describe events, objects, interactions and feelings.

2013/CT & SLSO

Expresses rejection/ refusal

Communicates no appropriately in a sentence quietly and politely.

2013/school & home

2013/CT & SLSO T3 & T4 2013/school & home

Reading Understands text has meaning (e.g.,

Knows all letters and sounds of the alphabet.

Daily opportunities for S4 to learn the sounds of the alphabet

2013/school & home

letters, words, numerals)

using programs including Ants in the Apple (weekly), Starfall ABCs, Crickweb Initial Sounds, Reading Eggs, as well as Early Stage 1 activity sheets. Uses picture clues to predict a texts content and makes connections between illustrations and written text when reading. Regular opportunities for S4 to interact with a range of texts during English, Library and other KLAs using books and texts on the Interactive Whiteboard with focus drawn to pictures and use of words. Daily practice of sight words on familiar topics of interest using full colour photographs. 2013/CT & SLSO

Reads (decodes) words/ phrases (e.g., signs, labels, directions, stories)

Expands vocabulary and sight word knowledge through Oregon Sight Word Reading Program Understands what is read (e.g., words, phrases, sentences) Consistently interprets some familiar written symbols in context, eg logos, computer icons and commands, labels on packages, signs

2013/CT & SLSO

Opportunities for S4 to develop knowledge of familiar words and words that interest him across all KLAs through regular exposure, eg labeling in Science, individual timetable, Home/School Communication Folder. Formal comprehension activities on at least one text each week to be completed. Informal verbal comprehension questioning activities to occur on a range of texts each week. Sequencing activities of increasing complexity to be completed in a variety of KLAs. Formal written activities on at least one text each week to be completed demonstrating S4s opinion(s) on text(s) accessed. Informal verbal questioning activities to occur on a range of texts each week providing opportunities for S4 to express opinions. Daily access activities on the Interactive Whiteboard, such as Hidden Grid, Theracrew, Mouse Movements, fine motor activity songs, such as Finger Jive, and other finer motor activities, such as threading, tracing with one finger and cutting. Uses Ipad apps to help refine fine motor movements through tracing, swiping and pinching apps.

2013/CT & SLSO

Demonstrates understanding of texts read during class and in the library.

2013/CT & SLSO 2013/CT & SLSO 2013/CT & SLSO

Demonstrates opinions about aspects of texts read during class and in the library.

Writing Uses writing/ drawing tools (e.g., pen/ pencil, paintbrush, keyboard, assistive technology)

2013/CT & SLSO 2013/CT & SLSO

Participates in fine motor activities to develop hand and finger strength and coordination.

2013/CT, SLSO & OT

Writes letters or words (e.g., pencil, keyboard, stamp, arranging 3D letters)

Participates in pre-writing activities to develop writing skills.

Participates in typing program to develop writing ability.

Daily activities involving name, letters, colouring-in and tracing both on worksheets and on the Interactive Whiteboard. Skills for Kids OT Program. Use of thicker textas to develop correct pencil grip and encourage stronger hand pressure. Trial First Keys 3 during Term 3.

2013/CT, SLSO & OT 2013/CT, SLSO & OT 2013/CT, SLSO & OT T3 2013/CT & SLSO

Participates in the construction of sentences.

Regular practice each week using visuals and words from texts presented to construct simple sentences with a focus on starting with a capital letter and ending with a full stop or question mark. Sentences will be based on S4s news. S4 will interact with, and learn about, the writing process through the construction of text types, at least once a week: Daily activities involving tracing letters of name and writing with hand-over-hand assistance using thicker textas and other writing implements. Daily practise of activity with reducing levels of assistance.

2013/CT & SLSO

Participates in construction of text types.

2013/CT & SLSO

Develops ability to write own first name independently.

2013/CT & SLSO; OT

Reorders letters of own full name independently.

2013/CT & SLSO

M A T H S

Number Understands what is read (e.g. numerals) Counts with correspondence

Recognises numbers 0 to 20.

Counts forwards from 0 to 20. Counts backwards from 20 to 0. Represents numbers 0 to 20 with concrete objects. Read and use the ordinal names to 10th.

Daily participation in Early Stage 1 mathematical activities using Count Me In Too, number songs, worksheets and interactive whiteboard activities to develop number recognition. Daily participation in Early Stage 1 mathematical activities using Count Me In Too, number songs, worksheets and interactive whiteboard activities to develop counting skills and number representation.

2013/CT & SLSO

2013/CT & SLSO

Computes numbers (e.g., adds, subtracts)

Identifies numbers larger and smaller than in the range 0 to 20. Model addition and subtraction using concrete materials. Record number sentences using drawings, numerals, symbols and words. Group and share collections of objects equally Model and describe a half or a quarter of a whole object and a group Identifies Australian coins when asked.

Daily participation in Early Stage 1 and Stage 1 mathematical activities using Count Me In Too, worksheets and interactive whiteboard activities to develop early addition, subtraction, multiplication, division, money and fractions skills.

2013/CT & SLSO

Measurement Compare lengths directly by placing objects side-by-side and aligning the ends Daily participation in Early Stage 1 mathematical activities using concrete objects, worksheets and interactive whiteboard activities to develop measurement skills. 2013/CT & SLSO

Compare the volumes of two objects by direct observation Compare the masses of two objects by pushing, pulling or hefting or using an equal arm balance Sequence events in time Name days of the week and seasons Space Identify and name circles, squares, triangles and rectangles in pictures and the environment, and presented in different orientations Represent two-dimensional shapes using a variety of materials Name, describe, sort and model cones, cubes, cylinders, spheres and prisms Describe the position of objects using everyday language, including left and right. Makes transitions between routine activities Follows instructions and routines to engage in all activities timetabled with reducing levels of assistance. Follows instructions and changes to routine with visual and verbal assistance. Initiates social interactions appropriately Sustains social interactions appropriately Ends social interactions with appropriate greeting Greets people, adults and peers, by looking and saying hello or bye without prompting. Responds to the presence and interactions of others Interacts kindly and gently with others Allows others to play and work with him in small groups

Measurement skills also developed during weekly Cooking lessons and specific science activities.

2013/CT & SLSO

Time activities reinforced through Morning Circle activities.

2013/CT & SLSO

Daily participation in Early Stage 1 mathematical activities using concrete objects, worksheets and interactive whiteboard activities to develop space and position skills.

2013/CT & SLSO

2013/CT & SLSO

H S I E

Adjusts to unexpected changes in routine Initiates, sustains and concludes social interactions

Utilisation of visual timetable (class and individual), social stories and other visual aids to assist S4 understand what is expected of him, both in routine and unfamiliar situations, in class and playground. Rewards of computer time, puzzles, books and other favoured activities to be offered if S4 transitions between activities smoothly. Opportunities for S4 to engage with a range of peers through integration and in the playground. Participation in adapted ADHC Social Skills Program with selected 2H students. Modelling and role-play used in a range of social skills activities across KLAs and in playground. See Risk Management Plan. Integration and ADHC Social Skills Program.

2013/CT, SLSO, OT & home

2013/CT & SLSO

2013/CT, SLSO & OT T3 & T4 2013/CT & SLSO 2013/CT, SLSO, OT & home 2013/CT & SLSO

Opportunities for S4 to engage with a range of peers through integration and in the playground. Participation in adapted ADHC Social Skills Program with selected 2H students. Modelling and role-play used in a range of social skills activities across KLAs and in playground.

2013/CT, SLSO & OT T3 & T4 2013/CT & SLSO 2013/CT, SLSO, OT & home

Directs and sustains attention to activity

Looks at and engages with all activities across the KLAs for a minimum of 60 seconds with one-on-one assistance Looks at and engages with all activities across the KLAs for a minimum of 30 seconds independently

Opportunities to develop attention, communication and comprehension through participation in HSIE units of work

2013/CT & SLSO

Participates in large groups

Remains quiet and maintains attention in activity with more than 10 children for a minimum of 20 seconds with one-on-one assistance. Participates in whole school activities and Stage 1 excursions, where possible, with oneon-one assistance. Unpacks bag with no more than two verbal prompts to do so. Packs bag with no more than two verbal prompts to do so. Opens, packs up and closes lunchbox with no more than two verbal prompts to do so. Puts books and pencils away when asked with no more than two verbal prompts to do so. Takes jumper off when asked unassisted. Puts jumper on when asked unassisted.

Participates in extra curricular activities Manages personal belongings

Opportunities for participation in whole school events, including Quad Assembly, School Assembly, Easter Hat Parade, Jump Rope for Heart. Education Week, Bushwahzee, etc. Integration opportunities to be developed in areas of excursions, fitness and scripture. Social stories and visuals developed to assist his understanding of behavior expectations see Risk management Plan. Participation in integration, possibly during CAPA groups for Music and/or library story time. Regular opportunities to pack and unpack his bag each day, including hanging up his bag, unzipping/zipping the sections of his bag, selecting items to be placed on the bench. This should include his library bag and lunchbox.

2013/CT & SLSO

2013/CT & SLSO

P D H P E

2013/school and home

Opportunities given throughout the day for S4 to pack away his books, pencils, etc with reducing levels of verbal prompting.

2013/school and home

Opportunities to take his jumper off and put it on should be given when it is appropriate to do so with a reduction in the level of assistance given as he improves the skill. S4 should also be encouraged to place his jumper in his bag when he has taken it off. A brief discussion of the current temperature Use of social stories to help S4 with Safety in the community.

2013/school and home

Travels safely in the community

Holds the hand of an adult when walking in the community, especially crossing the road. Stops and looks for cars with one-on-one assistance and verbal prompting at a pedestrian crossing.

2013/school and home

Engages in recreation activities with others (e.g., read to by someone, games, clubs, sports, exercise, hobbies)

Listens to a story when read by looking at the book for 90% of story telling time. Joins in with others during leisure, fitness and

Opportunities for S4 to listen during library and reading lessons and to participate in small groups to play games on the Interactive Whiteboard and board games in class activities. Integration opportunities for fitness and sport where possible.

2013/CT & SLSO

2013/CT & SLSO

sport activities. Engages in spectator events with others (e.g., movies, plays, concerts, performances, sports) Watches a range of events, as a spectator, demonstrating appropriate audience behaviours, including remaining seated, being quiet and clapping at appropriate times. Completes leisure tasks independently for up to 60 seconds

Participation in ADHC Social Skills program Opportunities for S4 to develop audience skills through participation in assemblies, excursions and sporting events.

T3 & T4 2013/CT & SLSO 2013/CT & SLSO

Engages in recreation activities on his or her own

Opportunities for S4 to engage in preferred activities independently to be extended daily as a reward for following instructions and completing routines and activities appropriately. Opportunities for S4 to ask for help to be provided throughout day, with modelling and role-play utilised to support his learning. Opportunities for S4 to express no when asked during class and playtime, with modeling and role-play to be used to demonstrate appropriate ways to do this. Adapted ADHC Social Skills Program with selected students from SU2. Opportunities to develop cooperation skills to be given across school day, with modeling and role-play to assist understanding. Adapted ADHC Social Skills Program with selected students from 2H. S4 will be encouraged to hold the roll independently, walk next to the adult to and from the front office, place the roll in the crate, greet Mrs Summerville and/or Mrs Jones and having a brief conversation if appropriate.

2013/school and home

Advocates for self (specifically asks for help if needed)

Asks for help appropriately when needed. Expresses disagreement appropriately.

2013/school and home 2013/school and home T3 & T4 2013/CT & SLSO 2013/CT, SLSO & OT T3 & T4 2013/CT & SLSO 2013/CT & SLSO

Accepts assistance from others

Cooperates with others when being helped.

Does classroom or school jobs

Returns roll to front office with one-on-one supervision.

S C I E N C E

Directs and sustains attention to activity

Looks at and engages with all activities across the KLAs for a minimum of 60 seconds with one-on-one assistance, and unassisted for 30 seconds.

Opportunities to explore and experiment with his environment through participation in Science units of work

2013/CT & SLSO

Uses writing/ drawing tools

Uses a variety of media, techniques and tools to create different effects in visual arts. Looks at and engages with all activities across the KLAs for a minimum of 60 seconds with one-on-one assistance, and unassisted for 30 seconds. Participates in a range of creative and performing arts activities in small groups and by himself.

Visual arts will be used throughout the KLAs to develop fine motor skills and to assist in connection with content. Opportunities will be given for S4 to engage with a wider range of activities in Visual Arts, Music, Dance and Drama. Creates music and visual arts projects through the use of iPad apps and the IWB.

2013/CT & SLSO

C A P A

Directs and sustains attention to activity

2013/CT & SLSO

Engages in recreation activities with others and on his own