INDIVIDUAL PLAN

Student Name: Aubrey Jones

School Learning Support Team:
Name
Aubrey Jones (student)
Anna and Ben Jones
(parents)
Mitchell Jenkins
(teacher)
Marcy Davis (LST)
Janelle Terry (Speech
pathologist)

DOB: 28 March 2008

Role in ILP

Help develop SMART goals with teacher and LST.

Ownership of learning, responsible for providing input, feedback and suggesting alternatives.
Implementing strategies at home and communicating with teacher and speech pathologist
Help develop SMART goals with LST and Aubrey.
Implementing inclusive strategies within the classroom and coordination of the ILP (meetings etc.) in conjunction with
learning support team members, continual communication with ILP members.
Supports the classroom teacher, liaise with speech pathologist and provide updates of Aubreys progress, facilitates
funding requirements. Help develop SMART goals with teacher and Aubrey
Providing resources, strategies and support as needed to class teacher and parents, contributes to the evaluation process
of the ILP

Assessment Results & Identified Needs

Clinical Evaluation of language Fundamentals (CELF 4): Receptive language score 57
Expressive language score 75
Overall score - 68
Result indicates - severe impairment

Student Centred Appraisal of Need (appendix 1):

Access
Communication - Group 2

Participation
Social Development and Participation - Group 2
Curriculum Participation - Group 3
Communication - Group 2
Behaviours - Group 2
Literacy and Numeracy - Group 2

CURRICULUM, ASSESSMENT, PEDAGOGY

Major Outcome(s)/Goals Focus areas from curriculum document
Review Dates:
1. Share feelings and thoughts about the events and characters in texts (ACELT1783)

End of each term

for all

2. Retell familiar literary texts through performance, use of illustrations and images
(ACELT1580)
3. Listen to and respond orally to texts and to the communication of others in informal and
structured classroom situations (ACELY1646)

Specific Goals:
Specific
objective
(SMART)
Share feelings and
thoughts about a
character in a book.
One book each week.
Retell the sequence of
the story using
illustrations. One book
per week
Communicate with a
classmate about a text
that has just been read

How

Who

Assessment / Date Achieved

Create a mind map outlining each character

from a book and use one describing word to
express how you felt about that character.
Using an emotions picture dictionary created
by Aubrey and her teacher.
Create a storyboard
Provide Aubrey with a story board template.

Aubrey

Wednesday afternoon conference with teacher

for feedback on progress.
Friday afternoon completion meeting with
checklist to monitor progress.

Aubrey
Mitchell

Wednesday afternoon conference with teacher

for feedback on progress.
Friday afternoon completion meeting with
checklist to monitor progress.

Participate in a think pair share with an

assigned buddy about the read aloud books
the teacher has read to the class this week.

Aubrey
Monique
(buddy)

Tuesdays and Thursdays Peer assessment and

teacher observation.

using one or two

sentences.

This will occur twice a week. During thinking Mitchell

time Aubrey can access Icommunicate to
track her thinking in preparation to share with
her buddy.

To equip Aubrey with

strategies to manage
her emotions

In order to combat Aubreys frustration we

will design an emotional thermometer with
Aubrey (A list of emotions with graphics and
accompanying strategies to manage each
emotion) she is to refer to this chart three
times a day over the period of four weeks.

Aubrey
Mitchell
Janelle
Marcy
Anna and
Ben

Aubrey is to complete
one academic task per
day unassisted.

Teacher is to breakdown instructions into

explicit ordered steps and display the steps
visually.

Aubrey
Mitchell

Have frequent check-ins with Aubrey (before

recess, lunch and home time) to confirm how
she is feeling. In addition to the frequent check
- ins the ILP support team would encourage the
use of the thermometer at other times outside
the classroom and review at the end of the four
weeks
Show teacher competed work. Teacher will
give Aubrey a finishing card to put in her
finishing card box. Aim to have five cards per
week

Classroom Differentiation to include the ILP:

Daily routine strategies implemented, such as schedule uploaded to Icommunicate and Picture cards displayed outlining the
structure of the day
A classroom Ipad with preloaded Apps, such as Icommunicate and Prologuo2go
Use of simplified language for instructions and discussions
Use a volume chart to monitor classroom noise levels
Always address students by name when speaking with them
Include lots of games with instructions involving students active participation. e.g. Simon Says
Single step instructions with a student repeating instructions back to the class for clarification of understanding
Rules to be displayed written and visually
Desks arranged in groups of four to cater for student collaboration and interaction

Personalisation :

Teacher to create a personalised video demonstrating specific tasks and how they are to be carried out
Use of Finishing cards system
Book box of allocated books Aubrey can choose from
Repeat incorrect sentences back to Aubrey emphasising the use of the correct term
Applying Blooms Taxonomy to gain a level of understanding.
Using lower order questioning techniques e.g. Blooms Taxonomy questions
Provide Aubrey with specific choice questions to guide her responses and enable her to answer in one or two words
Emotion Thermometer
Word bank on key ring
Picture Dictionary
Desk located close to teacher with minimal noise distraction.

Parent/Guardian Support
I will support this ILP for my child by
Aubreys commitment
I will try to
ILP Evaluation and Comments
Class Teacher e.g., How were the goals/outcomes identified through the assessment process? Were the outcomes and indicators
achievable? Was the classroom inclusion of the program successful?
Parents e.g., Did you understand what the ILP was trying to achieve? Were you satisfied with your role in developing and
implementing the ILP?
Student Consider age/ability appropriate ways to collect information. e.g., What did you like the most? What did you find hard? What
would you like to change?

Others including specialist staff; Learning Support Teacher (LST), Learning Support Assistant (LSA), EAL/D Teacher, etc.
Can use relevant questions above and include others, e.g., Were the teaching options used for the ILP successful? Was your
role in the ILP achievable/appropriate?