General Information Name: Billy Je Age: 12, Year7 ame: Billy Jones lye: 2, Yeo Cultural Background: Scottish Years in Australia: 10 Father (estranged) Mother 1 sister and 1 brother Health: Average Special Need: Learning difficulty ~ dyslexia ‘SES status: Low }] Neighbourhood: Extra curricular acti boarding Neurodevelopmental-constructs Attention: poor Memory: poor Temporal sequential ordering: poor Spatial ordering: average Language: English - average Motor functions: good Social cognition: good Higher order cognition: average ome challenges ities: Hanging out with friends, skateee Positive Partnerships Planning Matrix ery positive and encouraging towards his classmates ‘veto poor reading and waiting ils “Low memory retention Good hearing ‘Communication | Socialinferactions ‘Sensory Processing Taformation processing & Jeaming styles ‘Characteristics | Communication with ~ Prefers to work alone incass to keep dysexia isl spacial earner “High slf estes to ask rand accept help “outa Becomes /1 S ive in class to ‘Wilhave rouble = Group assign inelassroom friendship froups due to fensure awareness and support 7 social and canbe @ mentor to foster higher self esteem in his casemates eable bits. 1998) nwilingness to work with others ‘Siaiogies Ty can buddy up wth Give oral drestions | ~Encourage buddy fens tha aren't very slowly, repeat as needed | assignments where he's sans (Levine, 1994) Planning Matrix‘Anna Dooley EDFD 221 ILP 11/03/2013 800116824 INDIVIDUAL LEARNING PLAN LLP. 1/4 (Wo, in current voar / Total rumberILPe) Review Date: 11/06/2013 Student: Year Level: 7 D.0.. 13/05/2001 ‘Age: 12yrs 2months Program Support Group Members consulted in devising this plan Class Teacher: Miss Anna Dooley Parents: Mary and Arthur Jones Principal Rep(PSG Chair): Mary Philips Consultants to the PSG: Jeny Springer; Harvey Dent; Margaret Schwartz. ‘Additional Report: Bily is a 12 year old boy in year 7. He comes from Scotland, and has spent 10 years in Australia He Ives wih his mother, sister and brother - his father stil ves in Scottand. He lives in low SES rental housing and his neighbourhood has been desorbed as having some chal ‘has average health and has been diagnosed with Dyslexia, He enjoys hanging out with friends and skateboarding. << Entry Skills (What the student has achieved) ‘+ Average Sptal Ordering ‘© Average Engish «Average Higher Order Cognition ‘Good Motor Functions + Good Socal Cogton = Challenges (Areas for Improvement) ‘© Poor Attention Span + Poor Memory Renton + Poor Temporal Sequential Ordering a = Poorwiting Learning Priorities (Future Learning) + Work on improving Wing + Werk en improving Memory Retention v + Work on improving Temporal Sequential Ordering and Ateton Span Page |1‘Anna Dooley EDFD 221 ILP 1 1vosr2013 800116824 INDIVIDUAL LEARNING PLAN STUDENT NAME: Devised _ 11/03/13 ‘Semester Goals | Short Term Goals StategiesMethods ode of Delivery | Mode of | Evaluation (Long Term) war) (HOW) (WHO/WHEN) | Assessment | 11/06/13 Improve writing | Breaking down every piece of witing to Teacher works | Writen skills | sentence level then build it up again (Bishop, | one on one with | assessment ~ Cunningham, & Whitehead, 2010): Start at | Bily while Aide | "Writing a basic sentence level, emphasize that a monitors class | paragreph on sentence contains a verb and a subject is favourite F provide sample sentences for Bil to Went rooby win |1 2 @) verb and subject, slowly progress proper ritences. Once Billy has grasped th sentence and Concept ofSentence, progress onto era paragraphs. ‘structure. read paragraphs in class reading and will be able | Improve reading | Structured roading scheme that involves __| Billy wil work Oral townte a paragraph on ‘kills repetition and introduces new words slowly is | one on one with | assessment ~ his favourite hobby. extremely important” (Hodge, 20003 teacher aide to | reading aloud Billy to develop confidence and selt develop reading | several pages - Will occur over 3 ‘when reading by using a variety of books that | skis. Will of a short lessons a week for the ‘match his reading abiltiesicapabilties. | involve reading | story A term. simple 12 @ sentences out aloud and then more complex Improve comprehension skills wilwork one on | “wite down |, 2 @ ‘be ablo to answer questions about the story ‘one with, what is teacheriteacher | happening and. aide ‘explain to ee teacher. Page |211/03/2013 ose Sa mais eee eee ea ee 12 6 ceed oe Copel catoonter ne reaver ew tan ies Riu tayoter manent aa rae | Woe ae neater eee asec ice nse Secereian Eeticine hose eae eect [anes a ce aegere oa Sea eae cee get a drink. A cee rire emp es EET ed eee ea Sr een an abe eae tes aoe rere etl! [eee le Ree ed aunts Soe | er a rae rc ae oo Sree eee care ee) | are eee ee ae See ries | eeu aa | fee Beginning of sac lesson, havea short auto | fe tose rane ee cane al ee eee eae | Page | 3 |‘Anna Dooley EDFD 221 ILP 800116824 ~ Daily Living Skills Motor Skills Billy’s achievements as of 11/06/13 With the assistance of the teacher as well as the teacher aide, Billy has successfully been able to complete the set goals. His literacy skills have improved significantly and he is a lot more confident when reading outloud in class as well as in wring. His Temporal ‘Sequential Ordering has shown significant improvement and he is able to remain focussed in class as well as handing In well planned assignments on time. He has been able to comfortably complete a test based on what he has leamt throughout the term and his memory has improved. wa Number of days absent: 3 Page | 4