INDIVIDUAL LEARNING PLAN

STUDENT NAME:
Semester
Goals
(Long
Term)

To develop
strategies
to assist
Lala to stay
on task.

Lala Artoli
Devised
12/02/14
Short Term Strategies/Meth
Mode of
Goals
ods
Delivery
(WHAT)
(HOW)
(WHO / WHEN)

Develop
Lalas
ability to sit
still during
introductio
n to lesson
time (on
floor, mat
time).

Teacher to
direct Lalas
attention during
introduction to
lesson time.
Teacher to
ask/remind
Lala to focus
and face the
teacher and
remind her
when
necessary
(Shukla-Mehti
and Albin,
2003 as quoted
in Foreman,
2011).
Teacher to
include Lala in
the
development of
a plan for
improvement
and create
incentives that
will motivate
Lalas and
address her
specific needs
and abilities
(Foreman,
2011; Rogers
2011).
To develop Teacher to
Lalas
request one on
ability to
one contact
listen to
with Lala to
instruction. confirm she
has heard the
specific
instruction.

Mode of
Assessment

Evaluati
20/05/14

Teacher to
pace the
instruction so
that time spent
is appropriate
for Lala to
remain
focused.
Teacher to
encourage
positive
behaviour
through praise
and
encouragemen
t (Babkie 2006
as quoted in
Foreman,
2011).
Teacher and
Lalas selfmonitoring
using her plan
for
improvement
incentive.
(Foreman,
2011; Rogers
2011).

Monitor the
1
time that Lala
spends
focused.
Anecdotal
notes on
Lalas ability to
listen to
instruction.
Discuss with
Lala her selfassessment of
how she is
improving
through the
use of the
plan for
improvement
(Foreman,
2011; Rogers
2011).
Monitor the
effectiveness
of the plan for
improvement.

Teacher to
clarify
instruction and
provide cues
of what is
required of
Lala.
Teacher to

Anecdotal
1
notes on
Lalas
response to
instruction.
Discuss with
Lala her selfassessment of

2
3

To
complete
simple task
through to
the end

Teacher to
request Lala to
repeat the task
required of her.
Teacher to
include Lala in
the
development of
a plan for
improvement
and create
incentives that
will motivate
Lalas and
address
her specific
needs and
abilities
(Foreman,
2011; Rogers
2011).

offer praise
and
encouragemen
t (ShuklaMehti and
Albin, 2003 as
quoted in
Foreman,
2011).

Teacher to ask
Lala to repeat
the task
required to
confirm she
understands.
Teacher to
remind Lala of
the task she is
undertaking
and redirect
her attention
back to what is
required
(Shukla-Mehti
and Albin,
2003 as quoted
in Foreman,
2011).
Teacher to
include Lala in
the
development of
a plan for
improvement

Teacher to use
a quiet firm
voice,
reaffirming and
reinforce what
is required
(Shukla-Mehti
and Albin,
2003 as
quoted in
Foreman,
2011).
Teacher to
redirect Lalas
attention when
required.
Teacher to
alter the
workload if
Lala is having
difficulties with
the set task
(Foreman,
2011).
Teacher to

Teacher to
remind and
reaffirm
appropriate
behaviour
(Foreman,
2011).
Teacher and
Lalas selfmonitoring
using her plan
for
improvement
incentive.

how she is
improving
through the
use of the
plan for
improvement
(Foreman,
2011; Rogers
2011).
Monitor the
effectiveness
of the plan for
improvement.

Anecdotal
1
notes on
Lalas ability to
follow through
on the task
set.
Discuss with
Lala her selfassessment of
how she is
improving
through the
use of the
plan for
improvement
(Foreman,
2011; Rogers
2011).
Monitor the
effectiveness
of the plan for
improvement.

2
3

and create
incentives that
will motivate
Lalas and
address her
specific needs
and abilities
(Foreman,
2011; Rogers
2011).

To build
perseveran
ce when
tackling a
challenging
task

Lala will
not display
disruptive
and
antisocial
behaviour
when
struggling
with
academic
tasks.

Lala and the

classroom
teacher will
clarify
misbehaviour
and talk about
why it was
inappropriate.
(Rogers,
2009, p. 45).
The
Classroom
teacher must
encourage
Lala to
attempt all
tasks and
provide
guidance so
she can
succeed
(Westwood,
2008, p. 21).
Praise and
acknowledge
when she
shows positive
effort instead
of placing an
emphasis on
her lack of
effort
(Westwood,

praise Lala
when she
responds
appropriately
to the task set.
(Foreman,
2011).
Teacher and
Lalas selfmonitoring
using her plan
for
improvement
incentive.
Classroom
Observation of
teacher
Lalas
Corrections of behaviour.
Lalas
behaviour
should occur
on a one-onone basis
where it is
possible to
maintain a
supportive
environment
(Rogers,
2009)

2
3

2008, p. 21).

Lala will
develop
strategies
she can
use when
she
struggles
to keep up
with school
work.

Keeping a
Classroom
Log: This log
teacher
will provide a
visual table of
the tasks Lala
needs to
complete
during class
time. Once
she completes
the task she
ticks the box
herself,
making her
responsible for
her own
learning. If she
ticks all the
boxes for that
week, she
receives an
incentive. This
incentive can
be a sticker
(Sutherland
and
Sutherland,
2010).
Keeping a log
will allow Lala
to prioritise
what she
thinks is
important and
stop disruptive
behaviour
when she
becomes
impatient
Change
negative
thoughts into
positive
thoughts:
When Lala

The
classroom
should keep
record of the
progress of
Lalas activity
on her log at
the end of
each week.
The
classroom
teacher can
ask Lala
questions to
develop an
understandin
g of whether
her thoughts
and views of
school work
have become
positive.

2
3

says
something
negative; ask
her to think of
a positive in
the situation
(Sutherland
and
Sutherland,
2010, p. 90.)

Encourage
appropriat
e class
participatio
n

Lala will
develop
confidenc
e
answering
questions
asked by
the
teacher.

Teacher
ensures that
students are
consistently
chosen at
random, so
Lala does not
know when
she will be
asked to
answer and
encourages
her to have an
answer ready,
just in case
(Edwards &
Watts, 2008).
Teacher
initially asks
questions
directly linked
to the content
being
discussed,
rather than
implications
based on the
content.
Encourages
Lala to focus
on her
attention on
what is being
discussed
(Rogers,
2011).

Classroom
teacher
Whole
class
discuss
ion
Small
group
work

Observational
notes on
Lalas degree
of
participation
in class
Lalas selfassessment
through an
improvement
plan
established
by herself, by
the help of
the teacher
(Foreman,
2010).

2
3

Later on,
teacher can
progressively
ask Lala
comprehensio
n questions
that will
require more
engagement
on her part.
Lala will
develop
confidenc
e in
providing
a
contributio
n to group
discussion
s.

Lala will
be able to
consider if

Lala can
initially be
invited to
contribute in
small group
discussions,
particularly in
guided
reading
sessions in
Literacy.
Note that she
will need to be
invited to
participate,
rather than
expected to
participate.
Lala needs to
know that it is
safe for her to
make a
contribution.
(Gilies,
Ashman,
Terwel, 2007,
p. 7)
Teacher
slowly invites
Lala to offer a
contribution to
whole class
discussions.
(Haydn, 2012,
p. 163)
Teacher may
initially ask
Lala (where

Classroom
teacher
Whole
class
discuss
ion
Small
group
work

Observational
notes on
Lalas degree
of
participation
in class

Classroom
teacher
Whole

Monitor the
appropriatene
ss of Lalas

2
3

2
3

Lalas selfassessment
through an
improvement
plan
established
by herself, by
the help of
the teacher
(Foreman,
2010).

her
contributio
n will be
appropriat
e for the
class
discussion
.

appropriate
and in an
encouraging
manner),
Have you
thought about
what you are
going to say?
(Johnson,
2011)

class
responses
discuss
ion
Small
group
work

Think before
you raise your
hand.
KEY: 1 = Little or No Progress
2 = Satisfactory Progress
Excellent Progress/Goal Achieved

3=

Below is a list of learning priorities that may be included in the Individual

Learning Plan:
Social Skills
Literacy

Behaviour
Numeracy

Communication

Evaluation
Lalas achievements to date have shown growth in all areas of her Individual Learning
Plan since the inception in February 2014. Lala has shown excellent progress in her
ability to contribute appropriately in both class discussion and group discussions. She
has shown satisfactory progress in all other tasks set by her and we have seen her
adapting well to the routines and expectations of the classroom environment with
enthusiasm and understanding. Lalas ability to join in on group discussions with
appropriate responses has improved and she is able to listen more carefully to
instructions from adults and peers. Lala is now recognising when to ask questions and
if it is appropriate. Through the use of the Individual Learning strategies we have put in
place we have seen Lalas confidence grow which has greatly assisted her ability to
communicate on all levels. Her confidence has improved and she is more willing to
extend herself and give things a go. Congratulations Lala on a great start to Grade 1.
Your confidence has grown and it is great to see how you enjoy contributing within the
classroom. I look forward to teaching you next semester and watching your skills and
knowledge continue to grow. Mrs Johnson.