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INDIVIDUAL LEARNING PLAN (ILP)

School:

Commencement date of ILP: March 2016

Student name: Jed

Number:
-

SRKS
Review date: (within 6 months)

Date of Birth: 08/02/2008

Academic year level: 2
ILP team: Jeds Mother, Jeds Father, classroom teacher, Principal, Deputy Principal and Psychologist.
DECO: Deputy principal
Transition facilitator:
(Transition goal required in the ILP)

Additional information - Jed struggles with reading and writing

- He can only spell a handful of words other than his name
- He has difficulties completing library research tasks
- Has great verbal communication skills
- Is identified as dyslexic with no additional disorders or disabilities.
Focus area
and present
skill/level of
achievement

Learning goals

Adjustments for learning

Linked to students Pathways Plan

SMART guidelines (Specific Measurable Achievable - Relevant - Timely)
Reviewed when appropriate and at least 6
monthly at the In-school Review

Consider the Adjustment Matrix for level and type:

environment, curriculum, teaching & learning,
assessment & reporting, technology, communication.
Consider Access and Participation groupings from the
Appraisal where relevant.

Achievement of short
term goal
Comment on learning stage
(acquisition, fluency, maintenance,
and generalisation) and support
levels (independence -prompts).
Record date of each entry.

Long term goal (May take 1-2

years to achieve; in some instances
longer. This may be linked with the
February 2013 ILP
Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

students Appraisal Focus Goals and/or

Pathways Plan including Transitions)

Short term goal (One goal or one

of a number of goals leading to the
achievement of the long term goal

English
Spelling

Long term goal

- By the end of year 2 Jed
can correctly spell 75 or
more of the 100 high
frequency words without
assistance.
Short term goal
- Can spell 30 or more of the
100 high frequency words
without assistance by the
end of term 2.

English
Writing

Long term goal

- By the end of year 2 Jed
can write four sentences,
with correct punctuation,
about an idea, thought,
experience or information.
Short term goal
- In term 2 Jed can write a
simple sentence with
correct punctuation that
reflects an idea, thought,

Engages in daily spelling activities

to apply and develop spelling
patterns and rules found in high
frequency words.
Spelling activities could include:
o Phoneme bingo,
o Cutting out letters from
magazine and sticking them
down to create words
o Use a dictionary to find the
definition of a word
o Use playdough to create the
words
o Complete worksheets.
- Partakes in weekly spelling tests to
observe his spelling progression.
-

Uses templates such as mind maps

and story maps to plan out his
writing.
Is assisted with his spelling by a
teacher in his independent writing.
Uses word cards or word list to
assist him with his spelling when he
is writing.
Has access to dictionaries or word
processors when writing.

February 2013 ILP

Policy link Students with a Disability: Meeting their Education Needs SWD200810

Spelling results are

recorded on an excel
spread sheet and
analysed to identify
if there are particular
spelling patterns or
rules Jed is
struggling with. This
information can be
used in future
lessons.

Copies of Jeds
writing is analysed
and kept on file to
identify areas for
improvement and his
progression.
-

Teacher meets with

Jed a few times a
week to:
o Tick off Jeds
writing

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

experience or information
without assistance.
Jed can correctly identify
and apply a capital letter
to the beginning of a
sentence.
Jed can correctly identify
and apply full stops to the
end of a sentence.

Transition

Long term goal

- At the end of year 2 Jed
can read a book targeted
at a year one student from
start to finish with no more
than 5 assists.

(The transition
may be across
classes, schools or
sectors. Refer to
Transition Action
Plan (TAP) as
required )

Short term goal

- At the end of term 2 Jed
can read a book for a
Kindergarten student with
no more than 3 assists.

English
Reading

accomplishme
nts on a
premade
worksheet.
o Make
comments on
observations of
Jeds writing.
-

Student

Jed applies decoding strategies to

sound out words he is unfamiliar
with.
Jed takes home a levelled reader
each day to read to his parents
Jed partakes in choral and
independent reading
Once or twice a week Jed listens to
the teacher read aloud a book.
Jed has access to books from the
Kindergarten and year 1 classes if
required
To assess Jeds reading progress he
read books from the benchmark
program.

Name
Jed

Signature

Parents fill out a

reader journal to
share the strengths
and weaknesses he
had with his reading.
The date and Jeds
benchmark reading
level are recorded in
a journal or excel
spread sheet. This
allows the teacher to
reflect on his
progression.

Date

Parent/Carer
Parent/Carer
Principal/Delegate
February 2013 ILP
Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z

DECO
Teacher
Other
Psychologist

February 2013 ILP

Policy link Students with a Disability: Meeting their Education Needs SWD200810

ETD Student Engagement Disability Education

http://www.det.act.gov.au/publications_and_policies/policy_a-z