These Individual Education Plans (IEP’s) outline academic goals based on recent

Individual Education Plans student achievement data collected from tests and teacher observation throughout
the first term. Parents are informed of the goals in order to provide the needed
support in the home to meet the targets set.
Name: Ralph Date: March 2010 Present:
DOB: Review Date: T2 end Parent / Caregiver: Mrs Ralph and Mr Ralph
Age at 1st January Teacher: Albert and Einstein
Class: Year 5 Others:

Long Term Goal (1-2 years):

Key Area / Achievement Information Learning Outcomes Strategies and Personnel

Achievement
Expectation
TEST SCORE/STANIN Targets: Teacher – Provide opportunities to build
E
Reading By the end of T2 – Paragraph comprehension paragraphing comprehension through cloze exercise
Reading 7
COMP PAT
(18/20 to 20/20) – activities.
Age/level
expectations Reading 8 By the end of T4 – raise reading vocab PAT to Student - Carry out cloze exercise activities in class
VOCAB stanine 9 (for year 5) aiming for high scores every time. Increase accuracy
By the end of
PAT
Year 5 with SRA.
10-12 year Learning focus:
STAR test 9
reading age *paragraph comprehension
Parents – Ensure regular reading at home. Make
provision for Increased reading in non fiction –
internet text, newspaper articles (perhaps a look at
last day events in the newspaper – fulfillment of
prophecy – Ben would like this research!)

Surface Deeper features Targets:

Features

Godliness Rich Relationships Ownership of Mastery Wisdom in Decision Making Transformational Learning Harvest focus
Written level Level: By the end of T2 – Increase accuracy of Teacher – Encourage practice of surface features on
Language 3a/3b 3a/3b (More 3b) surface features in all written work. ‘incorrectly’ pre-written text and have the student
By the end of T4 – Increase the deeper correct the passage. Encourage report writing text
features to include language features – types to match the reading.
metaphors, similies on any writing piece
presented. Teach student about Language Features – ie show not
tell, metaphors and similes.
Learning focus:
 Paragraphing Student – Aim for perfect Surface features in all
 Correct spelling approximations writing. Incorporate Language features as often as
 Grammar possible. Becoming more and more familiar with this
 Deeper features – language features such writing choice.
as similes and metaphors.
Parents – encourage discussion about writing at
home. For example – simply asking: How would you
write Mum was happy – without saying happy. (Show
me not tell me).

Caitlin and Ben can do this together!

Behaviours

Godliness Rich Relationships Ownership of Mastery Wisdom in Decision Making Transformational Learning Harvest focus