Individual Education Plan

PURPOSE

This Individual Education Plan (IEP) aims to identify the supports/adjustments needed to ensure this student can access and participate in educational opportunities across the whole school day.

STUDENT DETAILS

Student name: Student A School: St Philip’s Christian College DALE - Waratah

DOB: Class: Stage 3

Diagnosis: Autism Spectrum Disorder Diagnosis Report Date:

ADHD
Anxiety

Diagnosis Report
Review Date:

Collaborative Dad External Psychologist

planning team Mom Agencies/Professionals Occupational Therapist
Student
Stage 3 Teacher
Wellbeing Assistant
Head of Campus

Strengths and Defence force, drawing, imaginative play, Lego.

interests of student:

Barriers to learning Student A has difficulty regulating his emotions when he feels anxious or overwhelmed.
due to disability: Student A has difficulty identifying and recognising his emotions and using strategies to support his emotions.
Student A has difficulty speaking in a polite or neutral tone to others when frustrated.
Student A can become disruptive and distracting to others if overwhelmed, bored or frustrated.
Student A will at times refuse to engage or participate.
Student A has difficulty following instructions.
Student A has difficulty with change in the classroom.

Vision for the Student A wants to join the defence force.

future:

INDIVIDUAL PLAN Semester 2 2021

 Issue
Social/Emotional
Student A has difficulty following
instructions from staff when
heightened or overwhelmed
Student A has difficulty being
respectful or neutral to staff or
students when heightened, bored, or
overwhelmed
Student A will become loud and
disruptive in class if overwhelmed or
bored
Social/Emotional
Student A has difficulty following the
Goal Adjustment Responsibility Timeframe / Achievement towards goal
Follow up
Student A will follow classroom routine and 10 minutes in calm down corner – timer provided – Student A Semester 2,
expectations by the end of Term 2. more time if needed Stage 3 Teacher 2022
Wellbeing
Student A will use appropriate strategies to manage his Play Is The Way social skill building Assistant
emotions.
Class role plays on appropriate interactions
Student A will follow staff instruction more often than
ignore. Reminders to speak respectfully – help him to
realise how he is talking.
Role play with class on appropriate behaviour in
the classroom and playground
Work on Internal and External words
Expectations are made clear and reminded to
Student A each morning
Encouragement and praise when Student A is
choosing not to engage with another peer who is
making poor decisions or when he is following
classroom routine and expectations
Zones of regulation toolbox – safe seat, job with a
staff
Following the Behaviour Support Plan provided by
Therapist.
ABC Documenting – working alongside Student
A’s team.
Deep pressure activities.
Weighted blanket after breaks in mindfulness.
Ongoing communication with parents – consistent
language.
Student A will have an understanding that at school, his Mediation to be held with Student A and Student B Student A Semester 2,
brother needs to be treated like a peer. and re-explain classroom expectations Student B 2022
Stage 3 Teacher
school’s boundaries and expectations Reminders on ‘peer interaction’ Wellbeing
with his brother Student B (e.g. Assistant
appropriate language, physicality) Set list of expectations determined in mediation
between the brothers

Separate seating

Slow exposure to working in a group on one

occasion to practice working together as peers

Ongoing check ins and suggestions with

Psychologist

INDIVIDUAL LEARNING PROCESS & REVIEW DETAILS

Individual Learning Process Attendees Date of Review

Date of initial planning meeting: This plan was developed in consultation with: Review date to be scheduled for:
End of Term 1 Stage 3 teacher, Dad and Mom of Student A, Head of Campus Semester 2 2022
___________________________ ______________________________________________________________________________________________________________________________ _____________________________
_

Review date: This plan was reviewed in consultation with: Review date to be scheduled for:

___________________________ ______________________________________________________________________________________________________________________________ _____________________________

_ ___

Name Signature Date

Teacher

Head of Campus

Parent/Carer 1

Parent/Carer 2

Student
ADJUSTMENTS TO ASSIST STUDENTS WITH ADDITIONAL NEEDS

Consideration to Seating: Consideration to instructions:

 Seat nearer to teacher  Gain attention before giving instructions
 Seat in low distraction area  Limit the number of instructions given at one time
 Seat in front centre of space  Ensure instructions are realistic, clear and concise
 Seat where they can receive eye contact and clear reception of nonverbal messages  Use visual cues as well as the oral instructions
 Seat facing teacher and whiteboard  Use peers as a tutor to coach the student through multi step instructions
 Seat opposite rather than next to positive peer models  Monitor the comprehension of the student by asking them to repeat the instruction to you
 Use of supportive groups/ cooperative learning  Keep body language and instructions consistent
 Use of rows instead of table groups  Be within closed proximity when giving instructions
 Stand near student when giving directions  Write the instructions in sequential order on board
 Quiet, separate workspace or designated time out area  Number the steps of multiple instructions
 Space arranged for safe visibility, accessibility and movement  Allow students time to read instructions at least twice and underline key words and phrases

Consideration to Environment: Consideration to printed material:

 Rules are stated positively and visually displayed for students  Substitute shorter sentences for longer and complex ones
 Environmental print is displayed e.g. content specific words, reminders, timetables,  Substitute simple words for difficult words where possible
 routines.  Limit the use of pronouns. Use names rather than she, he, they etc.
 Predictable learning environment where students know where equipment is  Use pictures, diagrams, graphic organisers such as flow charts to clarify text
 Make instructions stand out clearly from the rest of the text
 Page layout should be uncluttered
 Use bold or italicising for headings and key words
 Where possible present information in point form
 Highlight the main idea of a paragraph
 Provide a word bank or glossary giving the meanings of difficult words
 Highlight difficult and new words in text
 Use larger print/ fonts

Consideration to Lesson Delivery: Consideration to time management and organisation:

 Adjust work load  Allow the student to complete the first part of the instruction before giving the next
 Use of visual supports  Provide a note taker
 Use of a concept map at begin of unit  Give copy of full notes
 Lesson overview given  Give copy of partial notes for student to complete
 Revision of previous lesson/concepts  Provide time for periodic review of student notes
 Highlighted or bolded instructions  Provide time to write homework in diary
 Instructions recorded on board  Use assessment planner checklists
 Give clear behavioural expectations  Daily schedule
 Ask students to repeat instructions for  Planned check in times each day
 clarification and understanding
 Call on student often
 Acknowledge student effort

Consideration to content: Consideration to Written responses:

 Use of the planning pyramid to reduce content  Use computer rather than handwritten responses
 Reduce outcomes to be achieved  Write short answers to questions rather than essays
 Additional demonstrations of key concepts and skills  Tick pre-prepared checklists
 Structured opportunities for guided and independent practice and effective feedback  Use photographs, pictures or symbols, eg the student sequences pictures to tell a story
 Rephrase questions  Use computer software, eg clicker 5
 Use cloze passages
Consideration to Class discussions:
 Answering closed questions on a topic
 Using changes in facial expression, nod or gesture to respond to a closed question
 Selecting photographs, pictures or symbols to respond
 Selecting symbols from a topic board or communication book to express an opinion
 Use a communication device
Consideration to Reading tasks:
 Read simplified texts
 Follow a text being read by a peer or adult
 Follow a text by listening to an iPod, computer program
 Follow a visual sequence of instructions, a visual recipe or a visual timetable.

Consideration to Assessment: Planning

 Additional time  Do you group students according to educational need?
 Rest breaks  Do you link new information to background knowledge?
 Quieter conditions  Do you negotiate with students, whenever possible, regarding their requirements?
 The use of a reader and/or scribe  Do you use whole class programs to address specific student needs e.g. PATHS program?
 Specific technology  Do you use strategies to support the student’s organisational skills?
 Rephrase questions  Do you cater for students’ learning strengths when planning adjustments?
 Use simplified language  Have you met with parents to discuss the child’s program?
 Fewer questions  Have you met with previous teachers to discuss transition?
 Alternative formats for questions
 Written point form instead of essays
 Scaffolded structured responses
 Short objective questions
 Multimedia presentation

Teaching
 Do you break down instructions into small steps?
 Do you highlight keywords/concepts?
 Do you modify the complexity of the task to meet different student needs?
 Do you reward students individually?
 Do you use a cool off strategy?
 Do you use a class based behaviour management plan?
 Do you use pre-teaching of vocabulary and concepts?
 Do you use basic curriculum visual supports e.g. timetables, phonic charts, graphs?
  Do you use multi-level instructions?
 Do you use a variety of teaching styles e.g. modelling, rephrasing, repetition, chunking?
 Do you present information in a variety of modes?
 Do you use pair/group discussion?
 Do you create the opportunity for student/teacher discussions?
 Do you link pedagogies to curriculum goals?
 Do you adjust the pace of presentation?
 Do you use cooperative learning groups?
 Do you use transition cues e.g. topic changes?
 Do you use preferred activities to motivate students?
 Do you take into account different learning styles in your course/teaching delivery?

INDIVIDUAL PLAN - PROCEDURE

Upon enrolment at SPCC DALE Young Parents, all students must have an Individual Plan written for them in consultation with the class teacher, parent/carer (where applicable), student, Head of Campus and
Deputy Principal. These plans must be signed once completed by the class teacher, parent/carer (where applicable), student, Head of Campus and Deputy Principal and recorded on the students file.

Day 1 of enrolment (new enrolment)

 Class teacher sits with the student and completes the Individual Plan
 Once the IP has been completed the following people must sign the form: Class teacher, parent/carer (where applicable), student, Head of Campus and Deputy Principal
 The Head of Campus will give the completed IP to the Administration Assistant
 Administration Assistant will scan the document and save to the students M-drive and TASS profile. A hard copy will also be saved to the student’s paper file.
 The review date is then entered into the school calendar

Review of Individual Plan (review plan at the end of the year)

 On the review date, the class teacher will meet with the student to review the IP
 Once all information has been reviewed the form will be adjusted and the relevant sections completed
 The class teacher will give the completed IP to the Administration Assistant
 Administration Assistant will scan the document and save to the students M-drive and TASS profile. A hard copy will also be saved to the student’s paper file.

New school year IP (this is for students continuing in their studies into the following year)
 At the beginning of each school year IP’s will be created for all students using the previous year’s IP as a starting point
 The class teacher sits with the student and reviews the Individual Plan
 Once the IP has been completed the following people must sign the form: Class teacher, parent/carer (where applicable), student, Head of Campus and Deputy Principal
 The class teacher will give the completed IP to the Administration Assistant
 Administration Assistant will scan the document and save to the students M-drive and TASS profile. A hard copy will also be saved to the student’s paper file.
 The review date is then entered into the school calendar