Evidence Details

Teacher Name: Kasey-lee Rudd

Evidence Title: Individual Education Plan

Standard Descriptors Achieved: 1.1.2, 4.1.2, 4.2.2, 4.3.2

Annotation
In order to create and maintain a supportive and safe learning environment, class expectations were discussed
and implemented at the commencement of the year and were revised daily for the first two weeks of Term 1. A
visual of the classroom expectations were placed around the room and during Term 2, 3 and 4 expectations were
and will be revised and discussed. The behaviour expectations are kept as a visual in the classroom for students
and are attached to programs and documented on daily lesson plans for when a casual is on class. (4.3.2)

Clear and defined classroom expectations contribute to creating an inclusive learning environment. This has
resulted in students displaying positive interactions with their peers and teachers and promoted a rich learning
environment for students to perform at their best (4.1.2).

In the classroom, I created a quiet space, which the students refer to as our classroom rainforest. This space was
created for students to utilise as a place where they can go to read and/or view rich texts, along with being a
space for those students that need a place to calm down or rest within (1.1.2).

One particular student exhibited behaviour difficulties at the beginning of this year and after consulting with my
supervisor, behaviour management strategies were discussed and implemented within the classroom. I also made
a written request for this student to see the school councillor and for the school councillor to conduct a full
cognitive learning assessment. Furthermore, I implemented an Individual Education Learning Plan to allow for
adjustments, goals and strategies to meet the student's individual educational needs so the student can reach
their full potential.

The strategies which have been showcased above ranged from the student having a particular spot to sit when
learning on the floor; a check-in desk for the student to regulate his behaviours and complete class tasks to the
best of his ability with the least amount of distractions. A visual of what the student was to complete and what
would come next was placed upon the student’s desk (3.5.2). Once the student completed a task or made positive
choices the student was given a smiley stamp. When the student gained three smiley stamps, the student could
then select an activity to do from the choosing board (4.3.2 & 4.2.2).

Another student had difficulties moving safely around the room. I spoke with my supervisor and we agreed that I
make contact with his parents, which I did. Then I created a social story for this student and made one copy for
parents and one for the classroom. The parents read the social story to their child at home and I read the social
story also with the student at school to reinforce classroom expectations. The result of managing behaviour and
setting clear expectations for students has made an inclusive, engaging and safe learning environment. (4.3.2)