Personalised Plan for Learning

Learner Profile
Name Date of Birth Gender ☐ 󠆴Female 󠆴 Language/s Spoken at Home
Dion Musolino ☒ Male English
☐ Other
Parent/Carer/Guardian Commencement Date Current Year Level 󠆴 Multi – Enrolment

Tyla Mitchell Term 2 2021 Year 1

Michael Musolino

☐ 󠆴 Aboriginal ☐ Children & Young ☒ Disability ☐ EAL/D New ☐ Gifted ☐ Intensive ☒ Other
People in Care 󠆴 Arrival Behaviour

School

Our Lady Queen of Peace

School, Albert Park

Plan Author/Role Date

Katerina Skoumbros
(Current teacher) 5/8/2022

Learner Agency – this section applies to all learners

I like hands on learning

Learner Data – this section applies to all learners

√ √
NAPLAN LITERACY LEARNING PROGRESSIONS
PAT M √ NUMERACY LEARNING PROGRESSIONS
PAT R √ EAL/D learning progressions (F-10)
FIRST YEARS OF SCHOOLING ASSESSMENT (R-2) EAL/D Language and Literacy Levels

February 2021
 FORMATIVE ASSESSMENT TASKS √ DIAGNOSTIC assessments √
SUMMATIVE ASSESSMENT TASKS √ OTHER (Record details)

If the learner identifies as Aboriginal complete the following two sections:

Language Groups and Connection to Country
Family Language Groups Connections to Country

N/A
N/A

Languages spoken including English Other information

N/A
N/A

Cultural Experiences
☐ Student Forum Please provide details:
☐ Cultural Events
☐ Aboriginal Cultural Residency
☐ Other Initiatives

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Impact on Learning - this section could apply to all learners
Communication
Dion has severe language and expressive language delay where he cannot successfully
pronounce some sounds and put words together. He cannot articulate all of the sounds
and therefore it can be difficult for him to understood. Dion does not use full sentences
when speaking or asking a question.
Social engagement
Dion finds it tricky to converse with his peers, which will result him losing his confidence
when trying to make new friends. Often, he will go to the teacher for help when he
wants to express something.

Mobility Behaviour and wellbeing

If Dion is involved in a physical incident, he can become quite upset because he is
worried about getting hurt due to the impact injuries can have on him because of his
brittle bones.

Dion can find regulating his emotions tricky, as he misreads a situation and/or doesn’t
understand what is happening at the time.
Curriculum access Motor development
Dion has severe delays in early reading, writing and speaking. This impacts Dion’s ability Dion has poor fine motor development and can struggle to hold a pencil and scissors
to achieve learning outcomes for his year level. accurately when using them in class.

InitiaLit Year 1 Screening Results: Dion struggles to sit still on the floor, he sways or sits on his hands.
• 10/02/22: Total = 2%
• 11/04/22: Cumulative Review 1 Total = 6%.

InitiaLit Reception Screening Results:

• 04/08/22: Total 67%
• 04/08/22: End of Term 1 Cumulative Review Total = 93%.

Health and personal care Transition

Dion does not like to use the toilets at school as it makes him feel anxious, which means Dion sometimes arrives to school late in the mornings. He sometimes leaves school
that some days he will not use the toilet until he gets home. early for appointments. When the school and class timetable changes, Dion will feel
overwhelmed.
Dion has brittle bones. This means that he needs to move around the school yard with
caution. When Dion falls on most surfaces, his bones are ok. When Dion falls on hard
Asphalt there is much more likelihood of him seriously hurting himself or breaking
bones.

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 Personalised Adjustments for access, participation and learning – this section could apply to all learners
Planning/Transition
Round table review to occur with Dion’s mum, the principal and external services to
communicate future goals and support. This will occur 2-3 times a term to track
progress of how Dion is going with the strategies in place.
Learning environment and infrastructure
Dion requires an individual visual timetable with his appointments attached to it, which
supports him to have reduced anxiety around what is coming up in his day.
He needs a wobble cushion to help him sit correctly. He benefits from flexible seating
and will work on the floor, at his desk or the quiet reading corner.
At playtime (recess and lunch) Dion wears a badge that says “STOP”, this is to support
peers to keep safe around him and to minimise the chance of Dion becoming injured in
the yard.
Dion is not to play on the monkey bars as this area is of high risk for injury because of
his brittle bones. All staff are reminded of this via email.
Personalised Plan for Learning February 2021
Curriculum
Learning Goals
- Handwriting/Letter Formation/Growth Motor – Dion to practice handwriting in
class with the teacher 1:1 4 times a week. Dion to also practice using left-
handed scissors in class when cutting.
- MiniLit Goal: To practice sounding corrections and increase confidence and
self-regulation.
- Fluency when reading: To be able to read and follow a full sentence and the
sentence rules (capital letters, finger spacing and full stops).
- Spelling: 1:1 with spelling and sounding out strategies for Dion to build
independence in writing.
- Social: Dion will benefit from further opportunities to work with a partner and
practice conversational skills with scaffolding. For example, this may be
promoted at the start of the week where Dion can converse with a peer about
their weekend. Dion can be provided with visual talking prompts (what, where,
who) and scripts to encourage reciprocal conversations (what did you do?)
- Communication: Dion benefits from sentence starters, forced choices, scripting
and other scaffolding to communicate his thoughts and ideas in sentences.
Learning and teaching
One-on-one support is provided in the classroom environment to support Dion’s
engagement with learning by a teacher and/or ESO. Dion relies on muilti-level
questioning and entry points to help with his learning and social skills.
Dion works in small groups for literacy and mathematics, 5 days a week.
Dion accesses a modified curriculum that is differentiated to his ability level. These
modifications and additional scaffolding are recorded on each unit planning template
for all subject areas.
Dion participates in Reception InitiaLit (this decision was made because of his low
results in the Year 1 InitiaLit screening).
Dion uses whiteboards to help with his writing. He also uses it for the teacher to scribe
for him.
Dion partakes in small group basic handwriting sessions throughout his day to build his
letter formation.
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 He requires explicit instruction and direction from the teacher and ESOs in order to
understand what he is doing. It is important to provide Dion with short simple steps to
not overwhelm him and reduce the demand on his working memory.

Dion participates in a small MiniLit group four days a week in the mornings, these
sessions are extended when Dion requires additional support.

When Dion arrives late he will go to the Shark table where he will do some quiet
reading, drawing and/or activity that he can complete independently.

Dion is modelled the correct way to hold his pencil and scissors when writing and
cutting. He is encouraged to preserver when he finds these tasks difficult.
Resources Assessment
ESO Support Evidence of Dion’s learning is recorded through a range of different modes. For
MiniLit Intervention example, images taken through Seesaw, recorded on a small whiteboard, drawn as
iPad (for recording/documenting learning) pictures, scribed by an adult etc.
Mini Whiteboard

Health and personal care Behaviour and wellbeing

When Dion is involved in a physical incident regarding his brittle bones, we will need to Dion relies on positive behaviour support. He responds to hand gestures of positive
follow a care plan that Dion’s mum provided the school with. Dion will need to be reinforcement such as: thumbs up, clapping, giving a high five and smiling.
looked at immediately and this will need to be communicated with mum.

Toileting: The first toilet cubicle in the boy’s bathroom is appropriate for him to use. He
may need reminders to go to the toilet after lunch. Be mindful that Dion prefers to go
to the toilet blocks when they are empty, without other peers around.

Summary of Interventions – this section could apply to all learners

SCHOOL BASED INTERVENTIONS:

Interventions Intensity Frequency Duration

MiniLit Intervention Tier 2: Small Group 4 times a week 50 minutes

EXTERNAL SERVICES:

☒ Occupational Therapy ☐ Physiotherapy

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 ☒ Psychology ☒ Speech Pathology
☐ Developmental Educator ☒ Other Hydro Therapy

Pathway Options – this section could apply to all learners

School Pathway Activities

Post School Pathway

If learner with disability complete this section:

☒ Diagnosed Disability: Autism Spectrum Disorder ☐ Imputed Disability:
Goldenhar Syndrome, brittle bones, Osteogenesis Imperfecta, Global Developmental Delay (GDD), Severe Language Delay, low muscle tone and
hypermobile joints, bicuspid aortic valve, orofacial trauma and vitamin C and iron deficiency.

NCCD Information: only complete for learners with disability

Broad Category of Disability Level of Adjustment

☒ Cognitive ☐ Quality Differentiated Teaching Practice

☐ Physical ☐ Supplementary
☐ Sensory ☐ Substantial
☐ Social Emotional ☒ Extensive

Notes and Agreed Actions

Date Meeting Participants Notes Agreed Actions Actioned by Review
• Ongoing
• Met
6/6/2022 Meeting with Dion's Conversation around Dion's goals and how we Katerina (current Ongoing
mum and OT Labrie can support this further. Teacher).

PPL developed as a collaboration between family and school

Position Name Signature Date
Parent/Carer/Guardian

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 Learner (if applicable)

Approved by Principal/School Leader

Position Name Signature Date

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