Individual Education Plan

Semester Two, 2021

St Pius X Primary School Creation Date: 02/03/21

Student Information School Personnel

Student name: Ethan Evans Principal: Melissa Vranjes

Date of Birth: 17/03/2011 Teacher Responsible for Plan: Alyssa Iacopetta

Year Level: Year 5 Other School Team Members: Kim Hughes

Parents/Carers/Guardians: Jodie Parry and Timothy Evans SWD Consultant: Kathy Garbin

Background:
NCCD (Nationally Consistent Collection of Data on School Students with Disability)
Disability Category
Social Emotional
Physical
Level of Adjustment
Substantial

STUDENT TO BE INCLUDED IN NATIONALLY CONSISTENT COLLECTION OF DATA ON SCHOOL STUDENTS WITH

DISABILITY. (More information is available at www.nccd.edu.au )
Additional Individual Plans External Support Agencies
☐Health Care Plan Therapy Agency
☐Individual Behaviour Support Plan  Darin & Sharon at Charles Street Clinic (Clinical
☐Other Plan (please detail) psychologists)
Medical Practitioners
 Western Kids Health (Physiotherapist)

Assessment Data Reporting Method

TORCH Reading Comprehension Test ☐Standard: A – E Grades
The Swamp Creature 22/03/21
Stanine: 5
Percentile: 57 ☒Modified Learning Area Specific: A mix of A - E Grades and
Matches 01/06/21 comments
Stanine: 4
Percentile:29 ☐IEP in All Learning Areas: Comments only
PAT-R Reading (Test 4) 10/03/21
Scale score: 131.6
Stanine: 6
Percentile: 70
Informal Prose Inventory (Chirpy, Level 5) 05/03/21
Words per minute: 70
Accuracy: 98%
Re-Telling: 22%
Comprehension: 65%
àLevel 4 (Age 9 – 10)
(Rats, Level 5) 03/06/21
Words per minute: 75
Accuracy: 99%
Re-Telling: 61%
Comprehension: 80%

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 Strengths and Interests
o Strengths: STUDENT is a deep thinker/thinks outside
of the box, he has pleasing problem solving skills in
Maths and Reading
o Interests: Lego, Minecraft, Parkour, drawing, music,
piano
Priorities and Additional Information
o STUDENT wears glasses. He has hyperopia (long
sighted - struggles to see close up).
o STUDENT has Autism Spectrum Disorder, ADHD,
anxiety and chronic pain syndrome with
hypermobility.
o Priority: To develop independent work skills to
effectively participate in the Year 5 classroom.

Learning Area Is the student working at Year Alternate Year Level OR Teacher responsible for
Level WA Curriculum? ABLEWA Curriculum implementation and
assessment
If No
Religious Education No 3 Alyssa Iacopetta
English No 4 Alyssa Iacopetta
HASS Yes Choose an item. Alyssa Iacopetta
Mathematics No 4 Alyssa Iacopetta
Technologies Yes Choose an item. Alyssa Iacopetta
Health (incl Social & Emotional) No 4 Alyssa Iacopetta
Physical Education No Choose an item. Linda Matthews
Languages Yes Choose an item. Zina Gangemi
Science Yes Choose an item. Kim Hughes
The Arts Yes Choose an item. Alyssa Iacopetta /Shanelle
Schramm
*add other SCSA Learning Choose an item. Choose an item.
Areas as applicable

ADJUSTMENTS
Review Date: Review Date:
Environmental Adjustments Ongoing No Longer Instructional Adjustments Ongoing No Longer
(Where When Who) Required (How it is taught) Required
o Provide established daily o Advise of upcoming
routine events
o Provide clear rules and o Set explicit
consistent enforcement intentions and
o Preferential seating success criteria
o Additional personnel / o Gaining Ethan’s attention
buddies / peers before giving instructions
o Checking in with Ethan after
o Use class or personal
instructions are given to
visual timetable check for understanding
o Explicit reminders, through visual o Cue cards to break tasks
and non-verbal cues, to use into smaller steps
attentive listening skills
o Breaks every 20 minutes to move
positions, get a drink, stand up,
get something from across the
room etc

Comments and Actions from Review

21/06/21:
STUDENT has settled in well to the routines and structures of the Year 5 Classroom. He was worked with heavy support from
the teacher/EA to participate in classroom activities and develop an understanding of the content covered. STUDENT is included
in peer groups consisting of 4-5 students, who ask STUDENT to be in his groups in class and invite STUDENT to sit/play with
them at playtimes.

2
STUDENT has experienced difficulty following the teacher’s multisensory approach to instructions (verbal instructions given,
written instructions on the board and visuals of equipment needed), following along during mat sessions/discussions and
participating in group work. Therefore, developing these skills will become a priority for Semester Two.
Review Dates: 21/06/21 / 28/10/21

Next Review Date:

Signatures
Teacher/s: Parent/s/ Carer/s/ Guardian/s Principal:

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 INDIVIDUAL EDUCATION PLAN
Priority Goals
CLASSROOM PARTICIPATION
o To develop independence and self-efficacy as a learner
o To follow instructions to complete classroom activities and seeking help immediately, if unsure of the task
SOCIAL
o To continue to develop social skills to help STUDENT participate in group activities, class discussions and general play
at recess and lunch
ACADEMICS
o To improve written expression and writing skills
o To develop a speedier application when completing work, especially written tasks
o To develop written comprehension skills
o To use written mathematical strategies

The Curriculum Adjustments below support the achievement of the stated Priority Goals.

CLASSROOM PARTICIPATION

Objectives Strategies Assessment Evaluation

Method Emerging
Developing
Achieved
Exceeded

When given a verbal-instructions in the classroom, STUDENT - When giving multi-step verbal Observation
will begin the task with only 1 prompt within 1 minute of instructions, teacher will write
receiving the instruction. basic steps on the board and
also use the visuals for what
materials are required
- Ethan has a note-pad available
in his desk for notetaking
- Classroom display that provides
a visual reminder of how to seek
help if you have forgotten the
instructions. (Ethan can take a
photo of this to keep in his iPad
for reference at all times)
When STUDENT doesn’t understand a written or verb - Classroom display that provides Observation
instruction, he will raise his hand or approach the teacher to a visual reminder of how to seek
ask questions to clarify. help if you have forgotten the
instructions. (Ethan can take a
photo of this to keep in his iPad
for reference at all times)
- Ethan can ask a chosen peer for
clarification
Every Monday morning, STUDENT will set up his diary and - Arriving in the classroom each Observation
homework for the week and then place his folder in his bag, to day will be helpful for Ethan to
be returned on Friday morning follow the teacher’s instructions
and reminders for the day
- Teacher will have homework and
diary reminders on the board
- Teacher will follow a consistent
routine for homework and dairy
set up each week

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SOCIAL
English
Understand that
successful  cooperation with others
depends on shared use of social
conventions, including turn-taking
patterns, and forms of address that
vary according to the degree of
formality in social
situations (ACELA1476)
Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative
situations (ACELY1676)
Health (including Social Emotional)
Use of persistence and resilience as
tools to respond positively to
challenges and failure, such as: using
self-talk, seeking help, thinking
optimistically
(ACPPS033)
Strategies that help individuals to
manage the impact of physical, social
and emotional changes, such as:
positive self-talk, assertiveness,
seeking help, sharing responsibilities
(ACPPS034)
Strategies to cope with adverse
situations and the demands of others
(ACPPS038)
Health (including Social Emotional)
Personal behaviours and strategies to
remain safe in uncomfortable or
unsafe situations, such as: being alert
and aware of unsafe situations, using
assertive behaviour and language,
knowing who or where to go for help
in the community
To use social and
cooperative skills to
contribute to group tasks
or whole class activities.
To show attentive
listening to skills and be
able to respond to peers’
questions and
comments, in small
group situations.
To listen and follow
along during whole class
discussions
STUDENT to sit with
peer groups at recess
and lunch, to encourage
him to initiative and
maintain conversations
with peers.
To develop sense of self
efficacy, confidence in
ability and self believe to
negotiate opportunities
and challenges
To help STUDENT
manage anxiety and
uncertainty
- Social stories/ Comic strip - Observations
conversations - Anecdotal
- EA guidance/Adult notes
modelling - Participation
- Assigned groups checklists
- Cue cards with reminders
for working in groups (how
to show that you’re listening, how to
seek help, how to compromise etc)
- Non-verbal/ visual cues
for attentive listening
- Notepad to take notes
during instructions
- Teacher and EA
monitoring at play times
to offer assistance where
necessary
- Questioning techniques to - Observations
help STUDENT apply - Anecdotal
different perspectives notes
- Positive praise and
authentic feedback (linked
to STUDENT’S values
and what makes a good
‘secret agent’)
- EA and Teacher
assistance to help
STUDENT problem
solve through
collaborative techniques
- Use of ‘King of the Hill’
and ‘The Learning Pit’
visual in the classroom
- Using the 3 anxiety
principles: Trust,
Prediction and Control
-Using a daily timetable
and informing STUDENT
of changes
-Providing compassionate
boundaries with choices
- STUDENT’S trusted
adults at school include
Miss Iacopetta, Mr
Hughes, and Mrs Myles.
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CURRICULUM
CURRICULUM ADJUSTMENTS (refer to scsa.wa.edu.au)
(What is Taught)
Learning Area and Descriptor
English
Create short imaginative,
informative and persuasive texts
using growing knowledge
of text structures and language
features for familiar and some less
familiar audiences, selecting print
and multimodal elements
appropriate to the audience and
purpose (ACELY1671)
Understand that paragraphs are a
key organisational feature of written
texts (ACELA1479)
English
Write using clearly-formed joined
letters, and develop increased
fluency and
automaticity (ACELY1696)
English
Draw connections between
personal experiences and the
worlds of texts, and share
responses with
others (ACELT1596)
English
Use comprehension strategies to
build literal and inferred meaning to
expand content knowledge,
integrating and linking ideas and
analysing and evaluating
texts (ACELY1692)
Maths
Solve problems
involving multiplication of large
numbers by one- or two-digit
numbers using efficient mental,
written strategies and appropriate
digital technologies (ACMNA100)
Solve problems involving division by
a one digit number, including those
that result in
Objectives Strategies Assessment Evaluation
Method Emerging
Developing
Achieved
Exceeded
To write an informative - Graphic/Text organisers - Rubrics
text with an - Teacher/EA feedback - Self-
introduction, three body - Visual examples assessment
paragraphs and a - Success criteria/ Checklists (linked to
conclusion. - Bank of vocabulary and ideas success
- One-on-one or small group criteria)
To write paragraphs assistance, where possible - Teacher
with a topic sentence - Cue cards to help organise ideas feedbacks
and supporting details and break tasks into small steps
on one topic. - Teacher/EA to assist with the
brainstorming/planning stage and
To write a poem then STUDENT is to complete
following the correct the paragraph writing
structure provided in the independently
success criteria. - Writing prompts sent home in
advance, so that cue cards can
be developed and brought into
the classroom to assist in writing
activities
To increase speed and - Use of dictation on iPad, where - Observation
application of hand- necessary s
writing skills - Make it clear when to focus on
neat handwriting and when to
focus on fast writing
To independently - Send home writing topics in - Observation
develop ideas for advance to brainstorm s
written tasks - Bank of vocabulary and ideas - Anecdotal
- Talking through ideas with peers notes
To contribute in small and teachers
groups (reading circles) - Brainstorming and planning
templates
- Cue cards to help organise ideas
and break tasks into small steps
To responding to - Modified tasks - Rubrics
literature with written - Scaffolds/sentence starters and - Work
responses examples for written Samples
comprehension tasks
- Use of highlighters to find
information in the text
- Work in small groups/one-on-one
where possible
- Provide and model strategies for
finding key information and
monitoring comprehension
To develop - Modified tasks - Rubrics
STUDENT’S ability to - One-on-one/small group teaching - Work
use written strategies to - Explicit teaching Samples
solve problems across - Videos uploaded to SeeSaw/QR
the four operations: codes around the room for
- Addition with instructional videos for reference
regrouping - Use of manipulatives
- Subtraction with - Visuals/step-by-step guides
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 a remainder (ACMNA101) regrouping
- Single-digit
Use efficient mental and written
strategies and apply appropriate multiplication
digital technologies to solve - Double-digit
problems (ACMNA291) multiplication
- Short division
- Short division with
remainders

To develop
STUDENT’S ability to
solve mathematical
worded problem by:
- Highlighting the
key information
- Selecting the
correct operation
- Carefully setting
out his working out

Physical Education
Fundamental movement skills: To have STUDENT - Provide written/visual plan for - Observations
 kick participate in Sport Sport lessons that outlines the - Teacher
 catch lessons, appropriate to activities Assessment
 underarm throw his skill and comfort - Provide breaks every 20
 overarm throw levels minutes/ STUDENT can use a
 bounce non-verbal cue to request break
(ACPMP043) - Positive praise/ feedback when
Combination of locomotor and object
control skills in minor STUDENT participates and
games (ACPMP043) tries new skills

Signatures:
Teacher/s: Parent/s/ Carer/s/ Guardian/s Principal:

Review dates (refer page 2)