MILDURA SOUTH PRIMARY SCHOOL

INDIVIDUAL LEARNING PLAN

Name of student: Jaden-Riley Englefield Class: 3/4H Date: Term 4, 2023

Goal: To bring my best self to school and love the learning that I do.

Strengths
Jaden’s strengths are Kindness, Creativity, Curiosity & a Love of Learning. He is showing more Bravery in class (sharing).

Interests
Minecraft, blocks, Roblox figures, Drawing

PRAISE & PROMPT ADJUSTMENTS / RESOURCES ASSESSMENT & EVIDENCE

ATTENDANCE & Praise: Jaden engages in ● Working 1:1 and in small groups for additional Additional Literacy and
CONNECTEDNE small guided group lessons. literacy support. Numeracy support.
SS TO SCHOOL ● Working 1:1 and in small groups for additional
Prompt: Jaden will work on numeracy support. Jaden has attended
Jaden will playing with his friends at play. ● 1:1 ESO support school for 100%.
achieve 95% ● Guided lessons: explicit teaching of strategies with
attendance practise time Term 4:
Jaden had attended
● Provide time for Huff n Puff and brain breaks
school for 94%.
● Provide stability in routines
● Modify activities where necessary
● Faces on Data Assessment to track learning.
● Systematic Synthetic Phonological Awareness Group
READING Praise: ● Unpack LI and SC for each lesson. Participates in Reading
Jaden is able to get his mouth ● Clarify understanding of the task/learning. guided groups.
ready for sounds he knows. ● Guided lessons: explicit teaching of strategies with
practise time. Jaden is reading at level 7.
Prompt: ● 1:1 ESO support.
Jaden is working on blending Reading Learning Task
and reading the letters in (Examining Literature)
words that are tricky.
 ● Faces on Data Assessment to track learning. Develop Jaden does the
Praise: an Individual Education Plan with specific, Phonological Awareness
With teacher guidance, achievable goals. program with Mrs Leutner.
Jaden-Riley is able to explain
● Provide stability and consistency in routine.
who the characters are and Reading on Learning Task.
● Plan any changes in routine in advance.
what they do.
● Modify activities where necessary. Eg. Allow more
Jaden is reading a level 9.
time to complete tasks, reduce amount of work,
Prompt:
provide body/brain breaks and provide alternative
In the future, Jaden-Riley will Reading comprehension
activities.
learn about the characters Learning Task.
● Establish a listening plan (stop, look, listen).
and setting in texts.
● Give concrete, explicit, step-by-step instructions.
Jaden is reading a level
● Break down new information into small chunks.
Praise: 10.
Check for understanding before giving new
Jaden-Riley is able to use the
information.
pictures and other words in the
● Use gestures.
text to discuss new and
● Allow extra time to respond to questions and
unfamiliar words.
instructions.
● Use visuals for support.
Prompt:
● 1:1 Education Support Staff
Next, Jaden-Riley will practise
● Continue to use social stories
using the pictures, diagrams
and what he already knows
(prior knowledge) to discuss
unfamiliar words.

Praise:
With support, Jaden-Riley can
reread to find key information
that answers questions about
the text.

Prompt:
Next, Jaden-Riley will work on
independently rereading to
find key information that
answers questions about the
text.
WRITING Praise:
With support, Jaden can hear
and record the beginning
sound in a word.
Prompt:
Jaden will continue to ‘share
the pencil’ and hear and
record the end sounds of
words accurately.
Praise:
With support, Jaden-Riley can
use a full stop to end a
sentence.
Prompt:
Jaden-Riley will continue to
practise writing simple
sentences which include a
capital letter and a full stop.
Praise:
When working with a support
Jaden can hear a range of
sounds in the words he is trying
to write.
Prompt:
Next, Jaden will practise
independently hear a range of
sounds in the words he is trying
to write.
Praise:
Jaden-Riley is beginning to
hear the beginning sound in a
word.
Prompt:
Jaden-Riley will work on
hearing the end sound in a
word with assistance.
● Unpack LI and SC for each lesson. Participates in Writing
● Clarify understanding of the task/learning. guided groups.
● Guided lessons: explicit teaching of strategies with
practise time. With support, Jaden can
● 1:1 ESO support. participate in a think-pair
● Faces on Data Assessment to track learning. Develop share with a partner.
an Individual Education Plan with specific,
COS: For using your
achievable goals. strength of Perseverance
● Provide stability and consistency in routine. and Love and Learning in
● Plan any changes in routine in advance. writing this week. I love
● Modify activities where necessary. Eg. Allow more how engaged you were in
time to complete tasks, reduce amount of work, your writing guided
provide body/brain breaks and provide alternative sessions and continued
activities. that into your independent
● Establish a listening plan (stop, look, listen). writing. Keep up the
● Give concrete, explicit, step-by-step instructions. amazing work Jaden!
● Break down new information into small chunks.
Check for understanding before giving new Writing Learning Task
information. (Punctuation)
● Use gestures.
● Allow extra time to respond to questions and
instructions.
● Use visuals for support.
● 1:1 Education Support Staff
● Continue to use social stories
NUMERACY Praise:
Jaden-Riley can count to 20.
Prompt:
Next, Jaden-Riley will practise
counting and moving a
collection of objects one by
one up to 20.
Praise:
With support, Jaden-Riley can
organise data into a picture
graph.
Prompt:
Next, Jaden-Riley will work on
organising data into a picture
graph independently.
Praise:
Jaden can read, write, make
and expand 3 digit numbers.
Prompt:
Next, Jaden will work on
renaming 3-digit numbers.
Praise:
Jaden-Riley is able to solve
multiplication problems by
using the strategies of groups
of, skip counting, repeated
addition and arrays.
Prompt:
Jaden-Riley will work on solving
simple division problems by
recording the division equation
and then grouping into equal
sets.
COMMUNICATI Praise:
ON Jaden knows to look at the
person he is speaking to.
● Unpack LI and SC for each lesson. Participates in Maths
● Clarify understanding of the task/learning guided groups.
● Guided lessons: explicit teaching of strategies with
practise time. Counting Learning Task.
● 1:1 ESO support.
● Faces on Data Assessment to track learning. Develop Data Learning Task.
an Individual Education Plan with specific,
achievable goals.
● Provide stability and consistency in routine.
● Plan any changes in routine in advance.
● Modify activities where necessary. Eg. Allow more
time to complete tasks, reduce amount of work,
provide body/brain breaks and provide alternative
activities.
● Use concrete aids and real-life situations in
numeracy activities.
● Establish a listening plan (stop, look, listen).
● Give concrete, explicit, step-by-step instructions.
● Break down new information into small chunks.
Check for understanding before giving new
information.
● Use gestures.
● Allow extra time to respond to questions and
instructions.
● Use visuals for support.
● 1:1 Education Support Staff
● Continue to use social stories
● Establish a listening plan (stop, look, listen).
● Give concrete, explicit, step-by-step instructions.
(Speaking & ● Break down new information into small chunks.
Listening) Prompt: Check for understanding before giving new
Jaden is working on slowing information.
down when he is talking to ● Use gestures.
someone. ● Allow extra time to respond to questions and
instructions.
● Use visuals for support.
● 1:1 Education Support Staff
● Continue to use social stories

SELF- Praise: ● Provide stability and consistency in routine. Plan any

REGULATION Jaden knows the Zones of changes in routine in advance.
Regulation. ● Modify activities where necessary. Eg. Allow more
Positive Coping time to complete tasks, reduce amount of work,
Stress Prompt: provide body/brain breaks and provide alternative
Management Jaden will work on changing activities.
his mindset when things have ● Zones of Regulation
gone wrong. ● Calm Space in Classroom.
● Wellbeing Area/Teacher as needed.
● Respectful Relationships program – Personal
Strengths, Emotional Literacy, Positive Coping, Stress
Management, Problem Solving & Help Seeking.
● Provide directed experiences to develop social skills.
● Provide the opportunity to practice working in groups
and cooperating with peers and adults.
● 1:1 ESO support.
SELF CARE Praise: ● Implement strategies to continue to develop self-
In the classroom, Jaden will get care, personal hygiene and personal safety.
a tissue and blow his nose ● Develop independence regarding his
without prompts. organisational skills, e.g unpacking and packing
own bag, getting out food and drink bottle, tidying
Prompt: table, getting pencils or scissors independently.
In a different environment, ● Social stories & visuals for eating, toileting and
Jaden needs prompts to get a peer/social interactions.
tissue and blow his nose. ● 1:1 ESO support.
SAFETY Praise: ● Provide supervision to assure personal safety in both
Jaden is able to seek help from classroom and playground activities.
a teacher when he needs it. ● Discuss and promote safe behaviours and strategies
to use when making choices and/or when
Prompt: emotionally upset.
Jaden is working on moving ● Revision of classroom and school norms.
past a problem once he has ● 1:1 Education Support worker.
received help from a teacher. ● Liaise with SSS - Special Needs.
 ● Continue to use social stories.
● Zones of Regulation
● Calm Space in Classroom.
● Wellbeing Area/Teacher as needed.
● Respectful Relationships program – Personal
Strengths, Emotional Literacy, Positive Coping, Stress
Management, Problem Solving & Help Seeking.

MOBILITY Praise: ● Liaise with an Occupational Therapist to make Participation in huff n puff
Jaden willingly participates in adjustments which will help in the classroom. daily.
Fine motor skills huff n puff daily. ● Daily fine and gross motor skills practice.
Gross motor ● 1:1 ESO support.
skills Prompt:
Movement Jaden will continue to practise
across school gross motor skills in class
games.

PROGRAM SUPPORT GROUP MEETING RECORD

2023
Student’s Name
Jaden-Riley Englefield
Date Thursday 24th August, 2023

Parent/Carer - Caitlin Sherwell Jaden saw Dr Tennakoon and had a medication review and did not need a change.

Student - Jaden I show the strength of humour.

I like reading, writing and maths and I am good at them all.
I have learnt to get help and trust other grown ups. I feel safe and happy when I get help.
I made a clay fish in art.

Jaden discussed ADHD with us and his medication.

Class Teacher - Brooke Jaden gets food from Breakfast Club every morning. He is now independent with this.
Hammond
His reading has improved so much. He is proud of his success and his confidence has grown.

Education Support Officer - Jaden is becoming more independent. He responds to the routine and uses visuals to support this.
Kirsty Leutner
Inclusion Co-ordinator - Lydia Jaden is PSD funded under the Program for Students with Disabilities under the category of Autism
Sinclair Spectrum Disorder.

This funding commenced from Term 1, 2022. We will wait to hear from the Department as to when
he will have a funding review.