INDIVIDUALISED EDUCATION PLAN ACADEMIC - LANGUAGE Child’s Name: Class: Teacher: Specific Learning Outcome Focus Area Linked to the Curriculum Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Assessment, Monitoring & evaluation strategies Time Frame Identify images that begin with the same sound Identify single sounds with visual aides Identify and pronounce high frequency words Read level 2 text with fingers pointing to each words Respond verbally to comprehension questions relating to text read Identify given words in text read RES1.6 Demonstrates developing reading skills and strategies for reading books, dealing with print and comprehending texts. Individual guided reading program - one to one instruction with School Learning Support Officer Daily reading with teacher’s aide to increase fluency and phrasing – 3 book drop. Daily sight word vocabulary instruction and revision with School Learning Support Officer Daily rotational flash cards showing days of the week, months and seasons. Using flash cards, ?????? is to identify other images in the groups that start with the same sound advancing to being able to identify words that start with the same sound. Improve knowledge of single sounds and letters through LIPI 1 lessons with teacher’s aide using Observations Running records Observation Anecdotal Records Work Samples Observation Anecdotal Records Work Samples Term 2 Week 9 Term 4 Week 10 Term 4 Week 10
INDIVIDUALISED EDUCATION PLAN ACADEMIC - NUMERACY Child’s Name: Class: Teacher: Specific Learning Outcome Focus Area Linked to the Curriculum Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Assessment, Monitoring & evaluation strategies Time Frame NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0 to 20 To read, write, sequence and count numbers to 20 counting forwards to 30, from a given number counting backwards from a given number, in the range 0 to 20 identifying the number before and after a given number counting with one-to-one correspondence reading and writing numbers to at least 20, including zero recognising a dot pattern instantly for numbers up to seven. representing numbers to at least 20 using numerals, words, symbols and objects (including fingers) Daily counting forwards to 20, back from 10 using chart to follow with School Learning Support Officer Sequence numerals in order using cards in the form of games with School Learning Support Officer Identify numerals and before and after numbers with School Learning Support Officer Use interactive counting games on computer with School Learning Support Officer Working with School Learning Support Officer to sort and identify play money. Play interactive games involving money. Observation Anecdotal records Work samples SENA Assessment Observation Anecdotal records Term 2 Week 10 Term 2 Week 10
INDIVIDUALISED EDUCATION PLAN - SOCIAL Child’s Name: Class: Teacher: Specific Learning Outcome Focus Area Linked to the Curriculum Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Assessment, Monitoring & evaluation strategies Time Frame Increase attentive listening and time on task TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. COES1.1 Expresses feelings, needs and wants in appropriate ways DMES1.2 Identifies some options available when making simple decisions Participate in simple listening activities following instructions with School Learning Support Officer Integrate a reward system to provide ????? with achievable steps to ensure more on task behaviour has a sticker chart. He is given a sticker for effort shown. He is also allowed to have 5 minutes of quiet free play if he completes a set task. Sit away from known disruptive students on the floor. Observation Term 4 Week 10