Jessica Steele
EDFD221 AT3 ILP
S00154342
Comment [O1]: The goals in the
following section have been created based
upon the profile of the student. The
students abilities informed the goals which
needed to be set.
Student Profile
Name: Nyanduk Okoro
Date of Birth: 27th May 2007
School: Our Ladies Primary School
Age: 8
Grade: 3
Summary Ability Entry Skills
Reading 8.9:
o
o
o
Strong comprehension skills and the ability to understand sentences meanings.
Nyanduk has the ability to recall events that have occurred within a story.
She can read a text fluently and effortlessly but lacks expression.
Writing - 4.1:
o
o
Nyanduk cant produce meaningful and grammatically correct sentences for herself.
She struggles to use specific language, and therefore relies heavily on forming short
sentences containing fewer words.
Spelling 4.3:
o
o
o
Nyanduk has a basic vocabulary which can cause her to be ridiculed sometimes due to her
mispronunciation of words or inability to think of the right word to use.
She can spell high frequency words in isolation (ie. just asked to spell one word) correctly.
Throughout a piece of writing there will be misspelt words showing an inconstancy within
her spelling and editing.
Mathematics - 10:
o
o
o
She can instantly recognize numerals and thus has a great understanding of one-to-one
correspondence in regards to matching which numbers match to which group, set, display
ect
Above average subitising skills.
Fantastic problem solving ability.
Social ability:
o
o
o
o
Nyanduk struggles to start, maintain and end conversations.
Has difficulty interpreting and using non -verbal communication for example eye contact,
facial expression, gestures and tone of voice.
Nyanduk really struggles to use language and the correct expression to communicate.
Suffers poor self-esteem and walks around a lot with the teacher on duty rather than playing
with her peers.
Jessica Steele
EDFD221 AT3 ILP
S00154342
Interests/ Motivations:
o
Nyanduk loves visuals and colour.
She participates in no extra curriculum activities at the moment but has been vocal in her
positive attitude towards them.
Holds a particular special interest in animals and their habitats.
Observed preferred Learning styles:
o
Visual.
Any difficulties, disability and/or special needs:
o
Has previously been physically and emotionally abused.
Overall Strengths:
o
o
o
Nyanduk has a bright, bubbly personality.
When set a challenge or a target Nyanduk endeavours to achieve it.
She has an ability above the rest to understand visual documents such as mind maps, flow
charts, general charts and graphs.
Overall Weaknesses:
o
o
o
Nyanduk has difficulty following instructions and lacks attention to detail.
She has poor memory and lacks trust in her peers.
Can be easily distracted, especially after the morning has passed.
Jessica Steele
EDFD221 AT3 ILP
S00154342
Jessica Steele
EDFD221 AT3 ILP
S00154342
Comment [O2]: An ILP is a structure,
personalized learning program for a
student.
Individual Learning Plan
Name of student: Nyanduk Okoro
Year level: 3
Commencement date of plan: 13th April 2015
Team Members: Miss. Steele, Mrs Okoro, Mr. Jones (Principal), Miss.Lane (Intergration Teaccher and well-being co-ordinator)
Comment [O3]: This shows how the
mother of the child was included in the
process.
GOAL 1
Subject/ Expected curriculum
Focus
grade point through
Area
AusVELS:
Writing
Current curriculum
grade point:
Use varied
sentence struc
tures.
Use unfamiliar
vocabulary
and a
significant
number of
highfrequency
sight words.
Use of a range
of punctuation
conventions.
Writes one
sentence per
class.
Sentences
contain
maximum 4
words.
Sentences
built only on
high
frequency
words.
1.5 years
behind
standard.
Target Timeline and Goal:
1
Month
1 Term
Nyanduk will write
two, 5 worded
sentences each
writing session with
at least one of those
sentences containing
a topic-specific term.
She will do this
independently.
Nyanduk will
produce a paragraph
containing 4
sentences, each 6
words minimum in
length with at least
one topic-specific
term within each
sentence. She will do
this independently
within the 25
minutes allocated.
How goal will be measured/
Monitoring Goal:
Tuesday mornings, 25
minutes will be
allocated to test
Nyanduks progress. The
topic will differ
between different
animals and their
habitats.
This flexibility in
assessment allows
Nyanduk to
demonstrate her skills
through a suitable way
to her learning.
A table record will show
the date of entry, how
many sentences, words
per sentence and
sentences containing
full stops will be
recorded.
Strategies to achieve
goal:
Provide a
classroom that
adapts a focused,
quiet, nondistracting
environment
(Education.vic.go
v.au, 2015).
Have a laminated
piece of paper
with a number of
strips,
representing
sentences which
are partitioned
into a number of
blocks,
representing the
words. At the
completion of a
sentence
Nyanduk can
colour in how
4
Comment [O4]: By having this column
in my ILP it shows I have the intention to
assess the student at various opportunities
to see if the strategy is working in getting
the student to reach their goal. If not then
the strategy would be re-evaluated in
order to meet the goal.
Comment [O5]: This demonstrates how
effective classroom communication 9
verbal and on-verbal0 will be used to
support the student.
Jessica Steele
EDFD221 AT3 ILP
S00154342
many blocks she
has. Appealing to
her sense of
challenge she can
then compete
against herself to
colour in more
blocks next time,
and thus
encouraging her
to make up more
sentences with
more words.
Reason behind goal: When Nyanduk is able to achieve this goal her writing will significantly improve as these are basic and minor adjustments that create a
significantly larger impact on her standard of work. Writing is involved in every subject therefore this improvement will cause her to excel.
GOAL 2
Subject/ Expected curriculum grade
Focus
point through AusVELS:
Area
Listen attentively
Social
when required,
learn to respond
and interject
appropriately.
Learn appropriate
body language
when reacting to a
speaker.
Explore the use of a
range of verbal and
non-verbal
strategies.
Current curriculum
grade point:
Struggles to
read and use
non-verbal
strategies.
Finds it
difficult to
relate and
respond to
others
emotions but
attempts to.
Listens when
asked.
Target Timeline and
Goal:
How goal will be measured/
Monitoring Goal:
1 Month Nyanduk
will at least 4 times
throughout the week
join other students in
the yard to play
without any
prompting to do so.
1 Term Nyanduk will
participate in an
extra-curricular
activity of her choice
Strategies to achieve goal:
Through observation and
keeping an electronic
journal with dates and
notes on observations
made.
Opportunities will be
made at least once daily
for her to engage with a
paired discussion to
increase her chances of
reaching her goal.
Teachers on duty and
from other subjects will
Use an Inclusionary
approach where
there is a heavy
focus on having a
collaborative
problem solving,
adaptive and
supportive
classroom
environment,
particularly within
the area of maths
as Nyanduk already
5
Comment [O6]: By providing a reason,
readers of the plan can clearly observe how
the writer has established these
challenging learning goals.
Comment [O7]: How consideration
regarding curriculum documentation has
be used to inform the students goals.
Jessica Steele
EDFD221 AT3 ILP
2 years behind
standard.
by the end of the
term.
S00154342
be informed to
encourage Nyanduk to
engage with peers.
excels within that
area and has a lot
of confidence with
it (Larkins, 2015).
The classroom will
be arranged during
maths class so that
students are
seated in table
groups to increase
conversation
amongst
themselves giving
Nyanduk an
opportunity to
show her positive
personality traits
and engage in
conversations
through a subject
she has
experienced high
success in.
Everyone will
model positive
social relationships
(Secasa.com.au,
2015).
Peer learning and
flexible groupings
will allow Nyanduk
6
Comment [O8]: This is an example of
particular teaching strategy that is being
used in order to attain the students goals.
Comment [O9]: An example of another
use of effective classroom communication
Jessica Steele
EDFD221 AT3 ILP
S00154342
to interact with a
variety of people.
Reason behind goal: Connectedness and engagement of a student is directly related to their learning and wellbeing (Larkins, 2015). Nyanduk is beginning
to show serious signs of impaired social interaction and has, unconsciously, contributed to an amount of classroom issues, therefore this goal is important
in not only helping Nyanduk succeed but helping the class as a whole group succeed (Larkins, 2015). A great deal of success in school comes down to the
ability to get along with others and to form relationships that can help provide support, which is something we want Nyanduk to experience (Ziegler,
2015).
GOAL 3
Subject/ Expected curriculum grade
Focus
point Through AusVELS:
Area
Understand how to
use sound letter
Spelling
relationships and
knowledge of
spelling rules,
compound words.
Significant correct
use of a number of
high-frequency
sight words.
Current curriculum
grade point:
Can spell high
frequency
words
correctly by
themselves.
1.5 years
behind
standard
Target Timeline and Goal:
How goal will be measured/
Monitoring Goal:
1 Month Nyanduk can underline
three misspelt words
within her work and
correctly spell 2 of
them above the word
within at least two
pieces of writing she
has done throughout
any subject daily.
1 Term
Nyanduk will be able to
underline 5 spelling
mistakes made within
her work throughout
her writing session
each day and attempt
to write them correctly
independently.
Kept in her own book
so it can be
monitored at least
once a week
Assessment time
occurs in the
morning.
Can write about
animals and their
habitats
Strategies to
achieve goal:
Spelling
words of
the week
will be
presented
in different
medias
such as
through
graphics
and
animation
to match
her visual
learning
style
(CAST,
2015).
Mnemonic
s and
matching
coloured
7
Comment [O10]: By slitting the goal
into specific time frames, ensures that the
goal will stay challenging for the student
and provide another example as to how
highly efficiently this learning program has
been sequenced.
Jessica Steele
EDFD221 AT3 ILP
S00154342
pictures
will be
used for
each word
to engage
her with
the
material
(Reading
Rockets,
2008).
Reason behind goal: Success of this goal will allow not only an improvement to her work, but also to her self-esteem as Nyanduk will be able to engage in
conversations more due to her increased vocabulary.
Additional comments at the end of the ILP meeting:
Review Date: 13th May 2015
Comment [O11]: Option for
parent/career contribution to the goal
setting process.
Jessica Steele
EDFD221 AT3 ILP
S00154342
Word count (excluding references): 1,647
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Australian Sports Commission,. (2015). Handout 45 - Behaviour management tips (pp. 1-2). Australia: Australian
Government.
Burgees, J. (2015). Learning difficulties Disabilities Introduction. Presentation, Australian Catholic University Learning
Environment On-line.
CAST,. (2015). UDL At A Glance. Retrieved from https://www.youtube.com/watch?v=bDvKnY0g6e4
Education.vic.gov.au,. (2015). 3.2 Individual Learning Plans. Retrieved 14 May 2015, from
http://www.education.vic.gov.au/school/teachers/support/pages/lspmod32curric2.aspx
Larkins, G. (2015). Defining Behaviour Disorders. Presentation, Australian Catholic University Learning Environment Online.
Larkins, G. (2015). EDFD221 Lecture 3b Physical.pdf. Presentation, Australian Catholic University Learning Environment
On-line.
Larkins, G. (2015). School and class practices presentation. Presentation, Australian Catholic University Learning
Environment On-line.
Reading Rockets,. (2008). Accommodating Students with Dyslexia in All Classroom Settings. Retrieved 12 May 2015,
from http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings
Secasa.com.au,. (2015). Helping the abused student in the classroom. Retrieved 15 May 2015, from
http://www.secasa.com.au/pages/helping-the-abused-student-in-the-classroom/
Ziegler, D. (2015). Optimum Learning Environments for Traumatized Children: How Abused Children Learn Best in
School (1st ed., pp. 1-8). Jasper Mountain. Retrieved from
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