INDIVIDUAL IMPROVEMENT PLAN

STUDENT: -------YEAR LEVEL: 3

DATE OF PLAN: 10/05/2015

TEACHER: Damon Locker

Key Long Term Goals:

1. To be able to transition from wheelchair to floor and vice-versa
2. To be more independent in the classroom

- ask for assistance

- ask questions
- be less reliant on classroom aid

Short Focused goals

Current Level of
Performance

Short Term Goals

Learning Outcomes/
Indicators

Implementation Strategies

Student can transition

from wheelchair to
floor with some
physical assistance,
student also needs
reiteration of what to
do when transitioning.

Learn steps to
safely transition in
and out of
wheelchair.

Student will be able to

identify key movements in
transition in and out of a
wheelchair whilst being
aided.

Practice transitioning each day

Go over stages of transitioning each day
Walk each morning with other students to
build strength

The student currently

does not speak much
in class unless called
upon or prompted
first. She does not
ask for assistance
with tasks, and
instead sits quietly
and appears busy.
When prompted, she

Promptly ask peers,

aid or teacher for
assistance when
required.

Asks for assistance when

needed.

Prompt student in group discussion

Check understanding of task before
commencing
o Have student reiterate what is
meant to be done
Prompt student to ask what is required if
she looks confused/disengaged

Actual Performance

will ask for assistance

with the task, but will
not otherwise.
When collecting
resources, the
student will sit in her
chair and wait for
someone to collect
the resources for her.
If no one does, she
does not ask, and sits
quietly until asked
where her resources
are.

Ask peers of
students for
assistance in
collecting resources
or when stuff is in
the way.

Student is very reliant

on her aid and has
her do tasks that the
students is capable of
doing herself.

To gradually
become less reliant
on aid, and do tasks
by ones self when
physically able.

Asks questions when unsure

about something With task
when unsure what to do.

Encourage student to ask peers, aid and

teacher for assistance when getting
resource
Encourage student to get things herself
when possible
Gradually go out of my way to do things for
the student less, unless asked by her
.

Uses aid only when

physically incapable of doing
a task.

Things to do at home:
Practice transitioning using discussed steps
Encourage student to be more independent around the home

Encourage student to get items herself

when possible
Encourage students to write for herself at
all times
o Ensure larger pencils and A3
paper/A3 copies of sheets are
readily available to enable her to
complete tasks by herself