Individual Learning Plan

Student name: Perry Alexander

Date of birth: 09/02/2000

Year level: 10

Date: 23rd June 2016

Review of progress should be based on collection and analysis of previous data

from a variety of sources, eg., Teachers observations and report, professionals and
assessment data
Initial parent-teacher conference, discussing learning, social and behavioural progress and
implementing new strategies if necessary.
Any updates on the progress of Perrys condition from his doctors.
Discussion with all of Perrys subject teachers, year level co-ordinator and integration aide on what
would strategies worked well in previous years and how to incorporate these strategies in a wholeschool approach.
A casual conversation with Perry where he can talk freely about his likes, dislikes and interests both
in school and outside school. From this we find out that Perry struggles at Math and doesnt
understand why he needs to learn it and dislikes when his English lessons when they are based
around poetry. His is passionate about sports and is interested in becoming a sporting coach for his
local community sporting club.
Working together with Perry to find out what strategies the teacher can use to keep him focused on
his work and what causes his behaviour to change and what other choices he can make to to
defuse the situation of impulsiveness and anger out of frustration.
A reflective journal stating behavioural changes and decisions/consequences
The use of the school diary with a daily checklist to minimise any frustration of forgetting daily
activities. (ie, medication checklist, morning routines, class timetable bell times, homework tasks)
Checking the short term and long term goals that were set previously, if they had been achieved and
how were they successful or if they had not been achieved, why not and what can we do to fit this.

Learning Priorities
Learning to become more organised and
managing his own day to day tasks and
responsbilities (ie; getting to class on time and
completing any set homework tasks).
Learning to recognise any behaviour traits or
trends that can lead to impulsive behaviour.
Reducing the stress in Math class and
educating him on the importance of Math skills
in every day life
Learning how to problem solve any questions
he has with his work in an appropriate manner
and without disruptive outbursts.

Learning Goals
Using his diary or an organisation app on his
mobile phone to self-monitor his
responsibilities, hence promoting
independence and accountability.

Setting alarms on his phone to create

awareness of time in order to have enough
time to eat his lunch, go bathroom, take his
medication and get to class on time.

Encouraging Perry to take a 5 minute break

every time he start feeling frustrated in class or
when he doesn't understand. Choosing a
space in the classroom where he can go
where the teacher knows that when he goes
into that space, he needs assistance with this
work.

Relating a concept of sports into Math and

acknowledging how Math is an important
aspect in physical activity and coaching.

Putting up his hand when he has a question

and waiting for the teacher to acknowledge
him before speaking.

School and classroom strategies

A lesson based on decision making and acceptable behaviour both in class and in the outside
world. Talking about being courteous, polite, and promoting positive attitudes and behaviours in
order to achieve a state of wellbeing for the students and as a whole classroom approach.

A lesson based on responsibility and accountability.

Setting rituals for the class, and allowing all the students to follow a routine

A behaviour journal with a contract between Perry and his teachers outlining

Using visual cues to refocus Perrys attention or even interactive software.

Getting the class to take a 1 minute get up and shake break every half an hour

Providing instructional reminders around the classroom for when Perry gets o take. This can also
be useful for all the other students.

Encourage classroom note sharing.

Using sports as examples to provide relative links to the learning task.

Parents/carers expectations/support
Initial consultation with teachers and integration aide to discuss progress and future development.

Creating short term and long term goals, in which are challenging yet achievable, which his parents
would like to see Perry commit to.

Monitoring Perrys diary and behavioural journal.

Assisting Perry with homework and a providing him with a study area that limits distractions.

Updating the school with any changes to Perrys condition.

Providing feedback on any strategies that have been implemented, what worked and how, and
what didn't and the eect it had.

Processes for collection of data and record of progress, this should include scales of
progress or data collected or observations
Teachers and parents monitoring behaviour journal and viewing any trends and patterns which
are negative and working towards improving the situations which may have caused this disruption
in emotions.

Monitoring if the short term goals have been achieved and if Perry was still working towards his
long term goals. Does something need to be altered in order for him to achieve these goals.
Setting new short term goals.

Timeline for review and revision of plan

This plan will be revised every term. The goals with be revisited to see if they have been achieved,
need to be reassessed and if new ones need to be set.

Contact with parents to provide feedback on any changes in behaviour, learning and organisation
and self-monitoring.

Resources/ Modifications
Behavioural contract

Behaviour journal

Homework log

Initial teacher-parent contact information

Medication log

Student weekly planner

*Resources from www.InsideADHD.org

Evening

After School

School

Morning

___________________
___________________
___________________
Books for homework
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Homework
Dinner
Lay out clothes for Weds.
Brush teeth

___________________

___________________

___________________

Books for homework

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Homework
Dinner
Lay out clothes for Tues.
Brush teeth

insideADHD.org Focusing together on ADHD

Breakfast
Pack up for school
Take medication

Tuesday

Breakfast
Pack up for school
Take medication

Monday

Homework
Dinner
Lay out clothes for Thurs.
Brush teeth

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Books for homework

___________________

___________________

___________________

Breakfast
Pack up for school
Take medication

Wednesday

Weekday Planner

Homework
Dinner
Lay out clothes for Fri.
Brush teeth

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Books for homework

___________________

___________________

___________________

Breakfast
Pack up for school
Take medication

Thursday

Dinner
Brush teeth

___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Books for homework

___________________

___________________

___________________

Breakfast
Pack up for school
Take medication

Friday

Yes, after
No

Immediately

It took a while
Never

Yes, after

No

Immediately

It took a while

Never

Less

Less

Less

Less

Less

I was able to focus and pay attention

I completed my assignments and chores

I was able to stay neat and organized

I was able to sit still when I had to

I waited for my turn without interrupting

Same

Same

Same

Same

Same

Yes, before

Monday

Yes, before

How did you feel this week?

How long did the

effects of the
medication last?

When did you

notice the effects
of the medication?

Did you eat before

or after you took
your medication?

At what time(s) did

you take your
medication?

Sunday

Medication & Dosage:

More

More

More

More

More

Never

It took a while

Immediately

No

Yes, after

Yes, before

Tuesday

Never

It took a while

Immediately

No

Yes, after

Yes, before

Thursday

I felt nervous

I moved/fidgeted my hands or feet a lot

I felt like my mind was "sped up"

It was hard for me to work/play quietly

I didnt lose or misplace things

Never

It took a while

Immediately

No

Yes, after

Yes, before

Wednesday

Medication Log

Less

Less

Less

Less

Less

Never

Same

Same

Same

Same

Same

It took a while

Immediately

No

Yes, after

Yes, before

Friday

More

More

More

More

More

Never

It took a while

Immediately

No

Yes, after

Yes, before

Saturday

Week of: ______________

Initial Parent-Teacher Conference

Childs Name

Date / Time

Teacher

Class / Subject

Class Work Expectations

1. What are your expectations for the students of this class? Is a syllabus provided?

2. How much homework, on average, will be assigned each week?

3. Will any long-term or larger projects be assigned (reports, presentations, papers)?

4.

Discussion Points
My childs individual needs

Best learning approaches for my child; Which approaches have worked well in the past?

What else can I do to help my child be successful in your class?

Ongoing Communications
Teachers Phone Number

Teachers Email

Date and Time of Next Contact:

insideADHD.org Focusing together on ADHD

Preferred Method of Contact

Assignment:

Assignment:

Assignment:

Assignment:

Assignment:

Assignment:

For the week of:

Name:

Books/Materials needed:

Books/Materials needed:

Books/Materials needed:

Books/Materials needed:

Books/Materials needed:

Books/Materials needed:

Description

Help needed:

Help needed:

Help needed:

Help needed:

Help needed:

Help needed:

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Homework Log

Assigned by:

Parents Initials:

Due date:

Turned In:

Students comments:

Classroom teachers comments:

Parents/ carers comments:

Behaviour Contract
Date: _________________
I, ________________________________, agree that I will work toward
achieving the following behaviour goals:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
I understand that the rewards for meeting my behaviour goals will be:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

I also understand that I will face the following consequences if I do not

meet my behaviour goals:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
My Name: __________________________________
Parent:

__________________________________

Teacher:

__________________________________