Jade Smithers - Individual Learning Plan 1

Madeleine Ward

Positive Partnership Planning Matrix

Name: Jade
Age: 11
Grade: 5
Condition: Epilepsy

Communication Social Interactions Sensory Processing Information processing &

Characteristic Visual learner
Responds to simple, rather
than complex instructions
Poor attention difficulty
maintaining concentration
Absence seizures a period
of up to twenty seconds in
which she appears to stare
into space and stop
whatever she is doing
Implications Needs simple verbal
instructions
Needs visual prompts and
aids
Lack of concentration on
tasks for sustained periods
of time
Distracts her classmates
when she loses
concentration and prevents
them from completing set
tasks
Likes going out with friends
Outgoing
Comfortable with peers
Social butterfly
Easy going
Confident
She can be easily distracted
by her friends
Distracts her classmates
when she loses concentration
and prevents them from
completing set tasks
Lack of motivation to
complete tasks and
subsequently does the bare
minimum
learning styles.
Visual learner Visual learner
Absence seizures a Poor attention difficulty
period of up to twenty maintaining concentration
seconds in which she Poor memory
appears to stare into space Absence seizures a
and stop whatever she is period of up to twenty
doing seconds in which she
appears to stare into
space and stop whatever
she is doing
Activities that do not Jade struggles with non-
engage a visual aspect can visual teaching methods.
be detrimental to Jades Lack of concentration on
learning tasks for sustained
Jade struggles with non- periods of time
visual teaching methods Needs simple verbal
Needs visual prompts and instructions.
aids Struggles to retain
information from previous
lessons or build strong
background knowledge of
lesson content

Strategies Activity instructions must be
displayed on the board or
paper to refer back to
Present engaging tasks that
relate to her interests
Frequent feedback with
immediate consequences
(Gardill and DuPaul, 1996)
Visual displays via cards,
posters and body actions
Seating plan have a
special spot at the front
near the teacher on the
floor (Personal
Communication. Susan
Mitchell. Learning Support
Officer. St. Pauls Primary
School. 17th May 2015)
Classroom Environment
--quiet/ individual working
Use visual aids such as Only give her one
diagrams, pictures or a
PowerPoint (Department of
Education and Training,
2007)
Use different colours when
writing, highlighting key
words and important ideas.
(Department of Education
instruction at a time
and get her to repeat
the instructions
(Personal
Communication. Susan
Mitchell. Learning
Support Officer. St.
Pauls Primary School.
17th May 2015).

(e.g. hands together = pray,
flat hand up = stop) can also
be used as non verbal
instruction tools (Personal
Communication. Dani Ward,
Learning Support Officer.
Sacred Heart School
Croydon. 17th May 2015).
Establish structure in the
classroom by providing a
daily schedule (Gardill and
DuPaul, 1996).
Consideration to the
arrangement of the physical
classroom environment
(Gardill and DuPaul, 1996)
Use eye contact, short
verbal cues, subtle non-
verbal prompts, attention
checks, and a timer to assist
Jade in focusing her
attention (Gardill and
DuPaul, 1996)
Peer tutoring to help foster
her attention (Gardill and
DuPaul, 1996)
periods
But also periods in which
students are allowed to
work and collaborate
together so shes not
drawn to distracting
students
Peer tutoring to help
foster her attention
(Gardill and DuPaul, 1996)
Ask direct questions to
keep her focused on the
task and to maintain her
attention (Leber, 1996)
Use a timer to focus Jades
attention for a specified
time (Leber, 1996)
Jade Smithers - Individual Learning Plan 2
Madeleine Ward
and Training, 2007)
Use and give Jade
concrete materials in class
and make sure she is
sitting in front to minimise
distraction (Farwell, 2012).
Visual displays via cards,
posters and body actions
(e.g. hands together = pray,
flat hand up = stop) can be
used as non-verbal
instructions for visual
learners. (Personal
Communication. Dani
Ward, Learning Support
Officer. Sacred Heart
School Croydon. 17th May
2015).
Teacher will display visual
cues and eye contact to
maintain and instruct
Jades focus and behaviour
(Personal Communication.
Dani Ward, Teachers Aide.
Sacred Heart School
Croydon. 17th May 2015)
Give practical
demonstrations when
possible (Leber, 1996
Break learning tasks
into three to four small
achievable steps and
provide instructions for
each step using
practical
demonstrations when
possible. (Leber, 1996)
Use visual aids as
much as possible,
including concrete
materials and make
sure Jade is sitting in
front so she can see
(Farwell, 2012)
Ask direct questions to
keep her focused on
the task and to
maintain her attention
(Leber, 1996)
Use different colours
when writing,
highlighting important
areas words and key
elements.
(Department of
Education and
Training, 2007)
Use short verbal cues,
subtle non-verbal
prompts, attention
checks, and a timer to
assist Jade in focusing
her attention (Gardill
and DuPaul, 1996)
 Jade Smithers - Individual Learning Plan 3
Madeleine Ward

REFERENCES

Department of Education & Training. (2007). Examples of learning styles Information Sheet. Retrieved from

http://www.education.vic.gov.au/documents/childhood/professionals/support/egsls.pdf

Farwell, T. (2012). Visual, Auditory, Kinesthetic Learners. Retrieved from http://school.familyeducation.com/intelligence/teaching-

methods/38519.html

M. Gardill, G. DuPaul & K. Kyle (1996). Classroom Strategies for Managing Students with Attention-Deficit/Hyperactivity Disorder.

Intervention in School and Clinic, 32(2). 89-94. doi: 10.1177/105345129603200204

Leber, C. (1996). Teaching Strategies for children with short-term memory difficulties, poor concentration, and a short attention span.

Australian Journal of Learning Disabilities, 1(1), 25-28. doi: 10.1080/19404159609546500

 Jade Smithers - Individual Learning Plan 4
Madeleine Ward

Name: Jade Smithers Date commenced: Wednesday, 29th of April, 2015 Review: Monthly

Age: 10 Year Level: 5

Team Participants: Teacher, Vice-Principal, previous Teacher, Parents, specialists teachers

AusVELS Domain English

AusVELS Dimension Reading, Writing, Listening & Speaking

Entry Skills Goals Intervention plan, Monitoring and Assessed by Evaluation

specific learning curriculum adaptations, evaluation rating
outcome teaching strategies, strategies
resources, personnel

Jade is successful in responding 1. Jade will be able One-on-one reading and - Running records 1. Jade will 1 2 3
at a literal level of to make inferences question time with teacher,
- achieve her goal
comprehension. with 50% success asking Jade to predict Informal notes of by reaching an
within four weeks what will happen next and Jades reading and adequate score in
When Jade is asked to make why. discussion content. a running record
inferences she re-expresses the - through
literal text without the inferred Small group readings and Teacher and answering the
meaning. discussions. Parent weekly comprehension
discussion on questions.
Jade can spell 25% of the words Comprehension Skill progress at home
correctly on a weekly spelling Sentences (e.g. Mel was and school.
test. having dinner with her
Mum. What time of day is
Jade is a confident speaker with it? Night time) 1 2 3
her peers and in front of the class. 2. Jade will be able 2. Jade will
to infer the Reading for meaning not achieve her goal
Jade is a fluent reader, and emotions of a reading for the sake of it. by reaching an
enjoys reading her book to her character in a book adequate score in
classmates. and explain why Once a week, students will a running record
the character get in groups and talk through
would be feeling about what they have read answering the
like this in the story and review their book so comprehension
 Jade Smithers - Individual Learning Plan 5
Madeleine Ward

line within four far. questions.

weeks.
Reading at home to
parents.

***NOTE*** strategies
cover both goals in this
case

3. Jade will spell Practicing spelling at home Communicating Jade will achieve 1 2 3
50% of challenging with her parents her goal by
words correctly on Flashcards about how her demonstrating her
a weekly spelling Look, say, cover, write, spelling practice is knowledge on a
test within four check going at home weekly spelling
weeks test
Verbally testing spelling in Observe her writing
partners Informal notes

AusVELS Domain Interpersonal development

AusVELS Dimension Building social relationships and working in teams

Entry Skills Goal/ Intervention plan, Monitoring and Assessed by Evaluation

Specific learning curriculum adaptations, evaluation rating
outcome teaching strategies, strategies
resources, personnel

Jade likes working in groups
with her friends.
Jade has lots of friends in the
class and likes spending time
with them in class.
Jade will willingly work in a
group with her friends.
1. Within 4 weeks Jade will be placed in a Observations and 1. Jade will self- 1 2 3
Jade will work variety of groups over a four informal notes taken evaluate herself at
constructively in a week period, however she by teacher. the beginning of
group of general may only have one friend in the implementation
students, while her group 50% of the time, Groups share the of this plan and
contributing to the this will eventually be task/work they have self-evaluate
group and phased out to allow her to completed with the herself at the end
maintaining focus connect with other students. rest of the class and of the 4 weeks to
on the task. teacher will monitor prove her
 Jade Smithers - Individual Learning Plan 6
Madeleine Ward

If it becomes apparent that Jades interactions progress.

Jade has good confidence Jade is disrupting her group with team members.
and high self-esteem. as well as others her team
will be penalized - table Self-Evaluation by
points Jade.
1 2 3
2. Jade will be an Have a timer to record Jade Teacher focus 2. Jade will be an
effective class working independently, and group, allows effective class
member who will then reward her with reading teacher to observe member by not
work independently, time when she succeeds Jades interactions talking to her peers
without distracting and behaviours during her solid 15
her classmates, for closely. minutes of work
15 minutes time. She can also
consecutively 3 do this by
times a day within removing herself
four weeks. from her peers if
she feels the urge
to talk.

1 2 3
3. Jade will make Talking tokens - she 3. Jade will
valuable receives 10 tokens at the carefully consider
contributions to the start of the day which means how and what for
class discussion that she can contribute she uses the
that are relevant to during class discussion 10 talking tokens to
the topic 60% of the times throughout that day ensure that she
time within four understands when
weeks. the right time to
contribute is.
1 2 3
4. Within five to Time the whole class when 4. Jade will
seven minutes of coming into the classroom - achieve her goal
entering the make a game out of it. If the by not creating
classroom, Jade class is ready within five to conversation
will be seated seven minutes and there is between her
silently 50% of the time remaining, this time is friends so that she
time within four then put towards games at can avoid talking
weeks. the end of the week. upon seating
 Jade Smithers - Individual Learning Plan 7
Madeleine Ward

AusVELS Domain Maths

AusVELS Dimension Number & Place Value

Entry Skills Goal/ Intervention plan, Monitoring and Assessed by Evaluation

Specific learning curriculum adaptations, evaluation rating
outcome teaching strategies, strategies
resources, personnel

Jade can investigate the following Jade will correctly Jade will be made aware Teacher collects Jade will 1 2 3
number sequences - 2, 3, 4, 5, 9, use the strategy of of her goal. Jades workbook at complete a
and 10 factorization 50% the end of each series of
of the time, while Jade will participate in class, to monitor questions using
Jade can use some mental and solving division small focus groups, led by her development the strategy of
written strategies to solve problems, while the teacher. each day and factorization and
multiplication problems and providing identify where discuss her
division problems where there is reasoning and Peer tutoring: Jade works assistance is answers
no remainder. justification of her one on one with peers, needed. competently with
method within 3 explaining and a peer, LSO or
weeks. understanding each During class time, teacher.
others methods. Jade will be
casually asked to
Concrete Materials: explain her thinking
available for individual use to the teacher at
but also will be worked least twice a week.
into class discussion.
Jade will be asked
to reflect on her
understanding to
the class at least
twice a week

Evaluation Key: 1= Minimal/No progress 2= Satisfactory progress 3= Excellent progress/Goal achieved

 Jade Smithers - Individual Learning Plan 8
Madeleine Ward

APPENDIX 1

Discussion and Justification

English
Reading, Writing, Listening & Speaking

1. Jade will be able to make inferences with 50% success within four weeks

Reading for meaning not reading for the task of reading.

Whilst Jade does enjoy reading it has come to attention that Jade does not understand the meaning of everything she reads. This is to be
expected at a grade 5 level given the complexity of the reading levels however Jade is reading and understanding grade 3-4 level books
rather than grade 5 level. What we want to instil in Jade is that there is inferred meaning within the text and that inferred meaning actually
gives us more information.

Comprehension Skill Sentences (e.g. Mel was having dinner with her Mum. What time of day is it? Night time)

These sentences will, if used in a group setting, allow Jade to learn off her peers as they will be modelling and explaining what is inferred
in the sentence. They will also allow for easy evaluation as the teacher can observe how Jade is answering the questions, and whether or
not she is making the correct inferences. By using these sentences repeatedly for comprehension practice, this will instil in Jade an ability
to turn her literal comprehension into inferential comprehension.

Interpersonal Development
Building social relationships and working in teams
1. Within 4 weeks Jade will work constructively in a group of general students, while contributing to the group and maintaining focus
on the task.

If it becomes apparent that Jade is disrupting her group as well as others her team will be penalized - table points

Having a group consequence for Jades actions will ensure that she can see how her actions affect the whole group and have
consequences for everyone involved, therefore deterring her from disruptive behaviour. Each week, the points are tallied up and the table
with the most points gets to choose Friday games. In this way, Jade learns to take responsibility for her actions that are disruptive because
each time that she disrupts others for social interaction points will be taken off her table.
 Jade Smithers - Individual Learning Plan 9
Madeleine Ward

3. Jade will make valuable contributions to the class discussion that is relevant to the topic 60% of the time within four weeks.

Talking tokens - she receives 10 tokens at the start of the day which means that she can contribute during class discussion 10 times throughout
that day

Limiting the number of times Jade can contribute to the class discussion means that she has to be careful in considering whether or not
her contributions are valuable and beneficial to the class. This prevents her from distracting her peers as she cannot simply say whatever
comes to mind. This also means that she will be focused on the task and discussion to ensure that her input is relevant.

4. Within five to seven minutes of entering the classroom, Jade will be seated silently 50% of the time within four weeks.

Time the whole class when coming into the classroom - make a game out of it. If the class is ready within five to seven minutes and there is time
remaining, this time is then put towards games at the end of the week.

Incorporating the whole class ensures that Jade isnt excluded and made an example of. By making it into a game with rewards, the
students will deliberately change their behaviour so that they sit down quietly as quickly as possible. Furthermore, there is an emphasis on
teamwork, which highlights the need to work together to achieve their goal. Hopefully Jades peers will motivate her to perform the desired
behaviour.

We chose the domains and dimensions - English (reading, writing, speaking & listening), maths (number and place value) and interpersonal
development (Building social relationships and working in teams) because of the following reasons:
1. English was chosen because its aspects permeate all levels of learning as students rely on reading for most tasks as well as speaking, listening
and writing. Although Jade loves reading by herself and with friends she struggles greatly with inferring skills which is an important skill to attain. In
being able to inference Jade will be able to apply this skill to reality and better read people which is a life skill.
2. Maths was a chosen area because Jade has fallen behind in factorization. Number and place value is the unit for the term and it has been
identified from the previous year that Jade is below the standard hence why factorization is a key goal rather than number sequences which she
understands.
3. Behaviour and Interpersonal Development was our final domain because we believe that once Jade has control over her behaviour and impulse to
talk then she will focus more and other areas will improve from there. Although she is confident and has good social relationships she is prone to
distracting her peers and being off task. Whilst her lack of attention and memory are due to her special need, it is understood that with the above
strategies and support agencies, Jade will develop her skills. It is the understanding that goals from this domain will help Jade to focus in all
academic areas.
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Madeleine Ward

Rubric: Courtney Mogensen, Gen Jones and Maddie Ward Stewarts Tutorial: Wednesday 10am.
Criteria Distinctions Credit Pass Fail (NN)
Documents academic, social and Matrix and other Matrix and other Matrix and other Matrix and other
emotional development of the documentation and documentation and documentation documentation and
individual in positive/ strengths
based language (LO3) discussion discussion and discussion discussion
demonstrate demonstrate good demonstrate demonstrate little,
consistent very high evidence of satisfactory poorly considered or
level, comprehensive comprehensive information on the no information on
information on the information on the childs social and the childs social and
childs social and childs social and emotional emotional
emotional emotional development with development with
development in development with satisfactory little, poorly
extremely well good positive/ positive/ strengths considered or no
considered positive/ strengths based based language. positive/ strengths
strengths based language. based language.
language.
Excellent, highly Informed approach Satisfactory Limited, poor or no
Characteristics (LO4) informed and with good knowledge knowledge and clear knowledge and
knowledgeable and understanding of understanding of understanding of the
understanding of the the characteristics of the characteristics characteristics of the
characteristics of the the child within an of the child within child within an
child within an inclusive educational an inclusive inclusive educational
inclusive educational setting. Well- educational setting. Limited,
setting. Excellent considered setting. poor or no
documentation within documentation within Satisfactory documentation
the planning matrix. the planning matrix. documentation within the planning
within the matrix.
planning matrix.
Highly insightful, Good consideration of Satisfactory Limited, poor or no
Impacts on individuals and others connected and and thoughtful detail consideration of clear consideration
(LO4) comprehensive of possible impact of possible impact of of possible impact of
consideration of these characteristics these these characteristics
possible impact of on childs learning, characteristics on on childs learning,
 Jade Smithers - Individual Learning Plan 11
Madeleine Ward

these characteristics peers, family and childs learning, peers, family and
on childs learning, school/centre teams. peers, family and school/centre teams.
peers, family and Good documentation school/centre Limited, poor or no
school/centre teams. within the planning teams. clear documentation
Excellent matrix. Satisfactory within the planning
documentation within documentation matrix.
the planning matrix. within the
planning matrix.
Very high quality, Good consideration to Satisfactory Limited, poor or no
Implications for the setting (LO2, creative differentiation differentiating consideration to clear consideration
LO5, LO8) of instruction and instruction and differentiating to differentiating
curriculum to meet the curriculum to meet the instruction and instruction and
needs of the child in needs of the child in curriculum to curriculum to meet
the inclusive setting. the inclusive setting. meet the needs of the needs of the
the child in the child in the inclusive
inclusive setting. setting.
Set goals and level of specificity Excellent, high level Good consideration of Satisfactory Limited, poor or no
relating to needs through planned
task analysis (LO5, LO8) consideration of goals goals and task analysis consideration of clear consideration
and task analysis to to scaffold learning to goals and task of goals and task
scaffold learning to meet the needs of the analysis to analysis to scaffold
meet the needs of the child. scaffold learning learning to meet the
child. to meet the needs needs of the child.
of the child.
Strategies demonstrate an Comprehensive Good knowledge of Satisfactory Limited, poor or no
understanding of principles of detailed knowledge of child wellbeing and factual knowledge clear knowledge of
student wellbeing and teaching for
resilience within an inclusive student wellbeing and teaching for resilience of child wellbeing child wellbeing and
setting (LO3) teaching for resilience and relevant strategies and teaching for teaching for
and high quality for an inclusive resilience and resilience. Limited,
relevant strategies for setting. Very good generally relevant poor or no relevant
catering for the needs understanding of the strategies for an strategies for an
of the child in an impact of these inclusive setting. inclusive setting.
inclusive setting. strategies connected Adequate Inadequate
Substantial insight into to the needs of the understanding of understanding of the
the impact of these child. the impact of impact of the
strategies connected these strategies strategies connected
 Jade Smithers - Individual Learning Plan 12
Madeleine Ward

to the needs of the connected to the to the needs of the

child. needs of the child. child.

Comprehensive Good knowledge of Satisfactory Limited, poor or no

Strategies to enhance protective detailed knowledge of well selected relevant knowledge of clear knowledge of
factors minimising risk (LO2, LO4) high quality relevant strategies to enhance relevant strategies relevant strategies
strategies to enhance protective factors to enhance to enhance
protective factors minimising risk for all protective factors protective factors
minimising risk for all in an inclusive setting. minimising risk for minimising risk for
in an inclusive setting. Thoughtful all in an inclusive all in an inclusive
Substantial insight into consideration into the setting. Adequate setting. Limited,
the impact of these impact of these consideration into poor or no clear
strategies connected strategies connected the impact of consideration into
to the needs of the to the needs of the these strategies the impact of these
child. Excellent child. Good connected to the strategies connected
documentation within documentation within needs of the child. to the needs of the
the planning matrix. the planning matrix. Satisfactory child. Limited, poor
documentation or no clear
within the documentation
planning matrix. within the planning
matrix.
Specific Strategies that cater for Comprehensive, very Well-considered,Satisfactory and Limited, poor or no
the individuals additional needs well planned highly relevant strategies to
generally relevant clear relevant
(LO5, LO8) relevant strategies to cater for the childs
strategies to cater strategies to cater
cater for the childs needs. Good for the childs for the childs needs.
needs. Excellent documentation. needs. Limited, poor or no
documentation. Satisfactory clear
documentation. documentation.
Communication of information and ideas & connecting to the literature in the field
Sources/literature Explicitly, accurately Explicit factual use in Explicitly used. Fails to use source
and insightfully used in significant ways. Satisfactory explicitly, poor
significant ways. Appropriate relevant selection and selection and
Appropriate, relevant and recent selection, generalisation to generalisation to
and recent selection, good generalisation to practical practical experience.
very thoughtful practical experience. experience. .
 Jade Smithers - Individual Learning Plan 13
Madeleine Ward

generalisation to
practical experience.
Very clear, accurately
proofed print
throughout. All
information very
clearly planned,
Presentation/Format of Planning comprehensive,
professionally
Matrix presented and
thoroughly organised,
scaffolded, complete
and accessible.
Inclusive language
always carefully used
throughout.
The assessment task
cites 11 or more
references with at
least 1 from each of 5
topics.
Clear, proofed print. All Generally proofed Poorly proofed print,
information clearly print. Information poorly spaced text.
organised, complete adequately Information not
and accessible. organised and clearly organised or
Inclusive language accessible. accessible. Very
used. Inclusive language limited, poorly used
mostly used. or no use of
inclusive language.
The assessment task The assessment The assessment task
cites 6-10 references task cites at least cites fewer than 1
with at least 1 from 1 different different reference
each of 5 topics. reference from from each of 5
each of 5 topics. topics.

REFERENCING Very good Needs improvement

Professionally presented appropriate and accurate use of APA
referencing style throughout text and accurate reference list. 1 2 3 4 5
http://www.acu.edu.au/student_resources/office_of_student_success
/service_areas/academic_skills/referencing/apa/

General comments: