Education Support Plan for: Name removed Year Level: Prep Date: 10/05/2016

Teacher: Teegan Currie

Child’s/young person’s educational goals Available Strategies needed to achieve goals Support person/s to
resources help implement each
strategy
Goals for the future lessons Rule chart Every day the rules are re-stated. Class Teacher
Participating as a class member, following Visual daily The daily timetable is on display and Teacher Aide
routines, following instructions and timetable. discussed at the beginning of the day. School Officer
following the rules. Rules of the day Established routine with learning sessions at
the same time each day – literacy rotations
and maths rotations.
Start fresh each session
Strengths
Fun, positive attitude.
Good at making friends.
Sound at Maths.
Likes to help.
Great at construction and design.
Eager to learn.
Areas for improvement across the Set expectations – Tasks are modelled by the teacher, and Class Teacher
curriculum task is modelled expectations are clearly stated. Examples are Teacher Aide
Staying on task. provided. School Officer
Doing his best effort on task not rushing to Re-direction to complete the activity to the
finish it to go to another task. best of his ability.
Tasks are kept short and simple.
Tasks are broken down into smaller steps.
Scaffolding writing tasks
Rewards – other jobs such as play-based, I-
pad activities, special class helper

Engagement at school – Attendance
Good attendance.
Behaviour issues
Impulsive behaviours.
Disruptive in learning time.
Loud and calling out.
Lining up.
Responds to verbal praise – one-to-one, not
in front of whole class
When he is acting appropriately, be quick to Class Teacher
catch and acknowledge this – Catch ‘em Teacher Aide
doing it right.
Know when it is appropriate to ignore some
of the impulsive behaviour.
Seat child next to a great role model and/or
in close proximity to the teacher (in the
middle of the group).
Model and teach appropriate behaviour –
with role play
- with Social stories that set out the “do’s”
and “don’ts” with the verbal responses that
centre around feeling pleased, proud, feeling
disappointed, feeling sad
- use ‘Franklin’ stories.
- Circle Time (targeted at certain behaviours)
Re-direct to another task, such as helping
others and helping the teacher.
Talk about “choices” and establish which is
the ‘better’ choice.
Reward the better choice.

Social and emotional well-being issues
Silliness in front of others.
Rough play.
Other priorities/issues
Emails between home and school to share all
the great choices/issues that arise during the
day.
Fiddly items for assembly times, non-verbal
reminders of positive/negative behaviours
Transition from lunch to lining up – “E” can
do jobs until he feels calm enough to enter
the classroom (short term)
Re-stating school rules – what should have
happened.
Discussing what came before the incident
and discuss what should happen next time.
Communication notes between home and
school to share all the great choices.