DATA PLACEMAT HALPBE

RESOURCES:
HASS 7H Aide/s: MODOCH Room: K09
projector, cords provided, TV
MEDICAL / MEDICATION or HIGH RISK BEHAVIOURS BEHAVIOURS/CONCERNS AND STRATEGIES
FIRST AID Ext 316 HASS HOD Ext ARTS DP Ext 322 Chet Atkins Occasional outbursts due to stress. Monitor around
assessment time and ensure he is on task and up to
date
Chet Atkins Asthma - student self-administers medication, Attention-deficit Jessie Haywood Frequently off task. Manage by utilising ESCM.
/Hyperactivity disorder (ADHD), Autism Spectrum Disorder Elijah Marsh Off task frequently on device. Manage by constant
Jed Costello Acquired brain injury, Mental Health - Depression, Mental Health – observation of work completion and scaffolding of
Anxiety work
Aden Hall Ear/hearing disorders - Other, Other – SLP William Occasional outbursts of anger due to not willing to
Jessie Haywood Asthma - student self-administers medication, Attention-deficit Thompson complete work. Monitor constantly and use positive
/Hyperactivity disorder (ADHD) encouragement to maintain good work ethic
Elijah Marsh Attention-deficit /Hyperactivity disorder (ADHD), Autism Spectrum Cody Wain Issues with anger management. Requires counselling
Disorder (ASD) in volatile situations and attends anger management
Reghann McConnell- Allergies /Sensitivities - Glow dark paint, Allergies /Sensitivities - program.
Godfrey Cansteen, Asthma - student self-administers medication, Other –
Migraines
Nellie McMahon Asthma - student self-administers medication
William Allergies /Sensitivities - All nuts, Autism Spectrum Disorder, Allergies
Thompson /Sensitivities - Food Allergies
Jacob Webb Asthma, Autism Spectrum Disorder
CLASS SNAPSHOT ESSENTIAL SKILLS FOR CLASSROOM
MANAGEMENT
Student Name Diagnosis ICP Supports/Adjustments 1. 1. Establishing expectations – Making rules.
Level 2. 2. Giving instructions – Telling students what to do.
Chet Atkins ASD/ADH NA May need support in class with one on one 3. 3. Waiting and scanning – Stopping to assess what is happening.
4. 4. Cueing with parallel acknowledgement – Praising a particular
D teacher communication for a task to help with
student to prompt others.
comprehension. Needs support with emotional
5. 5. Body language encouraging – Smiling, nodding, gesturing and
regulation, such as a calm yet firm approach to moving near.
not following school rules. Requires scaffolding to6. 6. Descriptive encouraging – Praise describing behaviour.
assist with task completion. TA assistance. 7. Selective attending – Not obviously reacting to certain behaviours.
Jessie Haywood ADHD NA Needs support with staying on task and not 8. 7. Redirecting to the learning – Prompting on-task behaviour.
distracted. This is achieved through use of body 9. 8. Giving a choice – Describing the student’s options and likely
language and descriptive encouraging, as well as consequences of their behaviour.
adhering to classroom rules. 10. 9. Following through – Doing what you said you would.
Elijah Marsh ASD NA May need support in class with one on one
teacher communication for a task to help with
comprehension. Requires scaffolding to assist
with task completion. TA assistance.
William Thompson ASD NA May need support in class with one on one
teacher communication for a task to help with
comprehension. Needs support with emotional
regulation, such as a calm yet firm approach to
not following school rules. Requires scaffolding to
assist with task completion. TA assistance.
Jacob Webb ASD NA May need support in class with one on one
teacher communication for a task to help with
comprehension. Requires scaffolding to assist
with task completion. TA assistance.