INDIVIDUAL EDUCATION PLAN Student Name: Richard Kuringgai School Learning Support Team: Name Richard Kurringgai Louise

Kurringgai Robert Smith Jenny Robertson Steve Dawkins Kevin Andrews Role in IEP Student Parents Teacher Learning Support Teacher Audiologist Speech Pathologist Assessment Results & Identified Needs DOB: 1th September 2003. 9 Years Old Grade: 4

Major Outcomes for the term 1. Student will develop and improve social interaction with peers, engaging in

Review Dates

meaningful collaborations and communication, to build relationships and to share ideas and views. Major Outcome 1: Specific Indicators Student will interact with a small group of students to participate in a shared experience, in an informal setting. How to achieve indicator Through get to know you activities find out the students interests/ strengths and group him with fellow students who share the same interests/ strengths E.g. Sport, Music, movies, etc. The teacher needs to find out what the students interests/hobbies/strengths are in order to form small groups. These groups will be used for small discussions and some group work activities. To achieve this, provide a small questionnaire for the students to fill out. On the basis of their answers, assign the groups and provide an opportunity for students within these groups to discuss specifics of their particular interests/ hobbies. Although the intial Who will allow this to occur? 1. Classroom Teacher 2. Fellow classmates Assessment / Date Achieved Assessment: Observation of interactions between group members and the conversations had. Date: End of Week 1, term 1

Student will think, and share in pairs within the classroom environment

discussions between the group members are to be informal, it is important to provide a structure or framework for the students to work within to keep the conversations relevant and provide equal air time for the individuals within the group. Based on first indicator, pair Richard with a classmate he is familiar with or has formed some common grounds or bonds. Literacy: Twice a week for 8 weeks Students will be given a set text based on the focus text type. Students will be allowed 5 to 10 minutes to read the text and sit in silence as they think. In a few sentences or in dot points, students will summarise the text. It is important for this exercise that students are briefed on how to listen correctly and what meaningful listening looks like. Students will work in pairs to discuss the main ideas of the text to develop critical thinking skills in literacy The purpose of this type of activity is to allow students to converse on a

1. Classroom Teacher

Assessment: Formative Looking for Richard to meaningfully contribute to discussions on topics. Improved confidence around others. Improved verbal confidence Date: End of Term 1

specific topic in order to understand/experience different perspectives and or share in the ideas from others. Once again, students may require assistance to formulate questions for this exercise. Mathematics: once a week for 8 weeks Teacher must facilitate opportunities for the students to work in pairs. E.g. Mathematical games to find the solution/ pattern When allocating maths groups, be sure to have at least one person within Richards group a member from his interest/hobby group. As part of the students weekly maths program, use one of the assigned maths time slots for students to participate in small maths based activities based on either the current maths concept being explored or revision of previous learning. The games or activities should involve collaboration, team work or conversation.

Student will think, pair, share experiences with small groups

This indicator is building on the skills Richard learnt in indicator 2. Literacy: done weekly Students will be given a set text based on the focus text type. Students will be allowed 5 to 10 minutes to read the text. Students will come together in a group of 4 to discuss assigned elements. E.g. Done as a Jigsaw activity The jigsaw activity is an activity where a group will be given a topic and in order to learn about that topic, students will individually learn or investigate an aspect of that topic. After investigating their particular aspect, students will return to the group with their piece of information and share it with the group. The idea is that when each individual shares their particular aspect of the topic, each of the other group members is learning and adding to their knowledge of the overall topic, hence the name jigsaw, as all the pieces of information come together like bits of

1. Classroom Teacher

Assessment: Formative Looking for Richard to meaningfully contribute to discussions on topics. Improved confidence around others. Improved verbal confidence Date: End of Week 4, Term 2

a puzzle to form a whole. Students will do this activity for a few weeks as practice is needed. Teacher feedback is critical for students to progress and get the most out of the activity. SOSE: done weekly Groups will be given a topic to investigate Students will investigate an element within the topic. Students will then come together and discuss in a group assigned elements within that topic. E.g. Done as Jigsaw activity Student will collaborate for a group project. Science: Student will collaborate with fellow peers for a group assessment. Assign groups of 3 to complete a science assessment task. On the basis of observations and formative assessments taken from the previous indicators, group Richard with appropriate peers. Roles within the group are to be clear and expectations of the role explicitly 1. Classroom Teacher Assessment: Formative Understanding of his role. Ability to carry out his role. Effectiveness in communicating and sharing his findings. Development of communication skills

outlined. This will ensure that each individual within the group is clear on what their part is and how to achieve it. However, to bring the project together as a whole, students will have to communicate and work together. SOSE: ? Student will collaborate with fellow peers for a group assessment Student will share ideas and contribute to classroom discussion Teacher will facilitate open discussion forums classroom across all subject areas encouraging participation from all students E.g. Mathematics, Literacy, Science, etc. This is to be done during class reflection times at the end of the day or when introducing or closing topics within the key subject areas. The discussion forums are to be open but tightly structured in order to stay on topic. Opportunity must be given for all students to speak. A rostered 1. Classroom Teacher

like negotiating. Date: Week 7 of 2

Assessment: Summative Assessing whether Richards confidence has improved to express ideas and opinions in a group situation and if he can express/articulate his ideas clearly. Looking for evidence of some vocabulary expansion. Richard contributes

system similar to one used for telling news would be appropriate for this.

to the discussion without prompting. Date: End of Term 2

IEP Planner (class timetable) IEP focus times Times Before Recess Monday Tuesday Wednesday Thursday Friday

Between recess and lunch

After lunch

LSA suppo rt

LST suppo rt

Student Involvement in IEP process

Parent/Guardian Goals for Home Support of the IEP

IEP Evaluation and Comments

Proposed Future Goals

Administrative Action

References

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C, M. (2010). Inclusion strategies for secondary classrooms : keys for struggling learners. Thousand Oaks, Calif: Corwin. Farrell, M. (2012). Educating special children : an introduction to provision for pupils with disabilities and disorders. London ; New York: Routledge. Foreman, P. (2008). Inclusion in action. South Melbourne, Vic: Thomson. Lacey, P. (2001). Support partnerships : collaboration in action. London: D. Fulton. Powell, F. (1985). Education of the hearing impaired child. San Diego, Calif: College-Hill Press. Rosenberg, M., Westling, D., & McLeskey, J. (2011). Special education for today's teachers : an introduction. Upper Saddle River, NJ: Pearson.

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