THE HILLS CHRISTIAN COMMUNITY SCHOOL

Individual Learning Plan 2019

Reception to Year 7

Student: Sienna McCusker

Date of Birth: 6-7-2007

Year level: Year 5

Assessments in School 2017: (whole school testing – in class, otherwise

Identified Educational Details specified)
(eg. type of difficulty/disability, disability category etc)

Literacy and numeracy support Score With- Date

Speech report results – Assessment Type C.A. drawn
Core language – moderately delayed Westwood Spelling A 10.3 score 20/70, approx 27th
Receptive language – average range S.A. 6.8 yrs Oct.
Expressive language –severely delay Oct.
please see speech report for further details PAT Comprehension book 4 “ 26/30, 75th %ile, read to 31st
stanine 6, above Oct.
Professional Assessments: (agency/professional, date, diagnosis, average
educational implications – including contact names and phone numbers). PAT Maths book 3 “ 11/31, stanine 3, 17th read to 24th
Conducted By Date %ile Oct.
Assessment Type
Speech Rebecca Cowling 2014
Broad category of Disability: Level of Adjustment:

Physical Quality differentiated teaching

practices
Cognitive √ Supplementary adjustment √
Sensory Substantial adjustment
Social / emotional Extensive adjustment

Indigenous Repeated year: 1

Agency support
Extra school support needed
2
 PHYSICAL CONSIDERATIONS
√ Sight: proximity to teacher / board
√ Additional time for processing – copying,
writing, reading assignments
Hearing: speak to dominant ear
√ Noise / visual distractions
Personal care needs – toileting, feeding
Slow handwriting speed
Assistance required for unexpected changes
Wears glasses
√ Gain eye contact prior instructions
√ Additional peer support
ASSESSMENT
Alternative testing procedures
Permit student to type
√ Extra time
√ Verbal clarification of tests
Modified test
Use of calculator / spell checker – maths testing THINGS THAT HELP ME LEARN
√ Test read to student √ Modifications of expectations eg. length of time
on task, how many questions
Open book during test Photocopy of notes / assignments
Oral test Limited / no copying off board
USE OF TECHNOLOGY / AIDS Negotiate homework tasks
√ Alphabet chart / number grid / tables chart √ Support with organisation
Use of sensory equipment √ Explanation, check understanding of tasks
Move n sit cushions √ Verbal clarification of tasks- ask to repeat
instructions/ explanations / information
Calculator / spell checker √ Time management support
Larger pencils / pens √ Visual prompts – process / procedures
Sloping desk Teach key words / subject vocabulary
Pencil grips / larger pencils √ Use multi-sensory activities
CURRENT SUPPORT SERVICES Modify text level
Speech – OT therapy Scribe
counselling Time made for movement – trampoline etc
Recess / lunch support Additional planning support with research skills
Social skills program – internal or outside school Manipulatives – concrete objects for maths
3
Learning areas linked to Australian Curriculum
ENGLISH
Year 4 - Understand how to use phonic knowledge to
read and write multisyllabic words with more complex
letter combinations, including a variety of vowel sounds
and known prefixes and suffixes ACELA1828
Year 5
Plan, draft and publish imaginative, informative and
persuasive print and multimodal texts,
choosing text structures, language features, images and
sound appropriate to purpose and audience ACELY1704
Re-read and edit student’s own and others’
work using agreed criteria
for text structures and language
features ACELY1705
Use comprehension strategies to analyse information,
integrating and linking ideas from a variety of print and
digital sources ACELY170
Year 4 - Read different types of texts by combining
contextual , semantic, grammatical and phonic
knowledge using text processing strategies for example
monitoring meaning, cross checking and reviewing
ACELY1691
Year 4 - Use comprehension strategies to build literal
and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and
evaluating texts ACELY1692
Year 4 - Re-read and edit for meaning by adding,
deleting or moving words or word groups to improve
content and structure ACELY1695
.
Goals
For Sienna to:
write 4 and 5 letter words independently – depends on
the word – continue with goal
work through the Oxford word list 1 – 200 with a focus
on words she has difficulty in spelling – continue with
goal
Continue to decode words using phoneme knowledge
and blending techniques to read texts – continue with
goal
continue to develop her understanding of regular and
irregular spelling patterns and to be able to apply these
to her writing.
Continue with goal
Develop re-reading skills to improve her
comprehension. Continue with goal
Continue – particularly checking to see if she has left
any words out of the sentence.
Continue with goals
Adjustments
Reduced amount of weekly spelling words
Visible high frequency word list that can be
referred to
Needs constant support with reading
instructions, task cards and worksheets.
Sienna is given opportunities to ‘have a go’ and
then seek assistance from the teacher and
review where to next. – this dialogue must
happen for her to be accurate with work
expectations and curriculum goals.
Small group support for written tasks. Tasks
must be broken down into manageable steps
and reviewed with SSO / Teacher. Eg. for
persuasive writing, clear logical opening
statement, step by step arguments need to be
clearly scaffolded for Sienna.
4
We have participated in an Individual Learning Plan for Sienna McCusker

Principal..................................................................................................................................................................................
Printed Name Signature Date

Classroom Teacher..................................................................................................................................................................
Printed Name Signature Date

Extended Education Teachers.................................................................................................................................................

Printed Name Signature Date

Parent/Guardian......................................................................................................................................................................
Printed Name Signature Date

FSA.........................................................................................................................................................................................
Printed Name Signature Date

Parent/Guardian/Student Acknowledgement and Consent

I agree and understand that information about my child has been obtained on the basis that it will only be accessed by the school and its personnel for forward planning of educational and

pre-school/school facilities, financial allocations, submissions and state and local area enrolment projections. Its use for other purposes or disclosure to other people is an offence pursuant

to the Information Privacy Principles.

Parent/Guardian/Student.........................................................................................................................................................

Review date: end of Term 2, 2019