Ilp

Alex Biaggini, S00104555
Chris Moed, S00117483

Emma Rule, S00112652

Positive Partnerships Planning Matrix

Restricted interests Sensory processing Information processing & learning
styles
Special Needs
Characteristics John loves to play sport, as is
reflected in his high motor skills,
and he could be considered a
football fanatic. He is also very
social and has a strong group of
friends at school.

John is a strong visual and
kinaesthetic learner, but is
a weak auditory learner
and needs to improve his
auditory processing. He
also finds it difficult to
concentrate for long
periods of time.

John is a capable writer and is able
to read aloud well above his age
bracket. However, when he reads
he races through the text, without
stopping to comprehend what he
has read. This habit of racing
through text also occurs with the
rest of his school work where his
objective is to get it done as soon as
possible.

John has an ATSI cultural
background and is from a low
SES family.

Implications His high interest in football and
other sports has lead him to find
academic school subjects as
boring and will rush to get his
work done before distracting his
friends in the classroom. His poor
quality work does not reflect
what he is actually capable of.
John struggles to retain
information that is
delivered verbally and
finds himself easily
distracted, especially when
sitting and listening.
John struggles to; comprehend what
he has read, make inferences from
the text, and make connections
from the text. His rushed school
work means that he doesnt learn
from the activities.

There has been a low level of
engagement in the school
community from Johns family to
date. The school will work
towards strengthening this
partnership, in order to better
support Johns learning.


Strategies We will use Johns interest in
sport within his school work,
providing a context that he is
interested in. Johns will work
with texts that have a high visual
component to them.
To support John in
retaining the information
delivered to him, we need
to avoid delivering large
amounts of information
verbally. A visual medium
must be used when
teaching and whenever
possible, use tactile props
to assist.

We will use a variety of strategies
which include:
! utilising his interest in
sports
! using texts with high visual
components
! Football report style at "
time, # time, $ time and
full time
! Encourage reading with
family at home
! Close examination of table
of contents
! The 5 Ws upon review of
text
! KWL charts
! Read to and discuss text
with other students
It is important to maintain open
and supportive partnerships with
Johns parents (Australian
Government, 2008; New South
Wales Department of Education
and Training, 2010). By utilising
our Indigenous Education
Worker, we will work towards
actively engaging Johns parents
with comprehension support
activities at home.

To aid comprehension, it is
important to choose texts that
will match the cultural schemata
and background knowledge of
the student (Drucker, 2003;
Buckley, Purdie & Reid, 2011).


INDIVIDUAL LEARNING PLAN
I.L.P. 1 / 1
(No. of ILPs in current year / Total number ILPs)

Date Devised: 13/05/13 Review Date:
Student: John Senior Year Level: 4 D.O.B. 19/03/03 Age: 10 yrs 2 months

Program Support Group Members consulted in devising this plan:
Collaborating Teachers: Emma Rule, Alex Biaggini and Chris Moed
Class Teacher: Mr EG. N. Hollandaise Classroom Aide: Mrs JU. C. Bacon
Parents: Suzie and John Senior
Principal Rep (PSG Chair): Ms O. T. Meal
Consultants to the PSG:
Reading recovery coordinator - Ms S. H. Brown
Indigenous Education Worker - Cpt. J. Crunch

Additional Reports:
Tested for hearing problems and auditory processing difficulties - All tests indicate that John does not have hearing problems.

Entry Skills (What the student has achieved)
John is a very social boy who has a strong group of friends, a high level of gross motor skills and excels at all sports (complemented by a healthy interest in
football). His reading fluency and decoding skills are very good; previous running record assessment has shown he reads at a higher level expected for his age
bracket (Fellowes & Oakley, 2011). John is also a strong visual and kinaesthetic learner and enjoys hands-on, interactive activities.

Challenges (Areas for Improvement)
Students use semantic, grammatical, phonological-graphological, and visual knowledge to decode text when they read (Winch & Holliday, 2010). However, it
appears that John only uses the grammatical and phonological-graphological cues, as his reading is quite adept but his comprehension level is poor. John
understands every word in the passage but does not understands the passage itself, which means little to no comprehension is taking place (Sbthatcher, 2008).
This can be attributed to his failure to utilise his semantic and visual cues. It is recommended that John start this ILP with texts that have many visual cues,
such as graphic novels, which provide visual and non-visual information (Winch & Holliday, 2010). His poor comprehension skills can be linked to his lack of
interest in the content as he is often restless and easily distracted. John is not a good auditory learner and finds it hard to be stimulated without visual or
kinaesthetic engagement.

Learning Priorities (Future Learning)
John should aim to improve his reading comprehension skills by self-regulating his own reading and reflecting on what he has learnt. We want John to read to
decode the meaning of the text for his own gratification, without the support from the teacher and without the constant need to refocus him and keep him on
task. John will develop comprehension strategies to achieve the level four (AusVELS) standard for English to build literal and inferred meaning to expand
content knowledge, integrating and linking ideas and analysing and evaluating texts (Victorian Curriculum and Assessment Authority, 2013). We also want to
build a strong school-parent relationship so his learning can be valued and encouraged at home too. Finally, we want John to implement his own behaviour
management strategies to self regulate his own actions in class.


INDIVIDUAL LEARNING PLAN
STUDENT NAME: John Senior Devised 13/05/13
Semester
Goals
(Long
Term)
Short Term
Goals
(WHAT)
Strategies/Methods
(HOW)
Mode of Delivery
(WHO / WHEN)
Mode of Assessment Evaluati
on
John will
improve his
reading
comprehens
ion
John will learn
and utilise an
adaptation of the
RAP
comprehension
strategy to aid
comprehension of
texts.
Comprehension strategies need to
be defined and taught in 'authentic
contexts' through scaffolding
(Winch & Holliday, 2010). To build
on Johns comprehension skills we
will provide him with texts that
are closely aligned to his interests.

Footy RAP-up:
Building on Johns keen interest in
football, we have adapted this
comprehension strategy from the
research supported RAP
paraphrasing strategy (Hagaman,
Casey & Reid, 2010). The RAP
three-step strategy involves:
1. Read a paragraph
2. Ask myself what was the
main idea and two details?
3. Put it in my own words
This strategy will be taught in the
context of a football match report,
with every text that John reads,
he will break it down into four
sections which he can then reflect
on what he has learnt at; ! time,
Comprehension strategy will
be explicitly taught to John
by the classroom teachers,
Mr Hollandaise. John will
employ this strategy every
time he reads
independently, giving a
verbal report to the teacher
or teaching aid first, but
with the goal of reporting to
himself over time.
In the early stages of this
strategy the classroom
teacher will conduct an
observation Johns
application of the strategy.
Classroom teacher to make
anecdotal notes of Johns
responses. Once the
teacher has observed John
to be effectively applying
this strategy, he will be left
to independently report
to himself. This will be
done through a secondary
in-action assessment tool of
John recording his thoughts
into a voice recording
device. This will benefit
the teacher to be able to
listen back to assess Johns
application of the strategy,
and secondly John can use
these recordings to remind
himself of the main ideas of
what he has previously read
and also self-assess his use
1 2 3

" time, # time, and full time of
the text.
of the strategy.
John will engage
in reading
everyday at home
Attitudes towards reading can have
a great effect the level of student
comprehension, furthermore their
level of comprehension is also
influenced by the students prior
knowledge if the content of the
text is relatable (Susar Kirmizi,
2011). In order to improve Johns
attitude towards reading, we will
use Johns existing interests and
encourage further expansion on
these. Johns parents are invited
to attend a parent-teacher
education session on how to
encourage and support learning in
the home (Department of Health
and Ageing, 2008). The school
acknowledges access to quality
texts is problematic for this family
and will support borrowing,
mentioned in below.
The importance of family-
school partnerships cannot
be underestimated, with the
support of the Indigenous
Education Worker we hope
to involve Susan and John to
help us engage and
positively influence Johns
reading habits (Australian
Government, 2008; New
South Wales Department of
Education and Training,
2010).

A reading journal will be
maintained in partnership
with John and his parents,
as negotiated with Susan
and John, to be competed
five times per week.

John will use
texts with more
visual cues to
assist him in
decoding the text.

Comics and graphic novels are are
multimodal and using design,
words and picture dimensions
combine to tell the narrative
(Mallett, 2010).The teacher will
encourage John to read more
graphic novels and comic books
that are suitable to his interests.
The teacher will work with
the librarian to source
appropriate books for John.
The links below provide a
list of graphic novels that
would be beneficial to him:

List of Graphic Novels from
Goodreads
http://www.goodreads.com
Cloze passages (Fellowes &
Oakley, 2011; Winch &
Holliday, 2010).

1 2 3

/list/show/5038.Best_Graph
ic_Novels_for_Children

Set of Sports Illustrated
Graphic Novels for Children
http://www.capstonepub.co
m/product/9781434231215
John will use a
range of
strategies to help
him with the
comprehension of
contextually
relevant fiction
and non-fiction
texts.
Different comprehension strategies
are required to decode fiction and
non-fiction texts (Winch &
Holliday, 2010). The development
of functional literacy skills is
connected with contextual,
cultural and pedagogical factors
(Buckley, Purdie & Reid, 2011).
The understandings a reader has of
the concepts and ideas in a written
text, greatly affects what meaning
is gained from it (Winch &
Holliday, 2010). The strategies
listed below have been identified
to help build Johns ability to
retain and process information
when reading various texts types
(Westwood, 2001).

1. The 5 Ws (Who, What,
When, Where and Why)
2. Sell your book to another
student, buddy system.
3. IPad apps that highlight
words as they are read, will
encourage to John to read
along with a book at a
Using Johns interest of
football and sport the
classroom teacher will
provide John with a range of
related texts which should
motivate him to try and gain
meaning from what he is
reading. For Aboriginal and
Torres Strait Islander
children contextual and
culturally relevant literature
is important for developing
self confidence and create
interest in reading (Buckley,
Purdie & Reid, 2011).
Using a KWL Chart John will
record how the different
comprehension strategies
were able expand his
understanding of topic or
idea (Hill, 2010).

Grid Headings - What I
know, what I want to learn
(completed prior to
reading) and What I have
learned (completed after
reading and reflecting)

1 2 3

comfortable speed.
4. Use the table of contents to
review what he has just
read.

John will be
able to
engage in
classroom
activities
with
minimal
teacher
support
John will be able
to discuss texts
with other
students where he
will find the both
explicit and
inferred meanings
of the text, make
text to
text/self/world
connections, and
ask further
questions about
the text.

John will read with and to others
and discuss the text with other
students. Reading aloud to
children is an important practice
for developing a range of skills
necessary to reading. John does
not struggle with word recognition
but constantly reads at a pace that
does not allow him to understand
what he is reading. Modelled and
shared reading experiences will
assist John in developing better
reading practices. By reading with
others, John will be encouraged to
monitor the speed of his reading
and discuss the verbal and non-
verbal information within a text
(Winch & Holliday, 2010).
John will do this alongside
his peers in the classroom
shared reading session with
the support of the classroom
teacher and aide. John and
his fellow classmates will be
responsible for reading to
one another, discussing and
reflecting on texts.

His peers will assess if he
has understood the
concepts of the text and
the teacher or aide will
listen to the group
discussion of what each
person has learnt.
1 2 3

John will be able
to retain
instructions for
classroom
activities
John has not been diagnosed with
auditory processing difficulties but
has trouble processing oral
instructions. He responds well to
visual stimuli and would benefit
from visual organisers to stay on
task (Westwood, 2001). The visual
aides sourced to enhance Johns
involvement in learning will assist
other students in the class who are
visual learners (Karten, 2010).
The school will purchase a
license for Boardmaker
v.6. This software lets you
create visual organisers,
communication and
sequence boards. This
software will be made
available to the classroom
teacher, aide, as well as
John. http://www.mayer-
johnson.com/boardmaker-
Check-lists - for the first
five minutes of each class
John will make his own
visual organiser of what he
what he wants to achieve
within the class. Post class
he will reflect on what he
has achieved.
1 2 3


Provide new ways if delivering
information to accommodate for
students with different learning
styles. The interactive whiteboard
can be utilised so that students to
engage with a range of multi-
modal resources.
software
Teacher will write
instructions on the board
and provide visual aides
along with verbal cues.
John will be able
to stay on task
using self
regulation
strategies
A primary classroom is comprised
of students with a diverse range of
needs, learning styles and abilities;
therefore, a single behaviour
management system will not cater
to each child (Department of
Education and Childrens Services,
2004).We will take a pro-active
approach to Johns participation in
class rather than reactive. As
behaviour is most effectively
managed when learners are
engaged, the aim is to create an
environment with positives
relationships, where John feels
that he is in control of his own
learning of content relevant and
engaging at a personal level
(Krause, Bochner, Duchesne &
McMaugh, 2010; Nagel, 2011).

When planning lessons throughout
the term, consider the points
mentioned here that are effective
in motivating and engaging
The classroom teacher and
aide will support John by
providing ways he can
monitor and regulate his
social and emotional
behaviour (Department of
Education and Childrens
Services, 2004). Educators
need to stimulate students
curiosity, develop
confidence and provide
opportunities that
demonstrate the relevance
of their learning in their own
experiences (Nagel, 2011).

Using a Non-interventionist
behaviour management
approach, responsibility for
behaviour will fall equally
with John as it will with the
teacher (Krause, Bochner,
Duchesne & McMaugh,
2010). The Edwards and
Watts (2008) Reality
Therapy techniques can be
adapted to assess on the
spot whether John is
making attempts to
regulate his behaviour.
These questions are:
$ What do you want to
achieve in this
situation?
$ What have you done
to achieve this?
$ What has stopped
you from achieving
this?
$ What can you do to
improve next time?
This sequence of questions
puts the onus on John to


students (CAST, 2013)
http://www.cast.org/teachingever
ystudent/tools/steps/step97_2_3.c
fm?showsrc=1
decide his own behaviour
and goals for him to
monitor.

KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved

Below is a list of learning priorities that may be included in the Individual Learning Plan:
Daily Living Skills Social Skills Behaviour
Motor Skills Communication Literacy Numeracy

Evaluation (Comments pertaining to the students performance/ learning against the set goals).

___________s achievements as of dd/mm/yy

Number of days absent:

Word count: 2471

Reference List
Australian Government: Department of Education, Employment and Workplace Relations. (2008). Family-School
Partnerships Framework: A guide for schools and families. Retrieved from http://www.familyschool.org.au/pdf/framework.pdf

Buckley, S., Purdie, N., & Reid, K. (2011). Literacy learning: What works for young indigenous students?. Literacy Learning: The Middle Years, 19(3), 51.
Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE%7CA269531650&v=2.1&u=acuni&it=r&p=AONE&sw=w

CAST (2013). Affect: provide multiple ways to engage students' interest and motivation [website]. Retrieved 23 May 2013 from
http://www.cast.org/teachingeverystudent/tools/steps/step97_2_3.cfm?showsrc=1

Department of Education and Childrens Services. (2004). Supporting and managing childrens behaviour. Retrieved from
http://www.decd.sa.gov.au/speced/files/links/link_61315.pdf

Department of Health and Ageing (DHA). (2008). Why culture matters for childrens development and wellbeing. Retrieved 20 May 2013 from
https://leocontent.acu.edu.au/file/74cdee09-b046-4413-0d4c-8179dc83458d/1/Culturaldiversitywellbeing.pdf

Druker, P. (2003). Managing Organizations. Retrieved 22 May 2013 from http://www.tcpea.org/pdf/gre/2008/gre08_duncan.pdf

Edwards, C. H. & Watts, V. (2008). Classroom Discipline and Management: Second Australasian Edition. Stafford, QLD: Wiley and Sons

Fellowes, J., & Oakley, G. (2011). Language literacy and early childhood education. South Melbourne, VIC: Oxford University Press.

Hagaman, J. L., Casey, K. J. & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special
Education, 33(2), 110-123. doi:10.1177/0741932510364548

Hill, S. (2010). Developing early literacy: Assessment and teaching. Prahran, Victoria: Eleanor Curtain Publishing.

Karten, T. J. (2010). Inclusion Strategies That Work!: Research-based Methods for the Classroom. Thousand Oaks, CA: Corwin.

Krause, K.-L., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational Psychology for Learning and Teaching. South Melbourne: Cengage.

Mallett, M. (2010). Choosing and Using Fiction and Non-Fiction 3-11: A Comprehensive Guide for Teachers and Student Teachers. London: Routledge.

Nagel, M. C. (2011). Motivation in the middle - looking back, moving forward. Australian Journal of Middle Schooling, 11(1), 4-10. Retrieved from
http://search.informit.com.au/fullText;dn=187542;res=AEIPT

New South Wales Department of Education and Training. (2010). School learning support program - positively engaging parents. Retrieved from
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/schoollearning/rf6engage.pdf

Sbthatcher. (2008, December 9). Reading Comprehension SpEd #2 [Video file]. Video posted to
http://www.youtube.com/watch?v=WbLAt2Hc7Rw&feature=related

Susar Kirmizi, F. (2011). The relationship between reading comprehension strategies and reading attitudes. International Journal of Primary, Elementaty and
Early Years Education, 39(3), 289-303. doi: 10.1080/03004270903514320

Victorian Curriculum and Assessment Authority. (2013). AusVELS - level 4. Retrieved from http://ausvels.vcaa.vic.edu.au/Level4

Westwood, P. (2001). Reading and learning difficulties: Approaches to teaching and assessment. Retrieved from
http://search.informit.com.au/documentSummary;dn=756684369543006;res=IELHSS

Winch, G., & Holliday, M. (2010). Reading - Comprehension: The meaning of text. In G. Winch, R. R. Johnston, P. March, L. Ljungdahl, M. Holliday, & V.

Somerset (Ed.), Literacy: Reading, writing and children's literature. (pp. 89-112). South Melbourne, VIC: Oxford University Press.

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Alex Biaggini, S00104555

Chris Moed, S00117483

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