Personalised Learning Plan

Student Name: Alexis Date of Birth: 01/03/2010 Year Level: 2

School: Tagai State College Horn Island Campus School Contact Person:
Elise Brady

Date of Plan: 01/05/2017 Review Date: 01/09/2017

Student Support Team:
Elise Brady (Teacher) Ben Herne (Community Health Doctor)
Family members
Ester Young (Elder)
Family/Community details:
Alexis family is originally from Badu Island. Her older siblings Elder: Ester Young
and parents all lived on Badu Island and speak this language Case Worker: Trudi Lui
at home, as does Alexis. Alexis has extended family on Badu Community Health Service: Primary Health Care Centre
Island. Her parents work on Thursday Island, meaning they
have to travel quite far each day.

Services/Agencies (Workers currently involved with the student):

Worker Role Agency/ Phone Length of

Organisation involvement
Ester Young Mentor and Advisor Elder of community Ongoing

Ben Herne (Alexis Medical Professional Primary Health Care (07) 4069 0400 Initial diagnosis and
chosen doctor) Centre treatment (initial and
ongoing)
Education support Advisor to teacher Malu Os SEU (07) 4030 6333 Ongoing
aid for strategies.
 Possibly support
Alexis in class

Resources/programs (physical resources and programs currently offered to the student):

Program for Students with Disability Yes No

Resource/ Purpose Funding source Contact person & Length of availability

program phone no.
Student Welfare To provide for the YUMI Education Trudi Lui All year
Officer Program emotional, social,
spiritual and mental
wellbeing of
students, staff and
families as
required

SEU Support To support Alexis in School funding One term, possibly

her concentration ongoing
levels

Understanding the student

Student name: Alexis Date 01/05/2017

Students skills, strengths, preferences, abilities and motivations:
Speaks an additional language
High end of average stanine for spelling
Enjoys hands on activities
Academic progress general remarks re overall strengths and areas for development:
Alexis is currently sitting on stanine 6 in spelling and stanine 4 in comprehension. Her spelling results are at the high end of the
bench mark for year two students, however in comprehension she is sitting on the low end of average. Alexis can generally
interpret explicit information and retrieve directly stated information, however she has trouble reflecting on texts and interpreting by
making inferences. The focus of this PLP will be on improving Alexis comprehension levels and attending to her concentration
issues.

Social skills and relationships

Alexis has strong social connections to her peers and good relationships with her family and friends. Alexis does often make
mention of her desire to live close to more of her extended family. She may feel disconnected from her community as she speaks
language of Badu at home.

Attendance and Engagement: (level of attendance regular, irregular and non-attendance and level of engagement in
school activities).

Alexis has regular attendance to school, however her engagement in school activities is hindered by her lack of concentration and
needing to have instructions told to her more than once before she starts a task.
 EDUCATION PLAN

Student Name: Date:

Goals Barriers to Achieving Strengths Related to Strategies to Achieve Actions & Time-Line
Goal Goal Goal
1 Alexis will resit a Finding/creating a Kala Lagaw Ya is Elise will contact a Badu Island
comprehension test in suitable test Alexis first language Elder to organise a
Kala Lagaw Ya and will give Elise a comprehension test that is in
better understanding of Kala Lagaw Ya and will be
the barriers to her relatable to Alexis. This will be
comprehension abilities done as soon as possible.
and areas needing
improvement
2 To visit a GP regarding Mother not sure if Parents and Alexis will Parents will be connected with
health issues and issues are bad enough be connected with Ester Young who will make an
hearing. to see a doctor. community elder Ester appointment for the nearest
Young to support them possible time that suits all
Financial ability to visit through this visit to the stakeholders. Parents will
doctor doctor. Financial aid attend appointment with Alexis
will also be provided and act on the diagnosis.
through the Patient Alexis parents will
Travel Subsidy communicate with Elise on the
Scheme for any further outcome of this visit.
tests or procedures.
3 Alexis may be unsure Alexis has a great Alexis will be given Elise will provide Alexis with a
Alexis will write in her of how to tackle this support network at instruction and reading reflection journal, and
reading reflection task. Her inability to home with her family guidance on how to three short texts per week.
journal three times per reflect on texts may who are all willing to write in her reading These texts will be a mixture of
week. hinder her ability to help her achieve this reflection journal in English and Kala Lagaw Ya.
complete this task. goal. class so that she Elise will give Alexis instruction
knows what she is and guidance for the first two
meant to do. Alexis will weeks in completing the
be given short texts to entries. Elise will monitor the
begin with until her entries and progress made by
Alexis over the school term.
5
 concentration levels
increase.
4 Alexis lacks Alexis has a strong The worksheets and Elise will engage Alexis in one
Alexis will complete two concentration, and may ability to retrieve activities given to inferring activity per week in
Making Inferences struggle to concentrate information that is Alexis will be hands on class, using activities that are
worksheets or activities on these tasks enough directly stated, and can and engaging, having hands on and relevant to
per week, one in class to complete them. use this skill to help her look beyond texts Alexis life. Elise will also
and one at home. herself to make to make inferences. provide a worksheet or activity
inferences. Texts will be brought in to Alexis for her to complete at
over the term as her home. The at home activites
Alexis also has older inference skills and worksheets will alternate
siblings and classroom improve. between English and Kala
peers who can help her Lagaw Ya. These will be
with these tasks. monitored throughout the term
and a record will be kept of her
progress.
5 Alexis will practice her Alexis is a strong Alexis will be given a Elise will supply Alexis with a
spelling every school speller, and being Super Speller booklet Super Speller booklet. This
day extending in one of her that will be used to booklet will contain Year 2
strengths will give her keep a record of her above average spelling words,
confidence in other spelling achievements. as well as extra extension
areas of her schooling These achievements words. Alexis will work through
will be recognised and this booklet by practicing one
rewarded through list per night. Alexis will be
additional time to tested on her spelling once per
pursue her own week.
interests.
6 Alexis will improve her Alexis struggles to stay Alexis is keen to be Alexis will have support Elise will contact Malu Os
concentration time on on task and her engaged and from Malu Os Special regarding strategies and
tasks using strategies concentration levels participate in school Education Unit by way techniques on improving
given to her are very low. Her ears activities. of receiving strategies concentration. If need be in the
are causing her a lot of to help her improve her future, a support aid will assist
trouble and may be concentration levels. Alexis in the classroom to help
annoying or frustrating her to improve her
her. Alexis parents will concentration levels. Elise will
ensure that she has a monitor Alexis concentration
full and nutritious levels and ensure she is eating
breakfast before school
6
 every day, and that she the lunch that is provided to her
is sent to school with a by her parents.
nutritious lunch.
7 Alexis will engage with Alexis feels Alexis is keen to be Alexis will have contact
the Student Welfare disconnected from her engaged with the with a student welfare
Officer Program own community. school activities and officer who will support
program for the community. her through
duration of the school providing activities,
year liaison between the
students home and
school, and provide a
listening ear for her

Review Date: 01/09/2017