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Name:
Date of birth:
Year level:
Student ID:
ED ID
Today's date:
Parent/Caregiver:
105804922x
22/5/2015
21-05-2015
Teacher/s:
Lou
School
Primary diagnosis:
N/a
Secondary diagnosis:
(if applicable)
-1-
2011
Mobility
Health Care
Safety
Hygiene
Social
Communication Participation
(skills development)
Behaviour
Communication Access
(expressive and receptive)
Curriculum
Key: 0 = No Support 1 = Minimal Support Needed 2 = Moderate Support Needed 3 = Major Support Frequently 4 = Major Support Continually
Name
Jamie Cordy
SSD Advisors
Signature:
Stella / Lynne
Role
Pre service
teacher
Coordinator of this
EAP
Classroom teacher
0437996671
Gabby Dunn
Parent/ Caregiver
0460674212
Signature
Date
22/05/2015
22/05/2015
22/05/2015
STRENGTHS
CONCERNS
Reports: Kindergarten (Port Elliot Kindergarten) Teachers: Georgia Richmond & Derek Tiller
Science:
Observation
This section contains observation notes on Mason during classroom activities, recess/lunch and social situations with his peers.
This will be used as basis in developing the how Mason approaches his schooling and social situations.
Verbal Skills
Mason displays good verbal skills and is able to verbally communicate with teachers and peers
Communication seems to breakdown upon Mason being able to decipher incoming speech (Auditory: Listening
Comprehension & Inaccurate or Missing Information Deficient Listening Comprehension Skills , )
Socialization:
Mason appears to struggle socially
Often plays by himself
Will interrupt others play and cause arguments (self-regulate or inhibit the disruptive behaviours)
Seem confused at times as to what is going on during play
Misses social cues following negotiated rules of game, following instructions as to where something is, will run off in
the wrong direction and not understand why peers do not follow him
Behaviour:
In class is mostly off task wandering
Yells out
Blames others
Does not take responsibilities for own actions as yet
Playground
Outline of role of other staff in the school that may support Mason
School counsellor:
The role of the school councillor is to help Mason recognise and learn social cues and strategies of how to play inclusively with other
students. They will also be there to help define any external issue he may be facing and guide the process in resolving any issue
through the right channels be It direct contact with the parent or communication with Families SA. The councillor is the driving force
behind supporting Mason to become socialised with his peers. ( This also includes teachers)
working directly with students and teachers, support personnel, family and other specialists/professionals
providing guidance and counselling services to students and their families
performing case management and referral services to optimise students' access and engagement in education
preparing and implementing professional and personal skill development programs for administrators, teachers and parents
working collaboratively with other school-based support personnel to assess and address the needs of students
planning or assisting in planning support programs that can help students achieve positive outcomes
identifying factors that can be barriers to the learning and development of students
supporting the personal and social development of students
providing advice about education and career pathways.
Disability Counsellor:
The disability counsellors role is to administer structured testing of Mason to determine where he
negotiating individual program recommendations to ensure they are relevant to a child or student and can be accommodated
by staff within the context of the curriculum and preschool or school resources
professional training and development for
preschool and school staff
advice for families
advice on physical settings and curriculum
matters
provision of specific resources and materials
therapy advice
activities designed for use by teaching assistants
liaison with other professionals regarding individual children and students
flexible responses for critical situations
The process that the Port Elliot Primary Schools employs to generate an Education Adjustment Plan (EAP)
Initially data is collected regarding all areas of students academic ability and socialisation with in the school and in the community.
Then a student review team is assembled which deciphers the data and if warranted acts on the data calling for the student to be
externally assessed by a professional or professionals according to the students assumed disability and needs. The external
professional will then interview and test the student according to their testing standards and forward a report to the school and
associated DECD department for a report on whether the students disability will attract funding for support.
Area of Need
Academic: Literacy,
Numeracy
SNP Category:
Curriculum 3
SNP Indicator/s: Requires moderate adaptations in all areas of the curriculum and support to enable
participation in class activities.
Baseline Information:
Mason is mostly aware of class routines and if given due warning, will usually adapt well to any changes.
Goal:
targeted learning outcome: Mason will match times to routine events during the day, and when necessary, be able to
encompass change
Condition: When being directed to the timetable and verbally prompted What happens now?/at?)
Criteria: match 3 times on 4 of 5 trials.
Strategies:
Curriculum Focus:
Teacher and SESO to model and guide what to do. Decrease assistance.
Provide opportunities to practice.
Provide Mason with a personal timetable/diary to carry with him.
Update diary on Friday afternoons with Mason for the following week using class timetable. Include any known
changes to routine.
Extend awareness of self in relation to immediate past, present and future events and associated changes.
Environment Adjustments/
Provisions
Teacher, SSO.
Anecdotal
Data collection during trials
Video
Area of Need
SNP Category:
Communication 2
SNP Indicator/s:
The student has difficulty with grammatical skills, sentence structure, and descriptive language skills
development.
Baseline Information:
Mason is not very clear when asking for help. He needs some verbal prompting to work through his thoughts.
Goal:
targeted learning outcome: Mason will use clearly spoken words to ask for help when required.
condition: when asked to repeat a statement in a work environment. criteria: 4 of 5 times
required
Strategies:
Explore how language is used differently at home and school depending on the relationships between people
(ACELA1428)
Elaboration: learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
Environment Adjustments/
Provisions
Who Will Support eg.
Teacher SESA
Data Collection Method
Area of Need
Play/Recreation/Leisure,
Coping & Adapting,
Relationship Skills,
SNP Category:
Social 2, Behaviour 2 ,
SNP Indicator/s: Requires frequent monitoring/assistance from an adult in less structured situations to encourage
participation and to facilitate appropriate interactions.
Requires some support to limit behaviours that are extremely disruptive to the students own learning environment and
that of other students.
Baseline Information:
Mason has demonstrated some improvement in socializations but requires more assistance to read social cues.
Goal:
targeted learning outcome: Mason will learn how to join in and read social cues when playing with peers and
completing classroom activities.
condition: when reminded of appropriate behaviours before the activity.
criteria: 3 of 5 play sessions.
Strategies:
Teacher and SSO to model good behaviour and prompt social cues
Use of social stories
Provide opportunities to practice turn taking across a variety of settings with increasingly larger groups
Turn-taking visual prompt
Curriculum Focus:
Environment Adjustments/
Provisions
Who Will Support eg.
Teacher SESA
Data Collection Method
Evidence of Learning:
Name
Class
Date
Learning
Outcome:
Childs responsiveness
scale
Date of Birth
Teacher
Reviewed by
Condition:
1
Non-responsive
Criteria:
2
Occasionally Responsive
3
Moderately Responsive
4
Very Responsive
Area of need
Curriculum:
Goals
Learning outcome:
Learning design
Human resources:
Condition:
Assessment
How assessing the
outcome:
Criterion:
Behaviour
Description: (What it looks
like for the student)
Baseline information:
Australian Curriculum
performance standards:
Environmental
adjustments:
Professional
learning/Training needed:
Evaluation
Compare baseline
and outcome:
Achieved
Emerging
Not achieved
BY WHOM
BY WHEN
Stella
next evaluation
Lynne
next evaluation
Testing Numeracy
Jamie
next evaluation
Stella/Lynne/Jamie
next evaluation
EVALUATION:
Why did we achieve/not achieve improved student learning?
What worked well?
What do we need to change?
How effectively did we manage our resources to support the achievement of students?
How well did we use multiple sources of data about student learning to improve teaching?