INDIVIDUAL LEARNING PLAN (ILP)

Date Devised: 27th May 2016

Review Date:

Student: Mia Bailey Year Level: 1 D.O.B. 2 / 01 / 2010 Age: _6_yrs _4_ months
Program Support Group Members consulted in devising this plan:
Class Teachers: Garry Rodgers
Parents: Sue and Ethan Bailey
Principal Rep(PSG Chair): Noel Stevens
Other: Deborah Armstrong (Aide)

Additional Reports: (If applicable)

Running record/BURT literacy/ letter identification results (Literacy)
Referral from previous school principal Lindsay Peer
Completed assessment devised by Margaret Johnson from the Australian Dyslexia Association

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Academic, social and emotional development:
Entry Skills (What the student has achieved)
Mia is a proficient kinaesthetic learner who enjoys working with hands on materials. She has been diagnosed with dyslexia, which results in
her having a below average literacy level. This is evident in her results from running records and the BURT reading tests. Mia is highly skilled
in the Arts, in particular drama. She enjoys expressing herself through role play and has a good sense of humour. Often Mia uses this to take
focus away from her limited self-esteem, which is at times disruptive to the class. She appears to have more positive and interactive
relationships with adults in both the classroom and the playground, yet struggles to form these same relationships with her peers.
Challenges (Areas for Improvement)
Mia is challenged by the setting of working independently with some literacy components. Mia finds it difficult to interact in a positive manner
with peers when working collaboratively in groups, in both formal and informal settings. She lacks efficient communication skills which results
in her losing focus and isolating herself from the group. Mia has low self-esteem issues which impacts negatively on the productivity of her
work. She then loses motivation and often doesnt complete tasks. The main areas Mia finds problematic academically are comprehension,
identifying and recalling high frequency words, and identification/matching of phonetics to graphemes.
Learning Priorities (Future Learning)
For Mia to increase her overall academic achievement, it is important she develops the appropriate communication and collaboration skills
when working with her peers. This will be beneficial to her levels of self-esteem in regards to her perception of her own ability to complete
tasks. This will also encourage her to persevere with challenging tasks and increase her motivation to learn. A priority of Mias future learning
would be to increase her ability to comprehend not only written texts, but also how the people around her express their emotions. Being able
to recall a set of high frequency words, and interpret which sounds match which letters will show Mia that she is capable of achieving
whatever she puts her mind to.

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Childs characteristics:
Expressive through actions
Kinaesthetic/visual learner
Artistic
Approachable
Kind
Good hearing and vision
Good motor functions
Average language ability when speaking
Poor social cognition with children her own age
Poor memory and attention span
Poor prosodic processing

Impacts on learning and development/Implications for the teachers

Enjoys performing/expressing herself visually use a variety of teaching methods that appeal to this learning style, such as visual cues and
hands-on activities.
Often excludes herself from groups provide a supportive peer, and develop groups of mixed ability for her to learn in.
Sometimes loses motivation, and falls behind due to not focusing use scaffolded tasks, and embodied learning activities.

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 INDIVIDUAL LEARNING PLAN
STUDENT NAME: MIA BAILEY Devised 27/05/2016
Semester Short Term Curriculum Areas Strategies/Methods Mode of Delivery Mode of Assessment Evaluation
Goals Goals
(HOW) (WHO / WHEN) dd/mm/yy
(Long (WHAT)
Term)
1. Academic 1. English Syllable identification: Classroom Running 123
Develop To progress Due to Mia having impaired prosodic teacher: records; BURT
strategies Literacy:
Mias reading Interpreting, processing, she has difficultly in comprehending Utilise and word
to stay on capability by Analysing, instruction and the content being taught. In order implement recognition
task and developing Evaluating to be able to comprehend stressed syllables in multisensory test;
complete her ability to Read texts with words, Mia may clap the syllables as she hears methods during the Letter/sound
work. them (Wadlington, Jacob, & Bailey, 1996). Mia could
comprehend familiar features lesson, as this will identification:
texts. and structures also partake in various activities that focus of the allow for Mia to
blending and deletion of syllables (Walton,2012), Conduct these
using developing make connections to
such as the segmenting cheer activity. tests frequently to
phrasing, fluency, the concepts being
get an idea of
phonic, semantic, High frequency words: taught in multiple
Mias progress in
contextual, and ways (Boche &
In order to develop Mias confidence with her certain learning
grammatical Henning, 2015).
reading ability, the implementation of activities areas. This can
knowledge and After instruction, it is
that focus on high frequency words would be then inform the
emerging text important that the
highly beneficial. One method could be building focus of future
processing teacher consults
a word wall (Walton, 2012). Each word will be teaching practices
strategies, with Mia one on one
printed on pastel colour backgrounds, with each for Mia in English.
including to answer any
word being in dark blue to make it accessible for Observation:
prediction, question Mia has
Mia (Walton, 2012). If applicable, some of the
monitoring and ensure she has
high frequency words may be accompanied with Observe the
meaning and fully comprehended
pictures. Another method is the use of strategies Mia uses
rereading what was said and
flashcards. This will be beneficial to Mia in all to solve problems
(Victorian taught. During group

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 Curriculum
subjects, as Dyslexic students learn best by work, use flexible and record for
Assessment
breaking down information in to smaller units grouping and ensure future assessment.
Authority [VCAA],
(Bryson, 2013). Another activity could be the use Mia is grouped with
2016, VCELY187).
of kinetic sand for Mia to write high frequency supportive peers
words in (Wadlington, Jacob, & Bailey, 1996). who are willing to
read out instructions
Onset- rime:
and assist Mia with
Developing Mias knowledge of onset and rimes any difficulties she
will allow for her to see how words are formed may face (Walton,
(Walton, 2012). For example, introducing her to 2012).
sounds such as am, at and up and having her
Responsible peer
put the letter c in front of these sounds will
allow her to understand how words are formed in Mias class:
(Walton, 2012). Mias knowledge could be Work with Mia to
progressed by then focusing on onset/rime develop basic words
groups. with the help of
visual cues such as
Multisensory approach:
pictures and
This involves using the variety of modes that drawings (Walton,
contribute to meaning making, including 2012). This
linguistic, visual, audio, gestural, and spatial in a supportive peer will
lesson to accommodate to the various learning also be required to
styles (Boche & Henning, 2015). The read out aloud
multisensory approach will be beneficial to Mia instructions for Mia
as it will allow for her to make connections to and support her
concepts in multiple ways (Boche & Henning, when she is facing
2015). Multisensory activities that could be any sort of difficulty
implemented are having Mia write high (Walton, 2012).
frequency words in sands trays whilst saying
them out loud; clapping syllables she hears Mias Parents:
during instruction; and acting out verbs and Each night read to
prepositions with body movements and props Mia and model to
(Wadlington, Jacob, & Bailey, 1996). her skills of a
Scaffolding: proficient reader. It
would also be

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 Its important that tasks are scaffolded, as this beneficial for Mia, if
will allow for Mia to focus on the challenging skill the same book was
of the process of acquiring (Boche & Henning, read a minimum of
2015). Reading scaffolds that will be three times to her as
implemented to progress Mias reading ability this will allow her to
are: picture walks, questioning and answering join in with the
and discussion questions (Boche & Henning, reading.
2015). Other scaffolds that will be implemented
are: activities and instruction will be broken
down into steps, visual sequencing aids and
allowing for Mia to use images to represent and
learn words (Wadlington, Jacob, & Bailey, 1996).
Shared reading:
Shared reading is an effective strategy for
dyslexic students as it allows for the student to
see and hear the skills of a proficient reader
(Barchers, 1997). During shared reading the
teacher would model reading strategies such as
infer meaning, use context clues and chunking
to decode difficult lexis. Later on, the teacher will
also model how to read with fluency and
expression (Barchers, 1997).
Language experience approach:
Research has found this approach to be
effective for students with dyslexia (Walton,
2012). Within this approach, Mia will be
introduced to a variety of vocabulary and high
frequency words through natural language
(Walton, 2012). In practice, Mia will create a text
(e.g. a story, list poem, chart or reflection)
(Walton, 2012). She will then dictate whilst the
teacher records what she is saying (Walton,
2012). Instruction could be provided based on

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 the text, sentences, word meaning and word
recognition (Barchers, 1997).
Audio books:
Listening and reading along to other proficient
learners will not only improve Mias reading but
will also improve Mias ability to comprehend
texts (Walton, 2012). As audio books involve
receiving information both visually and audibly,
Mias ability to recognise words, comprehend
texts, fluency and vocabulary will develop and
improve (Walton, 2012).

2. The Arts Reading a script: Classroom Observation: 123

When Mia is reading a short script that is teacher: Observe Mia
Drama: Present
and Perform appropriate to her age, its important that each Model to students during these
Present drama line is in a different colour. There should be a the correct activities to assess
that communicates maximum of seven different colours in total pronunciation of areas where she
ideas, including (Bryson, 2013). This will ensure better lexis. The teacher will need further
stories from their comprehension of the text as this method stops should also consult assistance with.
community, to an the perception of the letters jumping around the with Mia one on one
One on one
audience (VCAA, page (Bryson, 2013). when introducing
consulting:
2016, new vocabulary and
Language experience approach:
VCADRP023). together clap the Discuss with Mia
Have Mia dictate a story or a play that she has syllables of the new what activities she
created and have the teacher write down what lexis. enjoys, how she is
she dictates (Walton, 2012). Mia should then going and areas
attempt to act out her story. Responsible peer
where she would
in Mias class: like further
Drama games:
Work with Mia to assistance with.
Utilising drama activities to teach vocabulary is scaffold drama
an effective and motivating instructional practice activities that teach
for all students however is especially effective vocabulary at a pace

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 for kinaesthetic learners (Alber & Foil, 2013). that suits Mia.
Implementing activities that involve the students
saying and acting out new vocabulary will allow
for better retention as their understanding will be
created within a memorable event (Alber & Foil,
2013).

2. Social 1. English Exposure to formal and informal group Classroom: Observation: 123
work: Formal group work Observe Mia
Develop Literacy:
positive peer Interacting with Encourage Mia to discuss and share her ideas can be incorporated working in a group
relationships others in both a formal (classroom, set task) setting easily on a daily setting, with
Engage in and an informal (outside, free choice) basis, either during various people in
when working
conversations and environment, through watching and listening to the warm up activity the class and on
in groups
discussions, using other students, thinking about what they have or throughout the various tasks.
active listening, said and how she then feels about this. (Turner, body of the lesson. Ensure notes are
showing interest, 2001). Circle time and peer taken if you notice
and contributing acquaintance anything positive or
Classroom Layout/positioning of groups: activities do not of concern.
ideas, information
and questions, Ensure Mia is working in a space where she has have to be long, and
Questioning/
taking turns and easy access to information about the task, such may also be a nice
way to transition
Consultation:
recognising the as near the whiteboard, and with people she has
contributions of a level of trust with. This would then limit her from one activity to Talk with Mia at the
others (VCAA, temptation to stray from set work due to basic another. end of a class/day,
2016, VCELY210) necessities being too difficult to access (Almeida and ask questions
Playground:
Diniz & Reid, 2001). about how she felt
Language: Recess and lunch about the days
Circle time and peer acquaintance time gives Mia a
Language for group work. What
activities: great opportunity to did you enjoy?
Interaction
Understand that Before Mia begins working with a new group of interact and work What didnt you
language is used in people on a certain task, students may gather in together with her enjoy?
combination with a circle and play a quick warm-up game that peers and others
other means of encourages Mia to learn some information about under supervision.

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 communication
the people she is working with. This may Classroom
(VCAA, 2016,
develop Mias trust in others and highlight to her Teacher:
VCELA199)
common interests she may share with other
children. This could lead to a development of a The teacher can
Understand that ensure that Mia is in
new friendship based on interests (Jones &
there are different the best possible
Jones, 2013). These games could be modified
ways of asking for position to take in
to include different ways of communication, such
information, information by the
as the use of verbal communication, visual/body
making offers and layout and
language and facial expressions.
giving commands arrangement of
(VCAA, 2016, students in the
VCELA200). classroom.

Explore different
ways of expressing
emotions, including
verbal, visual, body
language and
facial expressions
(VCAA, 2016,
VCELA201)

2. The Arts Develop communication skills through Classroom Observation/ 123

games/role play: teacher: checklist:
Drama: Explore
and Express Expose Mia and the rest of the class to games Implement a quick Use an evaluation
Ideas that encourage active listening and response to communication form to list certain
Take turns in actions. For example, Lets listen and do activity in-between instructions/actions
offering and encourages students to comprehend an topic transitions, or that Mia found
accepting ideas, instruction and then perform it. This game could before leaving for difficult/easy to
and considering be played in pairs, or small groups. Ensure Mia recess/lunch/end of comprehend. Also
the forms and has the opportunity to develop her own the day. list Mias personal
elements used by instructions to others, as well as perform an strategies/cues

EDFD221 BALLARAT, 2016 Page 9 of 17

 others to express
action herself (Mense, Debney & Druce, 2006). Parents/family: that indicated she
viewpoints (VCAA,
was thinking, e.g.
2016, Practice active listening when watching Encourage the
closed eyes, or
VCADRE021). performances: implementation of
watched others
some of these quick
Encourage Mia to show others she is listening first. This then
Drama: Present activities at home
and respecting performances, by keeping eye gives an idea to
and Perform with siblings or
contact, and forming questions about things she the teacher of
Present drama before certain tasks.
notices or wonders about when making meaning strategies Mia uses
that communicates
from the performance (Brent & Anderson, 1994). Playground: to understand or
ideas, including
think (Mense,
stories from their Mixture of ability groups: Encourage Mia to
Debney & Druce,
community, to an interact with her
Ensure Mia is exposed to working with students 2006).
audience (VCAA, classmates in the
of different ability levels. These groups should
2016, playground, and to Self-reflection:
be kept minimal in size (4 maximum) so that Mia
VCADRP023) incorporate
is included in both discussions and responses. Discuss with Mia
strategies of
They should also include males and females so why she enjoyed
Drama: Respond listening and
that Mia learns to work with a mixture of certain parts of the
and Interpret accepting ideas
classmates. Mixed ability groups allow for Mia to lesson and who
Respond to when playing
learn from others who already may know a skill, she enjoyed
drama, expressing together or engaging
and share the learning process with her peers to working with and
what they enjoy in conversation.
develop friendships (Polloway et al., 2013). why. Use this
and why, and why information to
people make and inform future
perform drama grouping practices.
(VCAA, 2016,
VCADRR024)

EDFD221 BALLARAT, 2016 Page 10 of 17

 3. Emotional 1. English Visual cues: Classroom Feedback:
These utilise Mias strengths as a visual learner, Teacher: Mia can be
To Language:
demonstrate Expressing and allowing her to feel comfortable enough in her The classroom provided feedback
developing ideas own ability to successfully complete the task and teacher would ask from her teachers
positive self-
Compare different subsequently build her self-esteem and self- relevant, probing and peers.
esteem
kinds of images in efficacy. If Mia believes that she can perform the questions to
Classroom 123
narrative and task, she will more likely be motivated to learn facilitate responses
and put in the effort to stay focused and finish
observations
informative texts from Mia.
the task (Westwood, 2008; Wong, 2004). and anecdotal
and discuss how Peers:
Furthermore, the use of visual cues allows Mia records:
they contribute to
meaning (Victorian to build her self-confidence as she is more likely Students can The classroom
Curriculum and to be successful with this learning style provide positive teacher can use
Assessment (Armstrong, 2000; Westwood, 2008). The feedback to address this as formative
Authority [VCAA], images in a text are important for deriving at least one good assessment to
2016, VCELA180) meaning because they illustrate the written response from each measure Mias
details in a text, as well as provide more student, hence progress over a
information about the words (Winch, Johnston, boosting Mias period of time. The
March, Ljungdahl & Holliday, 2010). Therefore, confidence. teacher can
allowing Mia to discover the importance of compare Mias
Aide:
illustrations will enable her to use the pictures in responses from
a book as a strategy to decode the meaning of The aide could different occasions,
the texts when she is struggling to interpret record key points and look for an
written words. discussed in the increase in the
group discussion level of contribution
Group Discussions:
and repeat it back to to the discussion,
In a small group setting, group discussion Mia so she is able to confidence in
enables the teacher to assess Mias remember and speaking,
understanding more easily as well as deepen benefit from what enthusiasm in
her knowledge by listening to the shared was discussed. The responses as well
viewpoint of everyone in the group (Kitson, aide could also be as whether Mia
Lowe, Seely Flint & Shaw, 2014; Winch et al., responsible for initiates any
2010). Moreover, having a small group setting making brief notes conversation. This
will not single Mia out, preventing the risk of about Mias is all indicative of
negatively affecting her self-esteem (Westwood, behaviour during the an increase in self-

EDFD221 BALLARAT, 2016 Page 11 of 17

 2008). discussion. esteem.
Mixed Ability Groups:
This gives Mia the opportunity to share her
insights with others, which could encourage
other students to give positive feedback thus
increasing Mias opinion of self-worth (Kitson et
al., 2014; Westwood, 2008). Additionally, it
provides an occasion to learn from and utilise a
diverse range of perspectives from the other
group members. This exposes her to different
ways of thinking, which can then extend her own
thinking (Kitson et al., 2014; Winch et al., 2010).
Also, Mia will not feel as though she is in a low
ability group thus preventing feelings of
inadequacy that could arise in ability-based
groupings (Westwood, 2008).
2. The Arts Performing stories: Classroom Self-Reflection: 123
This helps Mia believe in her own ability to Teacher: Ask Mia to identify
Drama: Present
and Perform communicate a story without dealing with the The classroom what she has
Present drama difficulties that she finds with writing. Mia is teacher would accomplished
that communicates presented with the opportunity to showcase her monitor the class, during the lesson
ideas, including kinaesthetic learning style through the embodied then listen to what and what
stories from their expression of her ideas, while proving to herself Mia thought worked strategies worked
community to an that she is capable of successfully telling a story well during the well in order to
audience (VCAA, thus promoting self-confidence (Armstrong, lesson, helping to highlight her
2016, 2000; Westwood, 2008). By acting out the story, identify whether the strengths to
VCADRP023). Mia is far more likely to understand and strategies worked. encourage future
remember it than she would if she heard or read success and build
the story, leading to increased engagement and
Whole Class: positive self-
interest in the activity (Burton, 1991). Working in separate esteem
areas of the room (Westwood, 2008).
Working in Pairs:
within their groups Encourage Mia to

EDFD221 BALLARAT, 2016 Page 12 of 17

 Working in pairs allows both partners to learn off but then come work more
each other by assuming the role of both the together to support autonomously by
teacher and student as they each provide help the performance and asking her to
in their area of expertise (Winch et al., 2010). provide positive evaluate her
The opportunity of teaching would be particularly feedback. progress. This will
beneficial in improving Mias self-esteem, as by enable her to be
helping others she will gain social approval and aware of her own
can positively affect the way she is viewed as learning to keep
she demonstrates her abilities to her partner and herself on task and
to herself (Westwood, 2008). increase
productivity
Encourage Motivation:
(Glasson, 2009).
Motivation is a key factor in determining the
Peer Feedback:
extent of learning that takes place. To increase
Mias intrinsic motivation to learn, she should be Acknowledge
given the opportunity to work with others, be positive aspects of
provided with positive feedback as well as be the performance,
involved in activities that are fun, interesting and which is highly
successful. These will all promote successful likely to evoke a
outcomes and prevent disengagement positive reaction
(Westwood, 2004; Westwood, 2008). from Mia and boost
self-esteem, This
provides
recognition for her
hard work and
effort, and for
completing the
activity
successfully thus
feeling valued by
her peers
(Glasson, 2009;
Westwood, 2008).

EDFD221 BALLARAT, 2016 Page 13 of 17

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

Strategies:
Well-being and resilience
Inclusivity: Circle time, group discussions, working in pairs, mixed ability grouping and the inclusion of peer acquaintance activities
provide Mia with the opportunity to feel included in the class, and to develop social and emotional skills that are beneficial for her to
make friends.
Confidence: The inclusion of activities that complement Mias preferred learning styles allow her to feel comfortable with her own ability
to complete tasks, developing positive self-esteem. These may also include communication games so that Mia develops confidence
and the skills to talk to people her own age.
Emotional well-being: Consultation with Mia one-on-one after each lesson or after experiencing a situation that is not previously
familiar to her is effective in analysing Mias emotional well-being/feelings towards the situation.
Protective factors
High quality school: The school environment Mia works in is comfortable and welcoming, and has the privilege of providing Mia with
an Individual Learning Plan that is accommodating to her needs.
Well educated parents/experiencing consistent parenting: Having parents that can support Mia at home and implement the
strategies she uses at school in a familiar environment can help Mia develop positively in all areas of development.
Positive relationships with the teacher: It is essential Mias classroom teacher is supportive, approachable, and has the ability to
form a strong connection that gives Mia motivation to learn.
Scaffolded tasks: Scaffolding tasks allows Mia to develop a deeper understanding of what is being taught and the opportunity to learn
at her own pace.
(Bowes, Grace & Hodge, 2012)
Catering for Additional Needs
Improvement of working memory: Embodied learning will help Mia to remember the content more clearly as she has actively
experienced the process of learning.

EDFD221 BALLARAT, 2016 Page 14 of 17

 Improvement of language use: Consultation with Mia via one-on-one conversation provides her with the opportunity to hear a
proficient speaker and pick up on key communication skills, and how the nature of the language use relates to the purpose of the
conversation.

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