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School
Individual Learning Plan
ID Academic
Student Name Jesse Egan 0412100 2 DOB 22/7/09
Number Year
Helen Middleton
Classroom Teacher(s) Erin McMahon ILP key contact
Sharon Moloney
Amelia Simpson
Parent(s)/ Guardian(s) School Psychologist Michelle Wooton-Price
Andrew Egan
Sandra Shepley (ISP support teacher)
Other relevant 21/2/2017
Sandy Horne (ISP support teacher) ILP Meeting Date
professionals 28/7/2017 (review)
Rebecca de Costa (Speech Therapist)
- Jesse is a Year 2 boy with a very active and inquisitive mind. At school he enjoys reading, gardening and games
- Jesse is very capable academically across all areas, especially literacy and numeracy
- Jesse has an ASD diagnosis
Adjustments and - Jesse has a very strong sense of humour and enjoys funny books and videos
Student Profile - Jesse can react to adverse situations with heightened emotions and can find it hard to calm down
- Jesse prefers to communicate with adults over peers his own age
- Jesse often engages in individual activities rather than interacting with peers
- Jesse can get overwhelmed when working with/near others. He has the option of using a focus desk when required.
Personal Care Level: (Not Applicable/ Low / Medium / High / Very High)
Personal Care Not Applicable

Approved plan Not Eligible Applied (pending) Not engaged Undisclosed
NDIS
NDIS Goals:
General Notes Weekly group therapy with a psychologist
Transition Plan Behaviour Management Plan Eating and Drinking Plan Manual Handling Plan Risk Assessment
Attachments
Functional Behavioural Assessment Personal Care Plan Other _______________________

Individual Learning Plan Student Goals
Specific Measurable Achievable - Realistic Time bound
Long term goal:
Communication: By the end of the year, Jesse will communicate appropriately with a range of people
(Achievable in one year)
Jesse prefers to communicate with adults over children his own age and will often play alone during break-times. Jesse
Current skill level: regularly attempts to engage in communication with others however it is often not in a manner that is socially acceptable. In
class, Jesse will often use a loud voice to gain attention and will call out during class discussions.
Start Date SMART Short Term Goal Strategies for Achievement Outcome
- Continuation of explicitly teaching hands-up to
talk strategy following on from Year
By the end of Semester 1, Jesse will - Verbal and visual reminders August 2017 Maintenance
March
raise his hand to talk in class 50% of - Teaching aids, such as a talking stick, used in Non-verbal and verbal prompts are
2017 classroom used when Jesse forgets to raise his
the time - Encouragement of whole-class floor behaviour, hand.
such as sitting still, listening to others and raising
hand to talk through Dojo Points system
August 2017 Fluency.
Jesse still uses a loud voice during
By the end of Semester 1, Jesse will conversations and learning time.
March - Use 0-5 rating (consistent with system used with
use an inside voice after only one Verbal and non-verbal prompts, such
speech therapist) for voice levels using visual and
2017 as using fingers to remind him of the
prompt verbal prompts
number sound rating he should be
on, assist Jesse to regulate this.
Continue until end of year.

By the end of Semester 1, Jesse will - Social stories to teach appropriate responses to August 2017 fluency with prompts. With
situations that may occur when playing games teacher encouragement, Jesse will engage
March play a small game (e.g. handball)
- Explicit teaching of social skills and reactions when in lunchtime activities with classmates,
2017 with a small group of peers for half a playing games however he does not enjoy these and it
- Regular adult-supported opportunities to practise often has a negative impact on his
lunch period per week
social interaction classroom behaviour.
Reviewed and discontinued
 - Arrange playmates before lunchtime
- Explicit discussions about options of things to do
during playtime
By the end of Semester 2, Jesse will
- Regular adult-supported opportunities to practise
August initiate play with own-age peers social interaction
- Verbal prompts
2017 using a social script for two half-
- Opportunities to play with sister Alice at other
lunchtime periods each week. times during the week
- Development and rehearsal of social script for
Jesse to use to initiate play and to express his
feelings and opinions.

Long term goal:
Social Skills: By the end of the year, Jesse will self-manage his reactions to adverse situations
(Achievable in one year)
Jesse currently gets upset easily when he experiences something he doesnt find easy, for example, if he doesnt understand a
Current skill level: learning task or is asked to do something that he doesnt feel responsible for. He often finds it difficult to calm down and will
choose to avoid the difficult situation rather than persist with it.
Start Date SMART Short Term Goal Strategies for Achievement Outcome
- Explicit teaching of the Learning Asset Self-
Management and its related dispositions, August 2017 Maintenance.
resilience, responsibility and respect. Jesse is able to self-regulate his
By the end of Semester 1, Jesse will - Use of a timer (5 minutes) to monitor the length emotions and manage his reactions
March
independently return to set learning of time to calm down, and will return to his when he gets upset during learning
2017 activity once the timer is complete time. He uses strategies such as
activity after a set period of time. - Introduction of the Zones of Regulation and use reading a book and watering the
of these across the class to increase awareness of garden to calm down before
emotions and how to deal with them. returning to his learning task.
- Praise and encouragement of target responses
By the end of Semester 1, Jesse will - Social stories to demonstrate appropriate
August 2017 Maintenance with
take appropriate actions when he language and actions when interacting with others
prompts.
March - Guided adult-supported interaction through
irritates another through his words Jesse is often unaware when he
activities and games with modelled reactions
2017 irritates another, but with prompting
and actions with the help of visual - Visual prompts to assist with being a social
he is able to apologise and rectify the
detective when reading and responding to the
prompts. situation.
reactions of others (linked to zones of regulation)

Long term goal:
Transition: By the end of the year, Jesse will independently transition to specialist classrooms with his peers
(Achievable in one year)
Jesse enjoys specialist subjects but tends to feel uncomfortable with transitions and will often take an item with him such as a
Current skill level: book. He will then tend to find it difficult to stop engaging with the item and begin the specialist subject. Upon return from
specialist subjects, Jesse can find it difficult to transition back to the next learning activity or lesson.
Start Date SMART Short Term Goal Strategies for Achievement Outcome
- Encouragement of all students in class to not take
any items with them to specialist subjects
August 2017 maintenance
- Opportunity to read his book and engage with his
(independent).
items at other times during the day (e.g. read-to-
By the end of the semester, Jesse will Now he is confident and understands
self and read/write/draw times)
March the daily routines and expectations of
transition to specialist classrooms - Encouragement and praise from specialist
year 2, Jesse is often very eager to go
2017 teachers when Jesse engages in their lessons
without favourite items. to specialist classes and does not
without comfort item.
need to take a comfort item with
- Consistent expectations across specialist and
him.
mainstream teachers
Reviewed and discontinued.
- Daily timetable of class routine displayed and
accessible

Long term goal:
Reading: By the end of the year, Jesse will read a variety of different texts and demonstrate a high level of comprehension.
(Achievable in one year)
Jesse is a very strong and confident reader who enjoys reading, yet he tends to read the same books over and over and prefers
Current skill level: to stay within the same genre and authors. Jesse can also get upset when asked to demonstrate comprehension or ask
questions of the text.
Start Date SMART Short Term Goal Strategies for Achievement Outcome
- Explicit teaching of the IPICK strategy August 2017 Maintenance with
By the end of Semester 1, Jesse will - Encouragement of reading different texts prompts.
- Daily read-aloud of class novels (different genres Jesse still likes to stick to the same
March read beyond familiar texts and try
and text types) genres and types of books, however
2017 different genres, text-types and - Assistance in library to explore different sections with adult support he will try new
and select different books books and read outside his comfort
authors.
- Weekly goal to include one new book in Jesses zone.
IPICK Book Box. Continue until end of year.
- Encouragement of having a go
- Reinforcement of Jesses ideas
- Explicit teaching and modelling of comprehension
By the end of Semester 1, Jesse will strategies
- Reinforcement of all attempts through intrinsic
complete activities relating to and extrinsic strategies (stickers, Dojo Points,
comprehension strategies with personal goal setting)
August 2017 Maintenace with
- Opportunity for Jesse to read for pleasure upon
confidence. prompts.
completion of comprehension activity
March With adult support, Jesse will engage
By the end of the year, Jesse will - Teaching of strategies to calm down when upset
in and attempt activities in response
2017 (see Long Term Goal 2)
engage with texts to gain deeper to texts. He continues to be reluctant
- Explicit teaching of reading comprehension
to complete these activities.
understanding by using the strategies.
Reviewed and updated
- Modelling and anchor charts to support Jesse to
strategies of questioning, retelling understand the task
and inferring. - 1:1 support with ISP teacher and classroom
teacher whenever necessary
- Daily discussions with peers during reading time
- Opportunities to choose how to complete
activities.
Long term goal:
Writing: By the end of the year, Jesse will create texts that demonstrate his writing ability and follow the writing cycle.
(Achievable in one year)
Jesse is a confident writer but his writing is often rushed and does not demonstrate his true potential. Jesse often gets
Current skill level: frustrated when asked to re-read and edit his own texts and can refuse to do so. Jesses writing is often comprised of simple
sentences and is missing correct punctuation and capital letters.
Start Date SMART Short Term Goal Strategies for Achievement Outcome
- Explicit teaching of the writing cycle and the
expectations of each stage
- Modelled, shared and guided teaching of the
By the end of Semester 1, Jesse will
editing process August 2017 fluency with prompts.
March begin the editing process to bump - Use of bump it up wall to assist with writing and With support, Jesse will reread his
editing own writing and add additional
2017 up own writing to show true
- Daily writing opportunities and weekly writers details.
potential. notebook opportunities that dont require editing Continue until end of year.
and publishing to continue Jesses love of writing.
- Use of tickled pink and green for growth
strategies when rereading own work.
 - Explicit teaching of sentence structure
By the end of Semester 1, Jesse will - Explicit teaching of grammar and punctuation
- Opportunities to practise the use of grammar and
use compound and complex punctuation when writing
sentences in his writing and will use - Linking reading and writing strategies so Jesse can
see the importance of grammar and punctuation
correct grammar and punctuation. August 2017 Fluency with prompts.
- Explicit teaching of learning assets and
Jesse still prefers to use simple
Updated 8/17 dispositions use of the language to encourage
sentences and minimal punctuation
March Jesse to keep trying with his writing
By the end of Semester 2, Jesse will in his own writing, but with
- Daily writing opportunities and weekly writers
2017 prompting he is willing to add extra
use different sentence structures notebook opportunities that dont require correct
details and bump up his work.
grammar and punctuation to continue Jesses love
when writing and experiment with Continue until end of year. Reviewed
of writing.
and updated.
grammar and punctuation to make - Using mentor texts as examples of how to play
with sentences and grammar
his writing interesting to the - Using the bump it up wall to assist with writing
reader. and editing
- Conferencing and informal conversations about
writing.

Teacher(s) Erin McMahon Signature Date

Amelia Simpson
Parent/Carer name(s) Signature Date
Andrew Egan

DECO (A) Helen Middleton Signature Date

Principal Jo Padgham Signature Date