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Presented by Dominique Gundry – Wantirna Heights School.

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Presentation on theme: "Presented by Dominique Gundry – Wantirna Heights School."— Presentation transcript:

1 Presented by Dominique Gundry – Wantirna Heights School

2 An ILP is an Individual Learning Plan. Or it may be called an Individual Educational Plan (IEP). An ILP addresses the educational needs of one student. ILPs are written across all the domains.

3 DomainLearning GoalEntry Skill MATHEM ATICS To independently solve simple multiplication sums. To purposefully read a digital clock throughout the day.

4 Writing an ILP Ascertain prior knowledge – observe the student, read previous report. Formulate goals to be discussed with parent(s) at the Program Support Group (PSG) meeting (may include teachers from special school). Goals are a collaboration between parents and teachers.

5 How to formulate goals Use the VELS documents as the main focal point to source the goals along with your assessment of the student. Using the Focus statements, ascertain the level he is academically working at. Level 2 maths knox pres.docx Has he achieved in the areas in the focus statement? He may need to consolidate particular concepts or skills. You will learn this from your observations and assessment.

6 If he does need to consolidate skills/concepts, there is your goal. If he needs to generalise the skill or concept – there is his goal.

7 An example: Bob is new to your room, he is 8 ½, in his fourth year of school. He is at level 3 chronologically, but as a student with special needs he is likely to be working at level 2- You need to assess. Look at the focus statement: for example Maths, Level 3 – Number  is this where he is at?  do you think he is capable of learning at this level?  check the earlier level, in this case level 2, has he achieved in those areas as described in level 2? If yes move to level 3 otherwise stay in level 2

8 If he is not at level 2 go to level 1. If this is still not appropriate go to “Working Towards Level 1.” Whichever level you are at then go to the standards and select an appropriate, sequential standard that follows on with what Bob knows. Level 2 maths knox pres.docx select a standard that is functional.

9 2 nd Example: A nine year old boy, chronologically he should be working towards level 3. Through observation and assessment he is not working at Level 3 as per his peers in the mainstream school. Look at humanities, as an example, humanities for pres.doc there is a standard there that is appropriate and can be adapted to suit the student  sequencing –”The student will sequence a familiar task using three pictures.”

10 An example of a student at a lower level to his age group. lower for pres.docx

11 Goals need to be written so they are achievable. They need to be measurable. They need to be simple – not complex. Once a goal is established, in Bob’s case it was to complete simple multiplication sums independently. Establish an entry skill for the goal. What concept/skill/knowledge does Bob have which I can build on to teach the new skill/concept. In this case Bob knows his numbers and is able to do simple addition and subtraction.

12 DomainLearning GoalEntry Skill MATHEM ATICS To independently solve simple multiplication sums. To purposefully read a digital clock throughout the day. Bob can do simple addition and subtraction. He is able to count by 5s, 10s and 2s and recognises patterns in the number system. Bob enjoys using an analogue clock to recognise some aspects of telling the time. He relates time to activities during the day.

13 Bob’s goals with entry skills: Bob's goals with entry skills.docx

14 In summary: 1) Observe the student, ascertain their prior skills/concepts and knowledge. 2) What is the next step in building that skill/concept/area of knowledge? 3) Look at previous year’s goals/report if possible to guide you. By reading achievement in a domain you may see the need to consolidate a skill/concept etc, or where there is a sequential development of the skill/concept that is functional and appropriate to learn.

15 4) Go to the VELS, for example, level 3 (what your class is) (YOU NEED TO ASSESS PRIOR KNOWLEDGE, you can’t just set a goal without knowing where he is at knowledge/concept wise.) If you can see an aspect that can be amended to suit the student use that or go back to the previous level (in this example level 2) Plan the goal in small achievable steps. The actual goal you may want may need to be broken into subsets – in which case a task analysis of the skill should be used to break the goal up into appropriate stages that the student should be able to achieve. (  Task Analysis)

16 5) Look at the goal and write the entry skill – what skill/ knowledge does the student have to build on to achieve the goal you have set? If the student doesn’t have the entry skill for the goal, then you may have aimed too high. Look at the goal again, you may need to simplify it.

17 It may be that the student you are developing an ILP for is not working at the academic level of his/her classmates, if this is the case make the goals as age appropriate as possible.


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