INDIVIDUALISED PLAN

CAP / IEP

2019
Student name: Joshua Coggins Date of Birth: 3/6/2009 Year Level: Year 5

Principal: Peter Egan Class teacher: Giorgia Lukic

Teaching Assistant: Kylie Morrison

Integration Aid: Jenna Hogan

Parents: Sara Hennessy & Peter Coggins

CEWA Students with Disability Consultant: Sara Boroughs

NCCD Category: Level of Adjustment

Physical / Cognitive / Social Emotional /  No adjustments

Sensory  Supplementary adjustments
 Substantial adjustments
 Extensive Adjustments

SWD Disability Type Condition:

Dyspraxia – 2014

Specific Learning Disorder in reading and spelling.

Diagnosis – 04/08/17

Autism Spectrum Disorder Level 2

Diagnosis – 10/08/18
Medical/Health Care Considerations:
Medical Action/Health Care Plan: Yes / No (If yes please attach)

Specialised Equipment / Therapy / Outside Standardised Assessment Results:

Agencies School/Class based e.g. Pat R
Comprehension

Paediatrician Running Records level 10

Allied Health Team
Strengths Issues &Concerns
- Very confident, enthusiastic and willingly - Poor writing and reading skills- at least 3
participates in class activities. years behind his peers.
- Shows resilience in most of his learning - Writes some of his numbers and letters
- Plays well with others but can get upset backwards. (3, 4, 5, s, b, d).
very quickly at times. - Needs detailed instructions and one to
- Mostly consistent with following one guidance
instructions once they have been given. - Not confident in doing work without one
- Can write dictated texts. on one guidance.
- Creative story ideas. - Has trouble ordering thoughts. Has great
- Loves dancing. creative ideas for stories but forgets and
is unsure how to arrange his ideas.
For term 1-2:
- Understanding detailed instructions.
- To build confidence to write simple sentences without the aid of a teacher. And to be more
confident to attempt work before asking for help.
- Fine motor skills and pencil control
- Holding pencil correctly and forming letters and numbers correctly.
- Improve reading by 2 PM levels from 9 to 11
-
- Parent goals: improvement in literacy and numeracy
Term 3 - 4

- Improve pencil holding and formation of letters

- Improve reading level to level 11
- To shift from fixed mindset to growth mindset
- To attempt sounding out words instead of saying “I can’t read”

Priority Goals

TEACHING and LEARNING ADJUSTMENTS

Environmental Adjustments Instructional Adjustments

 - Seating position is easily accessible by all - Literacy activities to increase language
staff in the room. Requires one on one development: Rainbow Reading program
time with tasks 90% for it to be - Specific simple one step instructions often
completed. accompanied with modelling.
- If noise levels in the class are too loud, - Maths, lesser number of questions with each
use headphones to block out the noise question being read to him and modelled.
- Allowed more time to complete activities
- Plays phonic board game created by his
teacher aid integrator that is based on
Pokemon to improve interest

Reporting Method:

 Modified Subject Specific: ABCDE with Comments

 IEP in some/all areas: evaluation comments only English and Math

Curriculum Adjustments: See IEP for Specific objectives for each learning area
Year 2 SCSA curriculum.

Comments:

Signatures:

Principal Teacher/s Parent/s

INDIVIDUAL EDUCATION PLAN

MODIFIED LEARNING OBJECTIVES

Student name: Joshua Coggins Year 5 2019

LEARNING AREA: English

Level of Adjustment Required:

 No adjustments
 Supplementary adjustments
 Substantial adjustments (Based on Fact year 2 curriculum used for Literacy)
 Extensive Adjustments
Outcomes/Objectives Strategies/Resources Assessment
Term 3 and 4 T1 T2 T3 T4
Read less predictable texts with - Adjusted literacy program
phrasing and fluency by combining focusing on year 2
contextual, semantic, grammatical curriculum.
and phonic knowledge using text - Phonics game played
processing strategies, for example
during literacy sessions
monitoring meaning, predicting,
rereading and self-correcting
when Jenna is able
(ACELY1669) - Rainbow reading program
independently each day
- Read level 10 books
independently.
- To improve his reading level
by 1 place.

-Understand that different types of - Verbally communicate

texts have identifiable text response to teacher rather
structures and language features than write
that help the text serve its purpose - Give topics of high interest
(ACELA1463)
to him eg. Video games that
he likes or dinosaurs
- Using descriptive language
to think of a clear beginning,
complication and ending of a
story.
- Talking to Josh about these
connections and writing it on
a whiteboard for him to copy
so that he doesn’t get stuck
on the writing.

- Handwriting- holding the - Triangle grip pencil.

pencil correctly, forming
letters correctly.

INDIVIDUAL EDUCATION PLAN

MODIFIED LEARNING OBJECTIVES

Student name: Joshua Coggins Year 5 2019

LEARNING AREA: Mathematics

Level of Adjustment Required:

 No adjustments
 Supplementary adjustments
 Substantial adjustments (Based on Fact year 4 curriculum used)
 Extensive Adjustments
Outcomes/Objectives Strategies/Resources Assessment
Term 3 and 4 T1 T2 T3 T4
Introduction of Math Pathway - Try and include Josh in as
program to identify areas where many mini lessons as
Josh may have a lack of possible to ensure he is
understanding of numeracy skills engaged
- Recall rules around odd and even - ATA, teacher or teacher aid
relationship eg. Even + even =
to assist in modules
even etc.
- Read questions to him
- Arrange intervention
meetings if he shows a
continual struggle with a
particular skill

Signatures:

Principal Teacher/s Parent/s

Review Date: September 2019