INDIVIDUAL LEARNING PLAN (ILP) MATRIX

Date Devised: 20/5/2014

Student: Kevin Stewart

Review Date:
Year Level: Grade 5

D.O.B.

10 / July / 2003

Program Support Group Members consulted in devising this plan:

Class Teachers: Haylee Fithall, Alex Ford, Annie Clayton

Parents: Alice and Josh Stewart
Principal Rep(PSG Chair): Brian Derby
Other: Jen Fitzgibbon (Student Wellbeing Officer)
Additional Reports: (If applicable)
-psychologist
-whoever assessed them to diagnose
-student wellbeing staff

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Age: 10 yrs 10 months

Academic, social and emotional development:

Entry Skills. Kevin is on track academically, but is still struggling to interact with his peers effectively. While Kevin has been making
progress he still needs to manage his anger and frustration towards others.
Kevins strengths in the classroom are:
- Good oral language skills
- Can stay on task
- High level literacy and numeracy skills
- Good recall skills (facts)
- Passion when engaging in activities that he likes
- Happy to follow routines
Challenges (Areas for Improvement)
Providing Kevin with further support in terms of his social skills, executive functions and management of his anger and frustration towards
others, will enhance his school experience.
Learning Priorities (Future Learning)
It is important that Kevin is provided opportunities to improve his interpersonal learning, where enhancing social behaviour and awareness of
others is extended.
Childs characteristics: Kevin is still having trouble with executive functions such as organisation, time management and learning from past
experiences. For example, if he didnt plan his time well on a previous task, he does not use this experience to inform how he will plan his time for
his current task. Kevin also has a tendency to get stuck focussing on details rather than the whole picture when working alone and in small groups,
which in turn can lead to struggles with his working memory (keeping information in mind while working with it). On a positive note, Kevin is still
displaying excellent recall and exemplary oral language skills.

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Impacts: Kevin has a tendency to become anxious if he doesn't complete a task on time, which is problematic because due to his struggles with
executive functions, he often has trouble finishing work in the allocated time. He sometimes becomes embarrassed when he can't organise/plan
tasks effectively, and can often repeat the same mistake numerous times. Kevin can focus well on task but this can become problematic when he
gets too hung up on the little details rather than the bigger picture. This can also lead to difficulties using working memory, which in turn leads to
further frustration and anxiety.
Implications

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INDIVIDUAL LEARNING PLAN

STUDENT/AVATAR NAME:

Devised

Semester Goals

Short Term Goals

(Long Term)

(WHAT)

Curriculum Areas

Strategies/Methods

Mode of Delivery

(HOW)

(WHO / WHEN)

00/00/00
Mode of
Assessment

Evaluation
dd/mm/yy

a) Kevin will recognise and

1. Social
Kevin will work towards

1. Values Education

Kevin will contribute to

implement strategies to

using his own emotion

monitor the emotions and

flash cards for him use

body languages of others

to monitor the emotions

and body language of

being able to read and

others.

respond appropriately to
non-verbal communications

At home practicing
expression emotions
and body language with

-Teacher can prompt

when to be used
during class time
-Kevins family will
remind him to use his
card to read and
respond to his their
emotions and body
language
Use Family to model
examples that express
different emotions

family members twice a

week
b) Kevin will begin to
gradually work cooperatively
in small groups and teams.

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2. Physical Education

Kevin will be expected

to work in team sports
twice a week

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Teacher will assign

Kevin to appropriate
groups in diff activities
during sporting times

2. Emotional
Kevin will learn strategies to
manage his anger and

a) Kevin will form

relationships with other
students with similar interests

1. Personal development:
Interpersonal Learning

b) Kevin will learn the

appropriate time to
implement his strategies to
deal with anger and
frustration towards others

2. Across all Curriculum

areas

Kevin will take part in a

buddy program where
he is paired with a
younger student with
similar interests. He will
form a relationship with
this buddy and will take
part in many activities.

Well being officer

pairs kevin and other
student and allows two
half and hour session
per week, outside of
class, to take part in
different activities

Refer to his personal

Teachers and parents

give Kevin time to
reflect in his personal
journal when the need
arises

'social story' when he

begins to feel frustrated
or angry with another
student

Teacher and parents

prompt Kevin when to
refer to his journal or
social story to manage
anger and frustration

frustration towards others

When appropriate
Kevon can work with a
partner to discuss and
incident and
appropriate measures
to draw on to solve
problems
3. Cognitive

Kevin will use clock

method to indicate the

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At the beginning of
work time teacher
implements time

1. Literacy block moving

from different areas

more effectively. This

also allows Kevin to feel
a sense of

Kevin will use visual aids

accomplishment

and similar organisational

spends an appropriate
amount of time on tasks.

b) When changing the

classroom schedules Kevin
will recognise and assign
time values to each activity.

2. Mathematics
Use am and pm notation
and solve simple time
problems (VCAA

allocations to tasks.

to work on a task to help

him manage his time

a) Kevin will work towards

managing his time effectively
in the classroom

planners to help ensure he

amount of time he has

Kevin is responsible for

changing the classroom
schedule at the

Parents will use clock

strategy at home to set
times for specific task
(homework, getting
ready for bed, getting
ready in the morning
etc)
Performed in
conjunction with
classroom teacher.

beginning of each day.

Each session will be
assigned a time value.

EVALUATION KEY:

1 = Little or No Progress

2 = Satisfactory Progress

3 = Excellent Progress/Goal Achieved

Strategies:
Well-being and resilience
- anger and frustration (journal)
-by using visual aids and the clock method, gives Kevin a chance to avoid frustration with himself and complete work on time to the best of his
ability.
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Protective factors
By helping his understand emotions and body language of others protects him from severing his relationships with others

Catering for Additional Needs

- clock method
-visual aids and organisers
-schedules
-reminders
-same routines/strategies in place at home

References:
http://ausvels.vcaa.vic.edu.au/Level4

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Fill in blanks for your section (mode of assessment, characteristics, impacts, teacher implications)
- appendices
- refences

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