Individual Education Plan

Student Profile
Student: Selima (Surname- as above) Year/Class: Year 3 (Stage 2)

Date of Birth: Access files (enrolment forms/school records) through administration office.

Parents/Carers: Access files (enrolment forms/school records) through administration office.

Address: Access files (enrolment forms/school records) through administration office.

Contact Details: Access files (enrolment forms/school records) through administration office.

Background information:

Selima is a student from a Sudan family who have been given refugee status in Australia. Selima
and her family members do not speak English, but a church volunteer is assisting the family in day
to day situations between home and school. Loud noises can upset Selima due to trauma related
to the resettlement to Australia.

Other necessary information could be obtained through consultation and collaboration with the
parents. The church volunteer would need to be present to assist with communication and
translating issues. Collaboration would be in order to provide more detail about the family
context and Selimas health, personality, strengths and areas for development.

There is no reliable and valid statistics for Selimas attendance and behavioural as she has only
been enrolled since the beginning of the current term. There are no records, interventions,
assessments or reports from previous years unless the family has retained them. Colleagues
cannot be an information source as it is Selimas first year at this school.
 The student as a learner:
Based on teacher knowledge of student and conversations between teacher(s), student and
family.
Known strengths:
-Good maths ability in- completing calculations, using a calculator and participating in hands on
maths.
-Problem solving skills- a Newmans analysis was conducted in her language and it showed she
was performing well.
-Additional information on Selimas strengths could be noticeable through observation of hands
on activities which display knowledge of concepts and skills. It would be useful to determine
where she sits on the continuum for future planning.

Areas for development (general):

-Language (due to EAL/D and family members not speaking English)
-Skills for social interaction in a classroom environment (shy)

What issues may be affecting learning (physical, emotional,

cognitive)?:
- Shy, evidence of trauma [Affective (social/emotional) domain]
-Language barriers
-Hearing (does not always respond to the teacher when her name is called out)

Engages most when:

-Hands on mathematical activities.
-Playground- she fits in well.

Engages least when:

-Loud noises occur. They upset her.

Hobbies and interests:

See below in other information.

Other information:
Additional information on all of the above areas could be found through a meeting with Selimas
parents and the church volunteer. Selima could be involved in this meeting, or she could have a
separate one with the teacher. This would be useful to gain a holistic view of the student which
would not only help in the development of her maths skills, but all other areas also. Pre-test
assessments such as a SENA 2 (if this is not already completed as the early assessment), or simple
topic tests prior to beginning the learning will indicate her ability. Observation would also be
useful here to see how she acts and performs in the social environments of the classroom, and
playground. If Selima had been enrolled at the school in previous years, previous interventions
and/or IEPs would be accessible through colleagues or files in administration.
 SCU Primary School Student Support Plan outline

Name: Selima Class: Year 3 (3KD) Term: Early term 4 Teacher: Kate Dunn

Where is the student now? (include assessment data on next page)

After early assessment at the beginning of the current term, it can be concluded that Selima has good maths ability which she can demonstrate
on completing calculations, using a calculator, quickly works out and participates in hands on maths. She is performing well with problems (up to
level 4- process skills).

Support mode: Individual Small Group Community Tutor Peer Tutor Team teaching Home Based
Time Frame: 5 weeks (Term 4 Week 1- Term 4 Week 5)

IEP Focus:
Where is the student going?
1. KLA objectives of this plan:
-Selima will use and record a range of mental strategies for addition and subtraction of two, three and four digits numbers (MA2-5NA).
-Selima will use mental strategies and informal recording methods for division with remainders (uses mental and informal written strategies for
multiplication and division MA2-6NA).
-Selima will recognise and continue number patterns resulting from performing multiplication (.generates number patterns and completes
simple number sentences by calculating missing values MA2-8NA).
2. Other (identified or possible issues affecting learning e.g. health, cognitive, social):
-Selima will overcome some language barriers of maths terms which is affecting her learning (uses appropriate terminology to describe, and
symbols to represent mathematical ideas MA2-1WM).
-Selima will develop some social skills for participating in group work in the classroom to overcome shyness.

How is the student going to get there?

1. (Teaching and Learning strategies for this plan related to KLA outcomes; notes only specific details on Action Plan and appended detail)
a. DENS 2 activities which develop place value strategies (pages 70-90) and SMART teaching strategies on addition and subtraction (see
digital resources) AND/OR appropriate tasks from Chapter 6 of Wright et al., (2012).
b. DENS 2 activities that deal with remainders (e.g. Counter grab on p.g 97-98). Also, multiplication and division activities to support
mental strategies on NAPLAN 2010 Teaching Strategies (Activity 4- Division with remainders).
 c. The interactive 100s chart from TES iBoard, skip counting and investigating sequences of multiples from Patterns and Algebra- Number
Patterns on NAPLAN 2012 Teaching Strategies.
2. Other
a- Selima will have a routine where she works with the retired ESL teacher and/or the church volunteer at set times to develop her
mathematical language of concepts she is working on. They key terms could be noted in a maths journal and use visuals to accompany
words.
b- Explicitly teach and give groups the opportunity to practice group skills such as turn taking and listening with suitable peers.
How will I know when the student is there? (Indicators)
1 a. Observation and questioning will occur during all learning activities and teacher will intervene where necessary. Formative and summative
assessment will occur for evidence of expected results. Selima will use mental strategies such as jump, jump to decuple and compensation
in order to add and subtract two and three (possibly four and five) digit numbers. She will also be able to group counters to develop the concept
of remainders, and be able to explain mental strategies. Selima will be able to notice continue number patterns using multiples of 2, 5 and 10s.
2 a. Speak with the retired ESL teacher and the church volunteer to determine how well Selima has adapted to mathematical language of the
concepts she is learning about. Does her maths journal display relevant terms and visual cues?
b. Selima will be using expressive and receptive skills to interact with peers in group work. Note her interaction in the classroom.
Review: At the end of the five weeks (First half of Week 6) Date: 14th November 2016
Who? Collaborate with Selima, her parents, possibly the school principal and/or counsellor if needed. Also, the church volunteer if available, or
another translator in the community. It will be to discuss and evaluate the effects of the implemented IEP- the positives, negatives and what
may be done differently. The final question will be if Selima needs another IEP prepared and what will be included in it.
Assessments:
Pre-assessments (enter prior to commencement of plan) Post assessment
Who? Tool Results Who? Tool Results
Teacher/aide Newmans analysis Level 4 (performing Teacher/aide SENA 2 Average to high results
well) Teacher and aide Observation of Participated well in all
classwork activities. Demonstrated
Teacher Topic test her knowledge in the
test.
Student IEP Action Plan Student: Selima

Areas and Strategies: List basic details of specific strategies for KLA and Other needs. Full detail Operation and
Objectives (from as necessary should be appended. School policy requires that enough detail should be Monitoring:
provided to allow a casual teacher or community helper to implement the strategies.
previous section)
All KLA strategies should link with the teaching program for the class in the IEP time frame. when/who/how
-Use DENS 2 activities to develop place value strategies (pages 81-90) which Selima needs in order -Teacher monitors progress
Mental strategies for
to be able to achieve the goal of mental strategies for addition and subtraction for large numbers. closely during the first two
addition and subtraction.
Weeks 1- 2 -Use SMART teaching strategies- additions and subtraction. weeks with basic questioning,
Success criteria: -Also refer to Chapter 7 of Developing Number Knowledge (Wright et al., 2012). This will help teach observation, anecdotal notes.
Selima will be able to split, jump and jump to decuple. Specific activities are A6.2- Jump forward from and back to a -ESL volunteers communicate
demonstrate the use of
mental strategies. decuple, and A6.5- Addition and subtraction of a decuple. There are more if lessons need to be with the teacher briefly after
adjusted. each session.
-The interactive hundreds chart from TES iBoard website may be useful in explaining these
concepts.
-Selima can use her iPad to revise the key terms she is working with. There may be a word wall and
visual elements around the classroom that assist Selima and other students also. Instruction must
be clear and explicit. (This point is relevant for the next two objectives also.)

-Use DENS 2 activities that have emphasis on remainders in division. Example- Counter grab on -Teacher monitors progress
Mental strategies and
informal recording for
page 97-98. This is a hands on activity which Selima will be able to grasp before she begins to use closely during weeks three and
division with remainders. mental strategies and informally record her answers. four with basic questioning,
Weeks 3-4 -NAPLAN 2010 Teaching Strategies- Activity 4 Division with remainders. observation, anecdotal notes.
Success criteria: -Page 35 of Multiplication & Division has mental strategies. -ESL volunteers communicate
Selima identifies what a
remainder is and knows -Page 37 has informal recording. with the teacher briefly after
what to do with them. -Page 38 has remainders and rounding. each session.

-Use of interactive 100s chart from TES iBoard and calculators to practice skip counting from -Teacher monitors progress
Recognise and continue
number patterns from
different points. Possibly make the link between multiplication (multiples) and skip counting if closely during weeks four and
performing necessary. five with basic questioning,
multiplication -NAPLAN 2012 Teaching Strategies- Patterns and Algebra- Number Patterns- generating and observation, anecdotal notes.
Week 4- 5 investigating multiples sequences. -ESL volunteers communicate
Success criteria:
Selima uses the 100s -Page 13 of Multiplication & Division has an informal way of recording number patterns. Alter this with the teacher briefly after
chart and skip counting so Selima has to find missing numbers, not just the next number. each session.
 to continue number -SENA 2 (week 5)- teacher/aide.
patterns.
-Class test (week 4/5)-teacher

-Selima needs an ESL teacher to translate some of the more difficult words in order for her to -Each session, the retired ESL
Overcome language
learn. The more time she spends with a translator, the easier it will be for her to fully engage and teacher or church volunteer
barriers of maths terms
Week 1-5 participate in learning. (whoever is timetabled to assist)
Success criteria: -There is a timetable indicating when they are coming to assist in the classroom. monitors and makes notes on
Selima will understand -Selimas maths journal is completed on one of the class iPads as it is quicker for her to progress.
how to use common
words in context. communicate this way as she is not confident at writing in English yet. She will use Inkflow Visual -Teacher marks work in maths
Notebook on the iPad for this. journal against criteria.

-If the Selimas family are friends with the other families from Sudan, suggest that they could assist
her at home to further her knowledge. Any assistance would be of great help to her at this early
stage.
-Anecdotal information suggests that Selima doesnt hear her name being called some of the time. -Community nurse for hearing
Social skills for the
classroom
A health check may be required to determine if there is an issue. Parents will be contacted when check
Week 1-5 they pick Selima up. The retired ESL teacher will be needed to translate. There would also be
Success criteria: written evidence.
Selima shows signs of -Teacher monitors development
some interaction with
small group work. -Emphasising the importance of listening and speaking to peers in the classroom. Explicitly teach of skills across the plan through
what a good listener looks like, and how to contribute to small group discussions. Group Selima observation and anecdotal
with other students that she plays with in the playground to begin. This goal could relate to all notes.
students, not just Selima. Keep in mind that her English is only basic, so the extent to which she
contributes wont be high.