Individual Education Plan Goals and Targets

Name: Seth McKeough

Summary of long term goals, targets achieved since last meeting, strengths identified and hopes for the future Date: MAY 2020

• By the end of Term 2, Seth will engage with class work set by the class/NIT teacher and follow his timetable 80% of the time.
• By the end of Term 2, Seth will be able to use his flowchart to successfully self-regulate 100% of the time.
• By the end of Term 2, Seth will stay inside the classroom unless permission is requested 100% of the time.
• By the end of Term 2, Seth will use safe language and safe hands 100% of the time.

Academic & Emotional Specific Strategies and Actions Who’s By Success criteria Progress -
goals / targets responsible? when? goals
* short term goals / targets met?
that lead toward a long
term goal
Relationships/Emotional • Seth works with students who support him. Class teacher: End of Seth doesn’t feel the need to Refer to
• Improve his • Working with small groups with an SSO in another Monica Berno Term 2. leave the classroom/building behaviour
communication with his room. without permission. support
peers in class. • Sometimes choosing groups for him, or asking him prior Year 6/7 plan.
• Communicate with Ms to the task who is someone he would like to work with. teachers: Communicating his feelings
Berno, especially when not • Helping Seth identify his emotions and self-regulating. Melissa Harris, more often before it gets to a
feeling ok. When he is not feeling well, direct him to follow his Shannon place where he is very angry or
• Creating friendships in his flowchart for a break (see flowchart and break cards Mowling, Dean upset.
current year level (Year 7) below). Cutts
• Safe hands and words at • Frequent check-ins and conferences. Seth is motivated and engaged
recess and lunch times • Setting clear expectations for unfamiliar situations such NIT teachers: in most learning areas.
as; reliever, excursions, incursions. Support at school to Cory Selfe,
complete major assessments and begin homework Heather Comes to school on Monday’s.
tasks at school to he understands the task. This is McDonald,
needed for a successful transition into high school. Nicole Hooke Completes his work and is proud
• Flow chart laminated on his desk. of his work.

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 Improving work habits • Scaffolded repairing with others when he is calm. SSOs: Has friends that are in Year 6
• Engage in classroom work. • Access to familiar items e.g. writer’s notebook, Matilda and 7 from Room 10 and other
• Initiative to get his colouring book or sketch book this will help him reduce Fletcher Year 6/7 classes.
materials out without anxiety in the classroom.
having to be reminded • Non-verbal and verbal communication when he School Greater confidence to try new
• Organising himself better requires a break e.g. giving his break card to the Leadership: things, programs and
so he doesn’t lose books, teacher. Kristian presentation methods.
worksheets, stationery. • Non-verbal and verbal instructions given to Seth for Rawlings and
• Listening and attentiveness tasks/assignments. Nicholas Feels safe at school.
• Accepting more help • Printing out tasks with an example. Go through the task Papadopoulos
– break down in smaller tasks.
• Modified timetable – which was planned and
negotiated with Seth. This enables him to be successful
in the classroom. All tasks and activities need to be
negotiated with Seth.
• Make learning relevant and meaningful to Seth –
negotiated learning approach. E.g. how he would like to
present his work on topics he relates to
• Seth is encouraged to complete writing tasks with
topics that interest him.
• Seth is always given a choice how he would like to
present an assignment e.g. website, brochure, hand
written poster etc.
• Range of seating choices: high table, student desk or
window bench. Enough seats if he would like to sit by
himself.
• Uses a computer to help aid him during writing tasks
this will help his transition into high school with the
majority of tasks being completed on
computers/laptops.
• Cushions at the back of the room for breaks.
• On the whiteboard: a clear, visual daily timetable, daily
notices and due dates.

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 • Timers at the back of the room for him to use during his
breaks.
• Visual content to aid understanding and provide
background and contextual information e.g. YouTube
Clips, concrete materials
• Assignments, notes and other important information is
clearly written on the board all day and all week.
• Over-teaching and repetition of newly learnt material
• He loves to share – so when he has his hand up always
selecting him
• Choice to use headphones (appropriately) to listen to
music. Maintaining his focus and limits distractions.

Improving at-home habits • Two homework/catch up lessons during the week with
• Ability to complete small his SSO to help him begin his homework.
homework tasks such as • Providing Seth with all the materials he needs for
writing his 1-minute class homework as he does not have access to a
talk. computer/internet at home.
• Making/bringing his own • He does not participate in dance (Monday L1) this
recess and lunch to school. motivates him to come to school on a Monday.
• Fully dressed e.g. no socks • Works with Room 2, a Year 1/2 class three lessons a
missing. week. He helps the buddies with art/STEM, maths and
• Bringing his bag and books reading tasks.
to school. • Snacks kept in the canteen fridge if he would like them.
• Reward booklet also encourages Seth to be organised
Attending school every day at home e.g. pack his own recess and lunch.
– especially on Monday’s • Reward his attendance even if he is late as this
encourages him to attend school in preparation for high
school.
See also (in student or confidential school file)

Health Care Plan

Behaviour Development Plan

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 Safety and Risk Management Plan
Other personalized education plan _________________________________________________

Summary of Responsibilities and Actions

Families SA responsibilities and actions:

Under DCP, Seth’s care arrangement has changed.

Carer/s responsibilities and actions:

Recently changed due to change of Seth’s care.
Drop Seth off at school and pick him up.
Make his recess and lunch.

Child / Student’s responsibilities and actions:

• Engage with class work set by the class/NIT teacher and follow his timetable 80% of the time.
• Use his flowchart to successfully self-regulate 100% of the time.
• Stay inside the classroom unless permission is requested 100% of the time.
• Safe language and safe hands 100% of the time.
Educator’s responsibilities and actions:
To provide a safe and supportive learning environment for Seth.

Accessed Child Protection Curriculum including Developing and Reviewing Networks this school year, or since moving schools

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 Person/Organisation Name Role Date

DECD School Date:

Signature:____________________

Support Services Date:

Signature:____________________

Families SA Date:
Signature:____________________

Carer/s Date:
Signature:____________________

Other/s Date:
Signature:____________________

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