Indigenous Student Profile: Personal Learning Plan (PLP)

Student Name Zac OLoughlin DOB 25-4-2006

Class Teacher Gemma Clarkson Year 4C
Parent or Angie & Trevor OLoughlin
Guardians
DCP Case Worker:
Previous Assessments: Check with parents or student file
Psychologist Speech
Dyslexia/SPELD Occupational therapy
Auditory Pediatrician
Vision X Other: ADHD
School based Specialist Programs assessed by the student
Reading Recovery (RR) Enrichment Support (GAT)
Levelled Literacy Intervention (LLI) Learning Support
Seasons for Growth
X Curriculum Access Plan (Attached) Individualized Education Plan
(Attached)
Testing Results
Observation Survey Standardized Tests
LID PAT Maths 15/25
CAP PAT 26/30
Reading
Duncan SA Spelling Would not complete.
Burt MAI:
H& R MAI:
WV MAI:
Student Strengths: (academic, social, emotional, cognitive, physical development)
Academic good reader and has great knowledge about areas of interest e.g. cars.
Is good at relaying information verbally in a 1:1 environment.
Comes up with good ideas for creative writing on occasion.

Areas of Development: (academic, social, emotional, cognitive, physical development)

Social and emotional takes a long time to warm to new people (needs to build a relationship with them before he
will do work for them).

Curriculum Adjustments Required:

Step by step instruction
Time out zone for independent work.
Repeated instruction.
Constant reminders of what he should be doing.
General Comments:
Zac is slowly becoming better at working independently, although this largely depends on his mood.
He prefers to work independently as his ability to focus on a task can be affected by noise in the classroom etc.
 INDIVIDUALISED PLAN
CURRICULUM ACCESS PLAN

2015

Signed: Gemma Clarkson Date: 31/03/2015

Student name: Zac OLoughlin Date of Birth: 25/04/06 Year: 4

Class teacher: Gemma Clarkson Principal: Therese Asplin

Parents: Trevor and Angie OLoughlin DSC: Nicole Ovens

CEO Students with Disability Consultant:

NCCD Category:
Physical / Cognitive / Social Emotional / Sensory

Level of Adjustment
No adjustments
Supplementary adjustments
Substantial adjustments
Extensive Adjustments
Disability Condition/Type: ADHD Report on file

Medical/Health Care Considerations: Strattera 2ml/day at home

Emergency Health Care Plan Yes/No (If yes attached)

Specialised Equipment /Resources / Therapy providers

Psychologist: Kim Weatherston
Paediatrician: Dr Jehengir

iPad, iWordQ, vertical writing equipment, variety of textured mediums, reduced noise, anger scale,
individual interest programs, texts which target interests, scribe.
General Education Assistant and Aboriginal Education Assistant
Standardised Assessment Results:
Running Record: 28+
iMaths Readiness Test:
Number and Algebra 9/27
Words Their Way: 41/82 Refusal to complete whole test (Does not reflect ability)
Strengths:
Zac uses a multisensory approach to his learning. He often has an area of interest which varies throughout
the term. Zac prefers to orally discuss areas of interest rather than produce a product and likes to share his
understandings through the use of constructions.

Priority Goals:
For Zac to independently manage his ADHD and Sensory Processing Disorder in order to access the
curriculum.
Reporting Method
o Standard
o Modified subject specific :
o Modified All Areas
o
Parent Contact / Meetings

TEACHING and LEARNING ADJUSTMENTS ACROSS ALL LEARNING AREAS

Environmental Adjustments
Sit next to supportive peers
Proximity to teacher and teacher assistant

Instructional Adjustments
One instruction at a time
Task checklists (for extended tasks)
Modified expectations of work output
Allow oral expression of answers as opposed to writing
iWordQ on iPad
Alternative writing implements (highlight Q/As, pen, boards)
Scribe
Additional time to complete tasks

Curriculum Adjustments
No adjustments

Learning Area Teacher Responsible

LOTE Mrs Yoko Joyner
Science Mrs Zoe Skewes
Physical Education Mr Murray Gardner
The Arts Mrs Helen Bonnell
Library Mrs Helen Bonnell
Comments:

Angie (Zacs Mum) would like to see the following:

Zac develop his social skills and improved interactions with his peers
Zac wanting to attend school (having a positive attitude towards school)
Zac having a go at classroom activities

Signatures:

Teacher/s: _____________________________

Parent/s: ______________________________

Review Date: Term 3, 2015