Becky's Individual Learning Plan (ILP) - School Logo - Feb 2019 Review

This document is Becky's Individual Learning Plan (ILP) from February 2019, detailing her educational goals, adjustments, and progress. Becky, a student with moderate learning challenges and braille learning needs, has an ILP that covers various areas including braille learning, orientation and mobility, organizational skills, and relational communication. The plan outlines short-term and long-term goals, specific adjustments for learning, and strategies for achieving them. It involves collaboration with an ILP team including an Orientation & Mobility teacher, trauma counselor, English and Drama teachers, and a Transition facilitator. The plan emphasizes the use of assistive technology, such as the Sonic Pathfinder, and promotes student engagement through disability education policies. The ILP also includes transition plans for post-secondary education and emphasizes the importance of communication between the student, parents, and educators. The plan includes a detailed action plan, focusing on skills upgrading, remedial training, and personalized learning experiences. The ILP is reviewed regularly and aims for Becky to achieve her learning goals and graduate with her Year 12 credential.

INDIVIDUAL LEARNING PLAN (ILP)
School:
Student name: Becky SRKS Number:
Date of Birth: Academic year level: 12
Commencement date of ILP:
Feb. 2019
Review date: (within 6 months) Correspondence evaluation at the beginning of
second term. Reviews In person star in July 2019.
ILP team: Orientation & Mobility teacher, Trauma counsellor, English teacher, Drama Teacher
DECO: Orientation & Mobility Consultant
Transition facilitator: Roll team trainer (Bree)
(Transition goal required in the ILP)
Additional information-
 moderate learning challenges
 braille learning
 orientation and mobility
 organizational and study skills
 concept development
 survival approaches
 relational communication abilities
Focus area and
present skill/level
of achievement
Learning goals
Linked to student’s Pathways Plan
SMART guidelines (Specific – Measurable - Achievable -
Relevant - Timely)
Reviewed when appropriate and at least 6 monthly at
the In-school Review
Adjustments for learning
Consider the Adjustment Matrix for level and type: environment,
curriculum, teaching & learning, assessment & reporting, technology,
communication.
Consider “Access and Participation” groupings from the Appraisal
where relevant.
Achievement of short term goal
Comment on learning stage (acquisition,
fluency, maintenance, and generalisation)
and support levels (independence -
prompts).
Record date of each entry.
Compensatory
Long term goal by the end of 2019,
Becky will report to her teacher on the
Becky and the tutor to organize several tests in
order to assess the improvement in the learning
Becky and the teacher to record
the scores of the various tests
February 2013 ILP ETD Student Engagement – Disability Education
Policy link – Students with a Disability: Meeting their Education Needs SWD200810 http://www.det.act.gov.au/publications_and_policies/policy_a-z
School logo

Learning skills
Braille learning
improvement of the learning skills with
90% success
Short term goal
In third term, Becky and the tutors
should follow up Becky during the
lessons for any signs of lagging behind in
learning. The tutors can prompt her to
participate in practices that enhance her
learning skills. She should achieve 90%
success.
Long term goal
In the fourth term, Becky should talk to
her teacher concerning her learning skills
with 70% success.
Short term goal
Becky and Braille teacher should record
the objectives for learning the braille,
assistive technology and high self-
esteem. These should be achieved in the
first two months.
skills
The teacher can use laptops and iPads and website
such as Readwritethink to help Becky improve her
learning skills
Becky should evaluate her learning skills using the
closed circuit TV. The roll team tutor and the parents
may help both in school and at home.
The braille teacher should choose the appropriate
braille tool for Becky.
done on weekly basis.
This will require unobstructed
communication amongst the
Beckys parents, teachers and the
braille expert. School visits by
parents and school based groups
are vital to facilitate her learning.
The braille teacher should give
credits to Becky in
areas such as technology
learning, personal and home
management, physical
education, computer science and
braille in discussion with other
braille experts
Orientation and
mobility & survival
approaches
Long term goal
As term two ends, without warning,
Becky should know her way around
school and at home on 9 out of 10
instances.
Becky and the orientation and mobility specialist to
install the Sonic Pathfinder appropriately
Becky and the orientation and
Mobility specialist should assess
the success of the tool during the
weekly sessions.
February 2013 ILP ETD Student Engagement – Disability Education
Policy link – Students with a Disability: Meeting their Education Needs SWD200810 http://www.det.act.gov.au/publications_and_policies/policy_a-z

Short term goal
After a period of six months, Becky
should be able to find her way to
classrooms without much difficulty and
should have achieved at least 60%
success.
Becky should use Sonic Pathfinder to enable her find
her way easily around the school and at home. She
should also receive Orientation and Mobility services
from the specialist once in a week.
In case of any emergencies, Becky should contact
any of these persons: Psychotherapist or the
orientation and mobility specialist. She is also
allowed to contact the Roll team teacher
Evaluation
Long term goal
As term 2 ends, Becky should finish all
differentiated assignments
appropriately. She should be able to beat
the deadline without much difficulty in
learning.
Short term goal
In third term, Becky should be able to
read and write appropriately without
much difficult on 8 out of 10 instances.
Short term goal
In term 4, Becky should be able to read
and write appropriately without much
difficult on 9 out of 10 instances
Scheme briefs, submission dates, marking rubrics
and subject summaries and course outlines should
be made available to Becky and Bree the roll group
teacher by third week, Term two.
Becky should give a list of probable distinctions to
pertinent staff in week 4, term two.
Any vital distinction should be effectively discussed
at least two weeks before an assignment article is to
be submitted.
Becky will have the option of providing drafts of
assessment items (when appropriate) to her
teachers at least one week before an evaluation
article is due.
When possible, bulky tasks should be segmented
into small parts with achievement objectives for
every part.
Bree to get in touch with tutors
directly in case this information
is not provided by submission
timelines.
DECO and braille experts to
assess proposed distinctions if
Becky and Bree are not in
agreement.
This process should be reviewed
during the conscripting of the ILP
for 2019.
Transition
(The transition may be
across classes, schools
or sectors. Refer to
Long term goal
As the year 2019 comes to an end, Becky
will graduate with Year 12 Credential
Becky to join and successfully complete educative
reading and writing skills course, and certify that a
copy of her certificate is delivered to relevant body
Evaluation of gaps in the
learner’s education and
understand instructional guides.
February 2013 ILP ETD Student Engagement – Disability Education
Policy link – Students with a Disability: Meeting their Education Needs SWD200810 http://www.det.act.gov.au/publications_and_policies/policy_a-z

Transition Action Plan
(TAP) as required )
which will permit her to be admitted to
the post-secondary education.
Short term goal
By Week three, Roll team teacher and
Becky will begin her Learner Trails
Designs.
Short term goal
By the end of Week 4, Roll group teacher
& Becky should organize a reservation
for Visually impaired Careers
for crediting of points.
Becky to attend and successfully complete a
sequence of independent living courses.
Becky to identify, attend and successfully complete
physical education courses.
Becky to join recreation and leisure skills
courses and successfully complete the
courses.
Becky to join cultural skills, study
organizational skills, competent
application of adaptive supports and
technology training and successfully
complete the short courses.
An emphasis on upgrading skills
and remedial training.
Becky to have a personalized
learning plan designed to
address her explicit education
needs and strengths.
Name Signature Date
Student
Parent/Carer
Parent/Carer
Principal/Delegate
DECO
Teacher
Other
February 2013 ILP ETD Student Engagement – Disability Education
Policy link – Students with a Disability: Meeting their Education Needs SWD200810 http://www.det.act.gov.au/publications_and_policies/policy_a-z

February 2013 ILP ETD Student Engagement – Disability Education
Policy link – Students with a Disability: Meeting their Education Needs SWD200810 http://www.det.act.gov.au/publications_and_policies/policy_a-z