Individual Learning Plan

Student: Maddie Franklin

Teacher: Mrs. Gretchen

VELS Level 3

Grade: 3

Age: 8.2

Date: May 14th, 2014

Learning Area Entry Skills Goals/Specific

Objectives

Strategies Actual Performance

English

Reading

Doesnt comprehend the meaning from

simple texts with familiar content

Difficulty with reading comprehension due to

the inability to predict, summarize and find

symbolism through illustrations.

By the end of the year,

Maddie will be able to

give meaning to 80% of

her daily-required

readings through

prediction, summarizing

and finding symbolism.

Each day Maddie will verbally

express with a partner, 3 main

ideas that summarizes the

meaning of her reading (Adler,

2001).

She will have a support person

with her to facilitate the

discussion between the pair.

Allow Maddie to restate the

sentence or passage in her

own words.

When Maddie interprets the

text in her own words she will

earn 15 minutes on the Doodle

Buddy app using the iPad (Eric

Sailers, 2011).

Maddie uses the illustrations

Maddie is able to make

meaning of the text and

can clearly find stated

information through

predicting, summarizing

and using symbolism

independently.

from the book to predict the

meaning of the text through

symbolism.

English

Writing

Maddie has difficulty writing legibly

Often uses short, incomplete sentences

Restricted to using familiar words.

By the end of the term,

Maddie will be able to

write legibly and be

able to write complete

sentences 80% of the

time in written tasks.

Each day Maddie will spend 10

minutes of the writing session

completing handwriting

exercises to assist in developing

fine motor control

(Leicestershire Autism Outreach

Service, n.d.).

Once Maddie has written the

sentence she will edit it by

adding words including

adjectives, nouns or

appropriate joining words to

increase the sentences length.

Maddie will carry out written

tasks that encourage her to

complete incomplete

sentences supported by a

variety of words from the word

Maddie is capable of

writing a complete

sentence using a range of

new words whilst attaining

legible handwriting

independently.

bank.

Each time Maddie uses 3 new

adding words to create her

sentence she will receive 20

house points for her table.

Maths Prefers mathematical equations with numbers

and digits

Struggles with worded problems

Works well with visual representations and

concrete materials.

By the end of the

semester Maddie will

be able to make

meaning to 80% of

worded problems.

Maddie will be given two

worded problems each day.

She will have a support person

to encourage the use of hands

on materials to represent

equations.

Maddie will then create a

numerical equation with digits

and symbols, to represent the

original problem.

If Maddie has demonstrated

persistence and focus in this

activity, she will earn house

points for her table.

Maddie has used her

strength in visual

representations, to

recreate and make

meaning to 80% of worded

problems and solve with

her preferred method of

numerical equations.

Interpersonal

Development

Does not respond to her name

Is overly active, uncooperative, or resistant

Poor social skills

Prefers to play alone

Tunes people out

Is not interested in other children.

(Sample IEP for Child with Autism/PDD, n.d.)

By the end of the year,

Maddie will increase

her social interactions

and appropriate

behavior with peers

80% of the time in a

group environment.

Will independently greet other

when they greet her by

responding 4 out of 5

opportunities.

The support person may be a

teacher; an aide or peer.

Will participate and contribute

to roundtable discussions every

Monday morning without

prompts from support person

80% of the time.

Will engage in appropriate

play activities 80% of the time

across all settings.

When Maddie interacts and

engages appropriately with

peers she will earn a sticker

contributing to her sticker

chart.

Will respond to or initiate an

interaction with a peer during

class time 1 time per day.

Maddie is able to

appropriately socially

interact with her peers 80%

of the time in a group

environment

independently.

Discussion

Maddie is a grade 3 student who is diagnosed with mild autism. This condition hinders her learning as she struggles to involve in classroom

activities in particular, group discussion. This is evident, as Maddie tends to remove herself from noisy environments. She is enthusiastic in Maths

although prefers working with mathematical equations and numbers but struggles with worded problems. This may be due to her not

comprehending the meaning from simple texts in reading and is unable to predict or summarize a piece of text. She also has a restricted

vocabulary and has the habit of using short and incomplete sentences. One of Maddies great strengths is using the Arts to express her emotions

and understandings of concepts and ideas this can also be associated to how she works effectively using visual representation and concrete

materials in Maths.

Will engage in turn taking

activities with peers throughout

the day at least 2-3 times.

Will be consistently provided

positive verbal through praise

when she engages in

appropriate behavior. E.g.

attentive in-group discussion

and when completing a task.

(Sample IEP for Child with

Autism/PDD, n.d.)