Differentiation strategies and individual plan.

Differentiation strategies and individual plan. Order Description The essay should fulfil the all the requirement that is mentioned below: Addresses learning outcome(s): 2. use needs assessments and other tools to contextualise change and intervention from individual and group perspectives; 3. prepare, implement and evaluate individualised practices and supports that are practical, ethical and feasible; 5. demonstrate skills in developing responsive curricula, policy, procedures and /or professional learning that take into account individual, family, professional and workforce issues related to both people who provide and receive support. Related graduate attribute(s): 1. UC graduates are professional - communicate effectively 1. UC graduates are professional - employ up-to-date and relevant knowledge and skills 3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas Word length: 2500 words or equivalent. +/- 10% You have been asked to prepare a professional learning session about your inclusive practice for your colleagues at the first professional development day at the beginning of the year. Your supervisor has noticed that your educational setting is truly inclusive and would like you to share with your colleagues the effective inclusive practices you have adopted. The presentation is expected to run for 20 minutes. You may submit your material in a word document. Alternatively you may prefer to submit your assignment in a digital format - such as a YouTube video; an animated video; a slide cast; a PowerPoint or Prezi, or a poster. After marking, a small selection of exemplary assignments will be uploaded on Moodle for your colleagues to view. You may base this assignment on a student case study to be provided or on a student with whose context you are familiar. NB. If basing the assignment on a student of your own choosing, you must preserve the anonymity of that student. Any identifying information about the student or the school must be removed. Use a pseudonym for the student and the school. Your presentation on your inclusive practices will focus on the following: Identify the key learning needs of the student in the case study. If you choose a case study from the text, some learning needs may already be mentioned but you will need to research more widely based on the diagnosis of the student to identify all relevant needs. In addition to general areas of need, identify a particular skill or aspect of curriculum content that is relevant to this student and describe the student’s current level of performance.If relevant, briefly identify the needs of the other students in the group setting as well. You may wish to use a slide or a diagram or a flow chart to show these learning needs in context. (30%) Explain how you differentiated your pedagogy to meet the individual needs of the student in the case study. Focusing on your teaching of a particular skill or aspect of curriculum content, explain the differentiation strategies you used to accommodate the learning needs of the student and create an inclusive learning environment. Justify your strategies with reference to appropriate scholarly literature. (40) Show the learning plan that you developed for the student in the case study. This may take the form of an Individual Learning Plan (ILP) or a Positive Behaviour Support (PBS) plan. The plan should, however, clearly define the skill or aspect of curriculum content to be taught, include short and long term goals, instructional techniques and procedures for assessment. (30%) Criteria Comprehensive identification of needs of the student, supported by reference to the literature. Suitability of your differentiation strategies and quality of your supporting evidence. Relevance of and justification for your student’s learning plan. Adherence to academic writing conventions including grammar, clarity and referencing Example of IPL form You can use any IPL form : Differentiation strategies and individual plan. Addresses learning outcome(s): 2. use needs assessments and other tools to contextualise change and intervention from individual and group perspectives; 3. prepare, implement and evaluate individualised practices and supports that are practical, ethical and feasible; 5. demonstrate skills in developing responsive curricula, policy, procedures and /or professional learning that take into account individual, family, professional and workforce issues related to both people who provide and receive support. Related graduate attribute(s): 1. UC graduates are professional - communicate effectively 1. UC graduates are professional - employ up-to-date and relevant knowledge and skills 3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas Word length: 2500 words or equivalent. +/- 10% You have been asked to prepare a professional learning session about your inclusive practice for your colleagues at the first professional development day at the beginning of the year. Your supervisor has noticed that your educational setting is truly inclusive and would like you to share with your colleagues the effective inclusive practices you have adopted. The presentation is expected to run for 20 minutes. You may submit your material in a word document. Alternatively you may prefer to submit your assignment in a digital format - such as a YouTube video; an animated video; a slide cast; a PowerPoint or Prezi, or a poster. After marking, a small selection of exemplary assignments will be uploaded on Moodle for your colleagues to view. You may base this assignment on a student case study to be provided or on a student with whose context you are familiar. NB. If basing the assignment on a student of your own choosing, you must preserve the anonymity of that student. Any identifying information about the student or the school must be removed. Use a pseudonym for the student and the school. Your presentation on your inclusive practices will focus on the following: Identify the key learning needs of the student in the case study. If you choose a case study from the text, some learning needs may already be mentioned but you will need to research more widely based on the diagnosis of the student to identify all relevant needs. In addition to general areas of need, identify a particular skill or aspect of curriculum content that is relevant to this student and describe the student’s current level of performance.If relevant, briefly identify the needs of the other students in the group setting as well. You may wish to use a slide or a diagram or a flow chart to show these learning needs in context.  (30%) Explain how you differentiated your pedagogy to meet the individual needs of the student in the case study. Focusing on your teaching of a particular skill or aspect of curriculum content, explain the differentiation strategies you used to accommodate the learning needs of the student and create an inclusive learning environment. Justify your strategies with reference to appropriate scholarly literature. (40) Show the learning plan that you developed for the student in the case study. This may take the form of an Individual Learning Plan (ILP) or a Positive Behaviour Support (PBS) plan. The plan should, however, clearly define the skill or aspect of curriculum content to be taught, include short and long term goals, instructional techniques and procedures for assessment. (30%) Criteria Comprehensive identification of needs of the student, supported by reference to the literature. Suitability of your differentiation strategies and quality of your supporting evidence. Relevance of and justification for your student’s learning plan. Adherence to academic writing conventions including grammar, clarity and referencing Semester 2 2013 Review date: (within 6 months) Email review at the start of Term 4.  Face to face review December 2013 ILP team: Ingrid Jackson, Megan Jackson, English Teacher, Dance Teacher, Drama Teacher DECO: Student Services Executive Teacher Transition facilitator: Roll group teacher (Transition goal required in the ILP) Additional information  - refer to student profile and other relevant plans and documents 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. Anxiety    Long term goal By the end of 2013, Ingrid will advise her teachers of any heightened anxiety state, without prompting, with 80% success. Short term goals During Term 3, Ingrid and her teachers will monitor her in class behaviours for the warning signs of anxiety. Teachers will prompt him to engage in anxiety management practices if necessary, with 80% success. During Term 4, Ingrid will advise her teachers of any heightened anxiety state, without prompting, with 60% success. Long term goal For the rest of 2nd Semester, Ingrid will monitor her anxiety levels each day through the use of an app such as worry box, with 80% success. Short term goals For the rest of 2nd semester, Ingrid will meet with the LTC school counsellor at least once per month with prompting, with 100% success. Ingrid and Megan to arrange a medical examination seeking a formal diagnosis of anxiety. Ingrid’s teachers to be provided with a list of triggers for anxiety, Ingrid’s warning signs of heightened anxiety and a list of appropriate anxiety management strategies. (Megan & Ingrid to provide to DECO for dissemination) Ingrid to evaluate & install an appropriate anxiety management app. Ingrid to book an appointment with the  counsellor for the second week of each month for the rest of 2nd Semester.  This appointment will be to evaluate Ingrid’s anxiety in relation to classwork and assessment, and evaluate her use of the app. Emergencies – Ingrid to attempt to contact at least one of the following: Counsellor, DECO or the Social Worker in the event of an emergency anxiety situation. Ingrid & her teachers to tally number of anxious episodes per class per week. Ingrid & the counsellor to evaluate the success of the app at their monthly meetings. Managing Attendance and Absences    Long term goal By the end of 2nd semester, Ingrid will attend 90% of classes with no unexplained absences. Short term goal From Week 3 Term 2, Ingrid will attend 90% of each of her classes, and provide absence notes to explain 4 out of 5 absences. Short term goal During Term 4 Weeks 1-4, Ingrid will attend 90% of each of her classes, and provide absence notes to explain 9 out of 10 absences. Short term goal During Term 4 Weeks 5-8, Ingrid will attend 90% of each of her classes, and provide absence notes to explain all absences. Long term goal By the end of 2nd semester, Ingrid will ensure that her absence notes are handed in to her AG teacher every Monday, without prompting. Short term goal During Term 3 Ingrid’s AG teacher will request absence notes if they are not forthcoming, with 100% success. Short term goal By the start of Term 4, Ingrid’s teachers will ensure that she has digital access to all school created class resources. Short term goal By the end of week 5, to ensure that she has access to all class notes, Ingrid will ensure that she has a buddy in all classes. Ingrid and Megan to ensure a steady supply of absence notes at home. Megan to ensure that notes are completed and signed on Sunday nights. Roll group teacher to prompt Ingrid at AG if the notes are not forthcoming Roll group teacher to check with Ingrid’s teachers regarding the processes which will be followed to provide digital access to school created class resources, and provide Ingrid & Megan with the details. Ingrid to advise her teachers of the name of his buddy for the relevant class.  If Ingrid is absent, his teachers will ensure that the buddy has copies of handouts to give to Ingrid, or will keep copies aside for her.  Ingrid and her buddy to have access to photocopy facilities to ensure copies of notes from the board/classroom discussions. Roll group teacher to email Megan a copy of Ingrid’s absence record each week. Roll Group teacher & Ingrid to review attendance and absences in Weeks 3, 5, 7 & 9 of every term. Ingrid and Megan to contact individual teachers if there are any difficulties with digital access to school created resources. Roll group teacher and Ingrid to review success of buddy program in Weeks 6 & 11. ADHD    Long term goal By the end of semester 2, without prompting, Ingrid will self-identify when she is engaging in distracted or disruptive behaviours, on 4 out of 5 occasions. Short term goal By week 8, Ingrid will self-identify when she is engaging in distracted or disruptive behaviours, on 2 out of 5 occasions Short term goal By the end of term 3, when she is engaging in distracted or disruptive behaviours, Ingrid will return to work within 1 minute with one verbal or visual prompt, on 4 out of 5 occasions. Short term goal By the middle of term 4, when she is engaging in distracted or disruptive behaviours, Ingrid will return to work within 1 minute without prompting on 2 out of 5 occasions.    Megan and Ingrid will arrange a review with Ingrid’s paediatrician. Disruptive behaviours: Ingrid and her teachers will agree on the use of warning signals/prompts e.g: a hand signal, a touch on the shoulder or a sticky note on his desk. Seating: Ingrid will sit away from windows and away from the door. Information delivery: teachers will give instructions one at a time and repeat as necessary. Visuals – whenever possible, Ingrid’s teachers will use visuals such as charts, pictures or colour coding. Scaffolds – Ingrid’s teachers will provide outlines for note taking that organise the information as it is delivered. Worksheets – using more worksheets with fewer items will work better than one large worksheet. Reading in class – Ingrid’s teachers will encourage her using a pointer or a bookmark to track written words on a page. Classroom work: Ingrid will be permitted to complete classroom work on his laptop.  Ingrid will be allowed frequent short breaks (within the classroom) during double lessons. Fidgeting: Ingrid will use a stress ball or something else that doesn’t make noise as a physical outlet.  Ingrid’s teachers will attempt to incorporate some movement within the classroom during every lesson. Ingrid to attend an ADHD review by the end of term 3. Ingrid and her teachers to tally the number of distracted or disruptive episodes each week.  Ingrid’s teachers will supply the tally to Megan via email each week. Ingrid & Megan to monitor & discuss the number of episodes, and investigate further strategies if there are no reductions. Assessment    Long term goal By the end of semester 2, Ingrid will complete all appropriately differentiated assessment items with submission on the due date or with approved extension with 100% compliance. Short term goal During Term 3, Ingrid will negotiate appropriate differentiation for assessment without prompting on 3 out of 5 occasions. Short term goal During Term 4, Ingrid will negotiate appropriate differentiations for assessment without prompting on 3 out of 4 occasions.    Design briefs, due dates, rubrics and unit outlines will be provided to Ingrid and Megan by the end of Week 3, Semester 2. Ingrid will provide a list of possible differentiations to relevant staff by the middle of Week 4, Semester 2. Any required differentiation must be successfully negotiated at least 10 days before an assessment item is due. Ingrid will have the option of providing drafts of assessment items (when appropriate) to her teachers at least 7 days before an assessment item is due. Whenever possible, large assignments will be divided into segments with completion goals/dates for each component. Megan to contact teachers directly if this information is not supplied by the due date. DECO & relevant teachers to evaluate proposed differentiations if Ingrid and the teacher do not agree. Review this process during the drafting of the ILP for 2014. Organisation Long term goal By the end of semester 2, Ingrid will attend class with all the equipment required, without prompting, with 100% success. Short term goal By week 5, Ingrid will attend class with all the equipment required, with prompting, on 3 out of 5 occasions. Short term goal By week 11, Ingrid will attend class with all of the equipment required, without prompting on 3 out of 5 occasions.    Ingrid will use an app to keep track of his timetable. Ingrid will use her locker to store his school resources.  Ingrid & Megan will check on the supplies in the locker every 2 weeks. Ingrid will keep a master note book with different sections for each subject. Ingrid will keep a plastic display folder for each subject for storing handouts/worksheets.  Each subject folder will be a unique colour. Ingrid’s teachers will allocate time in class to ensure that handouts are correctly stored in the folder before dismissing the class. Ingrid will use an app on her phone to record assignments and important dates. Ingrid’s teachers will provide a visual display of assignments and important dates in all classrooms. Ingrid’s teachers will list the activities of each lesson on the whiteboard. Ingrid’s teachers will provide a visual timer when setting time based tasks. Ingrid’s teachers will ensure that at the end of each theory based lesson there is a summary of the key points of the lesson, and specific instructions regarding homework/preparations for next lesson. Ingrid will bring her display folders and master note book home every Friday.  Ingrid & Megan to review the display folders & master note book every week. Robby to report to Jo on the usefulness of the apps during their fortnightly meetings. Robby and Megan to contact individual teachers if there are any classes in which the accommodations are not present by the end of week 5. Transition (The transition may be across classes, schools or sectors. Refer to Transition Action Plan (TAP) as required )    Long term goal At the end of 2014, Ingrid will graduate f with a Year 12 Certificate which will allow her to access post-secondary studies. Short term goal By the end of Week 3, Roll group teacher and Ingrid will commence her Student Pathways Planning. Short term goal By the end of Week 4, Roll group teacher & Ingrid will arrange a booking for Robby with Careers Short term goal In Week 19, a draft ILP will be completed for review/signature in Week 2 Term 1 2014.     Ingrid to attend and successfully complete a CIT RSA course, and ensure a copy of her certificate is supplied to LTC for crediting of points. Ingrid to attend and successfully complete a series of Barrista training courses. Ingrid to identify, attend and successfully complete at least one other CIT course. Ingrid to attend a consultation with Careers and arrange a WEX placement for Week 19. ILP Review Meeting to be arranged by DECO for Week 18. WEX placement successfully completed in Week 19 ILP Review Meeting in Week 18