Positive Partnerships Planning Matrix Student’s Name: Zainab Abdulah Age: 7 Grade: 1 Difficulty: Poor attention; memory; language; social cognition; and health Need: English as a second language (ESL) Special Need/s: Low SES; refugee; PTSD Current level of achievement: Interrupted history of schooling (Iraq) Interests: Mathematics; art; animals; cultural activities 1.1 Physical, social and intellectual development and characteristics of students is represented by text highlighted in grey. Knowledge and understanding of physical, social and intellectual development and 1.2 And example of understanding how students learn is represented by the coloured text. Knowledge and understanding of research into how students learn and the implications for teaching has been
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Positive Partnerships Planning Matrix Student’s Name: Zainab Abdulah Age: 7Grade: 1Difficulty: Poor attention; memory; language; social cognition; and healthNeed: English as a second language (ESL)Special Need/s: Low SES; refugee; PTSD Current level of achievement: Interrupted history of schooling (Iraq) Interests: Mathematics; art; animals; cultural activities
1.1 Physical, social and intellectual development and characteristics of students is represented by text highlighted in grey. Knowledge and understanding of physical, social and intellectual development and characteristics of the student and the implications on her learning is demonstrated.
1.2 And example of understanding how students learn is represented by the coloured text. Knowledge and understanding of research into how students learn and the implications for teaching has been demonstrated with this particular case study.
Communication Social interactions Emotional & physical behaviours
Learning difficulties, strengths & styles
Characteristics ESL
Lacks basic communication skills
Poor attention span
Prefers to communicate with women (cultural preference)
Socially isolated (isolationist) due to language barrier and mistrust of others
Bullied due to cultural differences (different food, clothing and interests)
Low self-esteem and poor emotional wellbeing (e.g. prone to withdrawing/crying)
PTSD related anxiety
Functions at/below foundation level of learning (poor literacy and auditory skills)
Strong mathematical understanding
Visual & kinaesthetic learner
Requires constant reassurance from teacher and classmate modelling to complete tasks
Implications Uses visual cues and hand gestures for basic communication
Unable to follow instructions and participate fully in learning
Loses concentration easily. Unable to focus on tasks for sustained periods
Reluctant to engage and avoids making eye contact with male teachers and peers
Rarely participates in small group or class discussions
Does not initiate interaction with peers and rather relies on them to approach her in group work and playground situations
Resists participating in group work
Frequently excluded from group activities
Unable to form, develop and maintain friendships
Fears attending school and is regularly absent. Lacks continuity in learning and foundations. She does not ask teacher / peers for clarification
Lacks classroom set behaviours eg. staying in classroom/seat
Reacts negatively to physical contact. Suffers panic attacks
Fears load noises/fast movements. Is reluctant to participate in outdoor activities. At times, needs an enclosed area to feel protected
Unable to write cohesive sentences. Can only read basic level picture books with minimal text
Copies students work without processing information
Rarely participates in standard curriculum activities. Frequently zones out
INDIVIDUAL LEARNING PLANI.L.P. 1 / 4
Date Devised: 28/2/2015Review Date: End of term 1 2015
Student: Zainab Abdulah Year Level: Year 1 D.O.B. 16/11/07 Age: 7 yearsProgram Support Group Members consulted in devising this plan: Class Teacher: Jessica Ornsby/Melanie Renner Parents: Akram Abdulah Principal Rep: Stewart RobinsonConsultants to the Program Support Group: Interpreter (for father), Multicultural Education Aide (MEA), Wellbeing Coordinator, Counsellor/Social worker
Entry SkillsZainab is at PM Reader level Starters 1 (Learning A-Z, 2015 b) and manages to associate words with visual cues. She is beginning to read and write, generally using two/three letter words. She can follow verbal instructions when slowly spoken and repeated. Visual cues help her to retain focus, participate in classroom activities and communicate with her peers.
She understands that there are different types of texts and that these can have similar characteristics. She can identify connections between texts and her personal experiences when prompted. She attempts to read short predictable texts with familiar vocabulary and supportive images, drawing on her developing knowledge of concepts about print, sound and letters. She can identify the letters of the alphabet and use the sounds represented by most letters. Her writing demonstrates sound and letter knowledge (AusVELS, 2015 b).
She has instant recall of number facts in addition and subtraction and shows confidence in the Number area of Mathematics in an algorithmic sense. She depicts feelings and experiences through visual art.
ChallengesZainab has low level foundation skills in decoding and coding text (reading/writing), producing and receiving information (speaking/listening) and phonological awareness (letter-sound knowledge) (Language & Learning) (Emmitt, Zbaracki, Komesaroff & Polloc, 2012. pp. 7;150). Whilst she can recall one or two events from texts with familiar topics, she rarely uses predicting/questioning strategies to make meaning from texts (AusVELS, 2015 b). She needs to begin to verbalise her ideas when reading to deepen her comprehension and language skills. She also needs to expand her spelling skills to four letter words by listening closely to sounds within those words.
She finds starting Literacy and mathematical problem solving tasks difficult, without frequent one-to-one assistance. Zainab needs to persevere and stay on-task with activities that she finds difficult.
Zainab is reluctant to undertake group work. She needs to build confidence to participate in group situations and to ask for clarification to more fully understand task requirements.
Learning PrioritiesTo increase her vocabulary and use correct grammar and pronunciation. To read aloud in reading conference groups and one-on-one with the teacher. Develop fluency and begin to recall key ideas and recognise literal and implied meaning in texts. To accurately spell four letter words and use capital
letters and full stops.
To listen to others and take part and share ideas in conversations using appropriate language features in pair, group and class discussions. To present a few connected sentences on familiar and learned topics (AusVELS, 2015 c).
To build perseverance and on-task activity. To reassure and support Zainab to build resilience and self esteem.
INDIVIDUAL LEARNING PLAN
Semester & Short Term Goals Entry level of performance Strategies/ Methods Mode of Delivery Assessment EvaluationInterpersonal Development Domaina. To seek teacher assistance when requiring emotional support 30% of the time (by term end)
a. Zainab is able to share emotional concerns with her father but does not currently share those concerns with her teacher
a. Teacher and social worker will arrange regular ‘check-ins’ to discuss feelings that have arisen at school and discuss feelings expressed in drawings (see below).The teacher will use a calm, soothing voice and validating language to
a. Teacher/social worker (Thursdays - weekly or more often if Zainab is distressed)
Observational - formative. Zainab initiates discussion with teacher about her feelings. Zainab processes her emotions through drawings. Uses the ‘safe zone’.
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b. To control emotions and remain focused 60% of the time (by term end)
Personal Learning DomainTo collect required materials and be ready to begin lesson without additional reminders/support 90% of the time (within four weeks)
b. She is comfortable in familiar settings within her classroom
Teacher uses multiple reminders & scaffolding at the beginning of each lesson for Zainab to understand what materials she needs for that lesson
comfort and build rapport (NSW Department of Education and Communities, n.d.).
b. Provide a classroom ‘safe zone tent’ to enable Zainab to process her emotions and regain composure. Play soothing music to create a calm environment. Encourage Zainab to express herfeelings through drawing
a. Present a visual timetable (picture-word association) to show the order of daily activities, and the materials required for each lesson
b. Use simple and concise language to transition between lessons (International Dyslexia Association, 2015).
b. Teacher/social worker/aide (when Zainab is anxious/ distressed)
a. Teacher (beginning of each day)
b. Teacher (during lesson transition)
Observational - formative. Zainab collects correct materials and is ready to start lessons at the same time as her peers without additional instruction.
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Personal Learning DomainTo complete tasks independently50% of the time (by term end)
English DomainTo reach PM Reader level 3-4 red (by term end)
Rarely completes tasks independently. Requires further explanations in addition to whole class instructions. Struggles to engage in tasks and often copies other’s work
Currently at PM Reader level Starters 1. Does not self-correct or ask for assistance when reading texts aloud
Visual instructions and clues on how to undertake tasks (Kathryn Williams, Teacher at Berwick Chase Primary School 2015). Record instructions via tape/ipad to increase Zainab’s understanding of task requirements (International Dyslexia Association, 2015).
a. Whole-class shared reading (teacher reads; students join in at key points) (Flint et al., 2014, p. 156).
b. Engage Zainab in one-on-one modelled reading. Teacher/aide reads one sentence aloud and Zainab repeats. Use levelled texts to ensure text suitability (Learning A-Z, 2015 b; Flint et al., 2014, p. 151)
Teacher (before each lesson)
a. Teacher (twice per week)
b. Teacher/aide/ MEA (Department of Education and Training, 2014 c). (twice per week)
Observational - formative. Zainab completes her tasks without requiring assistance
Running Record - formative. Progresses in PM Reader levels (Flint et al., 2014, p. 341-342). Undertakes every two weeks for low performing students.CAP (Concepts about Print) test - summative (Flint et al., p. 189). (Test mid-term)
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English DomainTo write two simple connecting sentences with correct spelling and grammar 80% of the time. To read them to the teacher with correct pronunciation 90% of the time (within four weeks)
Communication DomainTo make meaning, predictions and inferences about appropriate levelled texts by answering text-based questions accurately 80% of the time (by the term end)
Able to use graphophonics to sound out words, but is unable to make meaning. Written work requires frequent correction
Uses illustrations to show meaning of texts. Unable to verbalise meaning in group situations
Language Experience Approach: Teacher provides photographs or artefacts of an experience. For modelled writing, Zainab will use picture cues to construct words and sentences describing and making observations about the experience (Flint et al., 2014, p. 156-157).
Individualised guided reading sessions used to ask literal, inferential and evaluative questions about the levelled text (Flint et al., p. 157)
Teacher/aide(once per week)
Teacher/aide(twice per week)
Test - Summative. Demonstrates accurate writing and becomes increasingly fluent in reading sentences aloud
Observational – Speaking and Listening assessment where teacher asks questions after reading and notes accuracy of Zainab’s responses. (Department of Education and Training, 2014 a; b)
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KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved
Below is a list of learning priorities that may be included in the Individual Learning Plan:Daily Living Skills Social Skills BehaviourMotor Skills Communication Literacy Numeracy
Justification of chosen goals: Zainab’s emotional wellbeing and response to events in the classroom are a key enabler/barrier to her effective participation and learning outcomes. It is fundamental to build her resilience to stay on-task and persevere through her language difficulties, as these are key contributors to successful academic performance. The goals also focus on literacy and communication, as these are foundational for all subjects (Woolfolks & Margetts, 2013, p. 159-162).
Evaluation:Zainab has substantially progressed her reading and comprehension skills and is more confident with Standard Australian English. She reads simple sentences fluently, with conviction. This has significantly reduced her off-task behaviours.
She is increasingly willing to communicate and share her views with her peers. Zainab is feeling more comfortable in different settings, although she is still troubled by unexpected loud noises. She is better equipped to control her emotional state and willing to trusting others. She is socialising effectively with female students, however remains reluctant to engage with male teachers and male peers.
The planning matrix succinctly outlines the characteristics and learning needs of the avatar. There is a detailed and sophisticated depiction of the implications that arise from the avatars characteristics. The planning matrix also demonstrates a comprehensive understanding of the avatars entry level of performance and uses strength-based language to do this, drawing appropriate links to AusVELS. The learning goals selected would substantially progress the avatars learning needs. This is particularly the case given the comprehensive range of multi-faceted strategies, which demonstrate extensive research and careful consideration. The goals were SMART and there was a very good understanding of assessment techniques. There is also clear evidence of strong collaboration between Jessica and Melanie in the formulation of the ILP and planning matrix.
Criteria Distinctions Credit Pass Fail (NN)Documents academic, social and emotional development of the individual in positive/ strengths based language (LO3)
Matrix/ILP and other documentation and discussion demonstrate consistent very high level, comprehensive information on the child’s social and emotional development in extremely well considered positive/ strengths based language.
Matrix and other documentation and discussion demonstrate good evidence of comprehensive information on the child’s social and emotional development with good positive/ strengths based language.
Matrix and other documentation and discussion demonstrate satisfactory information on the child’s social and emotional development with satisfactory positive/ strengths based language.
Matrix and other documentation and discussion demonstrate little, poorly considered or no information on the child’s social and emotional development with little, poorly considered or no positive/ strengths based language.
Characteristics (LO4)Excellent, highly informed and knowledgeable understanding of the characteristics of the child within an inclusive educational setting. Excellent documentation within the planning matrix.
Informed approach with good knowledge and understanding of the characteristics of the child within an inclusive educational setting. Well-considered documentation within the planning matrix.
Satisfactory knowledge and understanding of the characteristics of the child within an inclusive educational setting. Satisfactory documentation within the planning matrix.
Limited, poor or no clear knowledge and understanding of the characteristics of the child within an inclusive educational setting. Limited, poor or no documentation within the planning matrix.
Impacts on individuals and others (LO4)
Highly insightful, connected and comprehensive consideration of possible impact of these characteristics on child’s learning, peers, family and school/centre
Good consideration of and thoughtful detail of possible impact of these characteristics on child’s learning, peers, family and school/centre teams. Good
Satisfactory consideration of possible impact of these characteristics on child’s learning, peers, family and school/centre teams. Satisfactory documentation
Limited, poor or no clear consideration of possible impact of these characteristics on child’s learning, peers, family and school/centre teams. Limited, poor or no clear
teams. Excellent documentation within the planning matrix.
documentation within the planning matrix.
within the planning matrix. documentation within the planning matrix.
Implications for the setting (LO2, LO5, LO8)
Very high quality, creative differentiation of instruction and curriculum to meet the needs of the child in the inclusive setting.
Good consideration to differentiating instruction and curriculum to meet the needs of the child in the inclusive setting.
Satisfactory consideration to differentiating instruction and curriculum to meet the needs of the child in the inclusive setting.
Limited, poor or no clear consideration to differentiating instruction and curriculum to meet the needs of the child in the inclusive setting.
Set goals and level of specificity relating to needs through planned task analysis (LO5, LO8)
Excellent, high level consideration of goals and task analysis to scaffold learning to meet the needs of the child.
Good consideration of goals and task analysis to scaffold learning to meet the needs of the child.
Satisfactory consideration of goals and task analysis to scaffold learning to meet the needs of the child.
Limited, poor or no clear consideration of goals and task analysis to scaffold learning to meet the needs of the child.
Strategies demonstrate an understanding of principles of student wellbeing and teaching for resilience within an inclusive setting (LO3)
Comprehensive detailed knowledge of student wellbeing and teaching for resilience and high quality relevant strategies for catering for the needs of the child in an inclusive setting. Substantial insight into the impact of these strategies connected to the needs of the child.
Good knowledge of child wellbeing and teaching for resilience and relevant strategies for an inclusive setting. Very good understanding of the impact of these strategies connected to the needs of the child.
Satisfactory factual knowledge of child wellbeing and teaching for resilience and generally relevant strategies for an inclusive setting. Adequate understanding of the impact of these strategies connected to the needs of the child.
Limited, poor or no clear knowledge of child wellbeing and teaching for resilience. Limited, poor or no relevant strategies for an inclusive setting. Inadequate understanding of the impact of the strategies connected to the needs of the child.
Strategies to enhance protective factors minimising risk (LO2, LO4)
Comprehensive detailed knowledge of high quality relevant strategies to enhance protective factors minimising risk for all in an inclusive setting. Substantial insight into the impact of these strategies connected to the needs of the child. Excellent documentation within the planning matrix.
Good knowledge of well selected relevant strategies to enhance protective factors minimising risk for all in an inclusive setting. Thoughtful consideration into the impact of these strategies connected to the needs of the child. Good documentation within the planning matrix.
Satisfactory knowledge of relevant strategies to enhance protective factors minimising risk for all in an inclusive setting. Adequate consideration into the impact of these strategies connected to the needs of the child. Satisfactory documentation within the planning matrix.
Limited, poor or no clear knowledge of relevant strategies to enhance protective factors minimising risk for all in an inclusive setting. Limited, poor or no clear consideration into the impact of these strategies connected to the needs of the child. Limited, poor or no clear documentation within the planning matrix.
Specific Strategies that cater for the individuals additional needs (LO5, LO8)
Comprehensive, very well planned highly relevant strategies to cater for the child’s needs. Excellent documentation.
Well-considered, relevant strategies to cater for the child’s needs. Good documentation.
Satisfactory and generally relevant strategies to cater for the child’s needs. Satisfactory documentation.
Limited, poor or no clear relevant strategies to cater for the child’s needs. Limited, poor or no clear documentation.
Communication of information and ideas & connecting to the literature in the fieldSources/literature Explicitly, accurately and Explicit factual use in Explicitly used. Satisfactory Fails to use source explicitly,
insightfully used in significant ways. Appropriate, relevant and recent selection, very thoughtful generalisation to practical experience.
significant ways. Appropriate relevant and recent selection, good generalisation to practical experience.
selection and generalisation to practical experience.
poor selection and generalisation to practical experience. .
Presentation/Format of Planning Matrix
Very clear, accurately proofed print throughout. All information very clearly planned, comprehensive, professionally presented and thoroughly organised, scaffolded, complete and accessible. Inclusive language always carefully used throughout.
Clear, proofed print. All information clearly organised, complete and accessible. Inclusive language used.
Generally proofed print. Information adequately organised and accessible. Inclusive language mostly used.
Poorly proofed print, poorly spaced text. Information not clearly organised or accessible. Very limited, poorly used or no use of inclusive language.
REFERENCING Very Good Needs Improvement
Professionally presented and appropriate accurate use of APA referencing style throughout text and accurate reference list
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General Comments: You addressed all the criteria. Your planning matrix was detailed and your ILP clearly showed how you planned to improve Zainab’s low level skills. An area that needed further work related to the strategies that you would invoke to ensure that Zainab grew in confidence in interacting with others. Also, some discussion on the challenges of implementing this program would have been insightful. Stewart.
