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DEPARTMENT OF EDUCATION

EDUCATION ADJUSTMENT PLAN

Name:
Student UPN:
D.O.B.

Insert Student Photo

Year Level:
EAP Meeting Date:
Review Date:
Parent/Caregiver:
Class Teacher:
Spec. Ed. Teacher:
Support Staff:
Primary Diagnosis:
Secondary Diagnosis:
Address (optional):
Phone Number(s) (optional):
Moderated by Specialist
Advisor and Date:

Participation
Curriculum
Access

Level
Indicator/s

Behaviour

Social
Competence

Communication
Safety

Communication Access
Receptive Language

Communication
Participation Expressive
Language

Personal Care
Hygiene

Eating &
Diet

Movement
Health
Care

Gross
Motor &
Mobility

Fine Moto

Name

Date

Level: 0=No Adjustments, 1=Supplementary (Minimal), 2= Supplementary (Moderate), 3=Substantial, 4=Extensive;

Name

Date

Important Student Information (medical/allergy information, guardianship, e.g. Transition points if appropriate year 6 7, 9- 10, post school)

Student Interests/Likes
Friends, colouring, sports, Monster High dolls
Love socialising
Loves school

Strengths
Positive, Happy, gives everything a go
Enjoys school

Concerns
Very behind her year level E level grades
Lack of ability to focus for short periods of time
Lack of sleep
Very easily distracted and displays many off task behaviours during learning
times
Poor Visual motor skills
Sensory processing difficulties
Needs support for most tasks
Difficulty understanding instructions
Difficulty retaining new information
Has trouble articulating some words

Triggers
Lack of sleep impacting on attention span
Other students

Warning Signs
Body posture
Chatting/distractions

Name

Date

Name

Date

School and Non-School Based Assessments

Special Consideration for
(Oldest to most recent from CDT, Paediatrician, Private Psychologist etc)
Assessments
Assessments Completed

e.g. 12/3/12, Paediatrician RDH, Diagnosis Report

15/8/12, CDT, Speech Report

e.g. Slope Board, Scribe, More time

to complete assessment,
exemptions from NAPLAN

NAPLAN Results/ Australian Curriculum/ELYF

and School Based Assessments.
e.g. SENA, PM Benchmark, SA Spelling results, Assessment of
Student Competencies

Long Term Goal (Home and School-Based)

Name
Area of Need
SNPI Focus Area Level
(Indicator):
Curriculum 3.3 3.5 3.6

Baseline Information
(issues, data etc.) Student
can

PM reader L4 -20 is
expected for year 2
Know approx 30 of the
first 100 high frequency
words
Can orally blend words
together
Can sound out CVC and
some CCVC, CVCC
written words
Can write a simple
sentence with support

Date
Goal
Learning Outcome:

Learning Design
Teaching and Learning Adjustments/Strategies:

Achieve PM Level 12

Condition:
Explicit 1 to 1 teaching of
early reading skills

Criteria: Be an active
participant in these
activities 3 out of 5 times

Daily repetition of Magic 100 words (flash cards)

Daily repetition of Letters and sounds (flash cards)
Rhyme, syllabification, alliteration, sound substitution games
Word blending games
Teach reading comprehension strategies such as skimming,
retelling, determining the main idea
Appropriately levelled guided reading sessions daily

Who Will Support

Class Teacher
ISA

Curriculum Focus:

Data Collection List a least 1

Australian Curriculum (Curriculum

Areas or General Capabilities),
EYLF.

method to record evidence of learning

and who is going to collect

Read less predictable texts

with phrasing and fluency
by combining contextual,
semantic, grammatical
and phonic knowledge
using text processing
strategies, for example
monitoring meaning,
predicting, rereading and
self-correcting
(ACELY1669)

Environment Adjustments/Strategies:

Withdrawal space to limit distractions

1 to 1 support to complete these activities
Visual routine prompts for each skill to be practised (check list
Savannah can follow)
Plenty of literacy charts accessible to Savannah (Magic words letters
and sounds)

Anecdotal Records (CT)

PM running records
Magic 100 checklist
Letters and sounds
checklist
SPAT - R

Professional Learning
PL needed by staff to support the
student

Professional Learning
Teams to further discuss
strategies/progress
fortnightly

Name
Area of Need
SNP Focus Area Level
(Indicator):

Date
Goal
Learning Outcome:

Curriculum 3.3 3.5 3.6

To develop at least one

mental strategy (counting
on or back) for addition and
subtraction

Baseline Information
(issues, data etc.) Student
can

Condition:

Can add and subtract

simple number problems
by counting all the objects
(no mental strategies)
Can count forwards
to 20 but has difficulty
going backwards
Can read most numbers
up to 100

Learning Design
Teaching and Learning Adjustments/Strategies:

Daily practise of forwards and backwards counting to 20

Daily practise of using concrete material to add and subtract
Daily practise of using a number line to add and subtract
Daily opportunities to try counting on by imaging
Daily ten frame/subsisting practise

Who Will Support

Class Teacher
ISA

Adult modelling and explicit

teaching of counting
strategies

Criteria:
Be an active participant in
these activities 3 out of 5
times

Curriculum Focus:
Australian Curriculum (Curriculum
Areas or General Capabilities),
EYLF.

Solve simple addition and

subtraction problems using
a range of efficient mental
and written
strategies (ACMNA030)

Environment Adjustments/Strategies:

Withdrawal space to limit distractions

1 to 1 support to complete these activities
Visual routine prompts for each skill to be practised (check list
Savannah can follow)
Plenty of numeracy (number lines/ten frames) charts accessible to
Savannah

Data Collection List a least 1

method to record evidence of learning
and who is going to collect

Anecdotal Records (CT)

JAM

Professional Learning
PL needed by staff to support the
student

Name

Date
Professional Learning Teams
to further discuss
strategies/progress fortnightly

Name
Area of Need
SNP Focus Area Level
(Indicator):

Date
Goal
Learning Outcome:

Behaviour
3.2 3.3

Listen attentively to lesson

content displays 6 Ls of
listening

Baseline Information
(issues, data etc.) Student
can

Condition:
With the support of visual
and verbal prompts

Savannah can listen to

lesson content
successfully for
approximately 1 to 2
minutes

Learning Design
Teaching and Learning Adjustments/Strategies:

Visual prompts - 6 Ls of listening

Verbal praise and reminders
Rainbow chart for praise
Modelling of expected behaviours ( 6 Ls)
Asking Savanah to verbally repeat content/instructions
Visual examples of task
Task broken down into steps

Who Will Support

Class Teacher
ISA

Criteria:
Is focused for 5 minutes 3
out of 5 times

Curriculum Focus:
Australian Curriculum (Curriculum
Areas or General Capabilities),
EYLF.

Listen for specific purposes

and information, including
instructions, and extend
students own and others'
ideas in
discussions (ACELY1666)

Data Collection List a least 1

Environment Adjustments/Strategies:

Place Savannah at front of the room

Turn aircon off during instruction times (limit general background
noises)
Place Savannah friends further away from her friends of interest
Place visuals of expected listening behaviours close to Savannah
Teacher to discuss/listen prompt card
Savannah to use sensory item in her lap
Savannah to sit on special carpet square/sensory cushion

method to record evidence of learning

and who is going to collect

Anecdotal Records (CT)

Monitor progress daily of
rainbow chart success

Professional Learning
PL needed by staff to support the
student

Name

Date

Professional Learning
Teams to further discuss
strategies/progress
fortnightly

10

Name

Date

Areas of Need not Covered in EAP Goals:

If a student has a 1 or 2 in an area of the Special Needs Profile a goal is not needed for this area but a comment is required to
indicate what is happening in the classroom to support the student in that area. This comment may include specific detail
such as a particular program e.g. You Can Do It, or Refer to Health Care Plan, OT/Speech Program. (PWU 2012)
Area of Need

SNP Focus Area Level (Indicator): Handmotor 1.1

Concern: manipulate objects with reduced speed cutting letters & numbers

Program/s to Address Concern:

Area of Need

SNP Focus Area Level (Indicator): Speech 2.1 2.2

Concern: understanding concepts and vocab
Program/s to Address Concern:

11

Name

Date
EAP Meeting Overview
ACTIONS

BY WHOM

BY WHEN

MINUTES\NOTES

12

Name

Date

Planning and Implementation Team Members at Meeting

Name

Role

Phone

Email

Signature

Date

Parent/s or
Carer/s
Classroom
Teacher (CT)
Special Education
Teacher (SET)
Special Education
Support Assistant
(SESA)
Special Education
Support Officer
(SESO)

Consultants and Therapists

Name

Role

Organisation

Contact (email and/or phone)

Speech Therapist
Psychologist
Paediatrician

13

Name

Date

School-Based EAP Review

Evidence of Learning:
Name
Date of Birth

Learning Outcome:

Class

Condition:

Teacher/s

Criteria:

Reviewed by

Date

Childs Progress to EAP goals

Comments

What is working well and is there progress

seen towards accomplishing the outcomes?

Are there any changes that need to be made in the Are there any personnel or timetable
outcomes, criteria or condition to make the
changes that need to occur to better
outcome achievable?
support the EAP and make the outcome
achievable?

14

Name

Date
Weekly Record - Evidence of Learning
Week:

Goals

Monday

Tuesday

Wednesday

Thursday

Friday

Who
CT

Term:

Notes and responsiveness to program

CT
CT
Key
Blank - activity wasnt
done today

- Successful
X
- not successful
P
- prompted
AA - adult assistance
needed
I
- independent
CT - Class Teacher
S
- Student
SESA -Special
Education Support
Assistant

Childs responsiveness scale

Overall Comments for the week:

1 - Non-responsive

2 - Occasionally Responsive

3 - Moderately Responsive

4 - Very Responsive

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