Individual Education Plan for : XXXX

Updated: Next review date:Term 3

Ed Id: XXXX Important Information
Risk Management, Behaviour Support Plan, Medical Action Plant, Key teaching
strategies
Date of birth: XXXX

-In the case of extreme physical outburst: evacuate students and call RTC staff/senior
staff for support. Keep students out of area until senior staff determine the area is safe to
Year: Preparatory re-enter.
-Ensure you have his attention before speaking: use his name and try to gain some eye
contact.
-Remain calm, use slow body movements, do not touch, use a soft tone of voice and
lower to his level for communication.
Recent assessments and/or involvement with other agencies
School: Smithton Primary School Psychology, Speech and Language, Occupational Therapy, Physiotherapy, CAMHS …

Teacher(s) Miss Hannah Kilpatrick

School XXXX - Principal XXXX (AP)
Support Staff XXX (Aide) XXXX (Aide)
Other CSS- XXXX CHAC- XXXX
Support ACF- XXXX CHAC- XXXX and XXXX
Personnel Carer- XXXX
Key School Name: Hannah Kilpatrick
Contact
Person Contact details: Hannah.kilpatrick@education.tas.gov.a
u

Strengths and Interests Key Outcomes:

1. Social management: work collaboratively
XXXX is interested in lego, outdoor playing, Transformers and sensory activities. 2. Self management: express emotions appropriately
3. Self management: Develop self discipline and set goals

Parent(s)/Guardian(s) Preferred home/school contact

signature phone, email…

Department of Education
 XXXX (CSS) Click here to enter text.

Department of Education, Tasmania Page |2

 Current Support Needs Adjustments
Instructional, Environmental and Curriculum
Communication (preferred method) expressive/receptive
Triggered by loud, aggressive, yelling or ‘angry’ talking. Maintain quiet and calm communication.

Maintain calm tone, gentle body movements and lower to his level to talk.
Personal (food, toileting, medication, safety)
When heightened, will kick, flip, rip, throw, bash, knock etc anything in reach. This Maintain calm environment to reduce these reactions.
may include classroom furniture, toys or people.

Physical (fine/gross motor, specialised equipment, environmental adjustments,

technology)
Does not like to grip pencils for writing, colouring or brushes for painting. Use of a pencil grip and larger pencils.

Reacts to physical touch, movements that may look like physical interaction or Maintain ‘hands off’ policy in classroom and around the school.
movements that may lead to violence. (eg/ students reaching out to hold hands, If need to be close or touch, verbally initiate or ask first.
students touching his body in games, high fives etc)

Unsettled by changes in environment, routines or people. Introduce changes slowly. Keep interruptions, visitors, staff walking through to a
minimum. Verbalise changes to the day, pre warn and continue to remind.

Social and Emotional (self-awareness, self-management, social awareness, social

management)
Prefers to be alone or with one adult. Will move himself if children sit at his table or Allowing him space to move and access to adult support.
around him.

Depending on his presentation his name can be a trigger, hearing it specifically. Avoid verbalising his name on these days.

‘No’ can also be a trigger. Use phrases like ‘not yet’ ‘after we finish…’ etc
‘No’ only used in non negotiable situations.

Sensory (noise, lighting texture …)

Verbalises a sensitivity to noise occasionally. The option to wear headphones when he wishes.
Department of Education, Tasmania Page |3
 Current Support Needs
Transition (recess/lunch, class/class, between activities, arrival/departure,
year, school)
Resistant to leave career/family dropping him at school.
Becomes overwhelmed by large groups of people. Dislikes packing up or finishing a
preferred activity.
8:30-9:00, if unsupervised becomes heightened, excited, hands-on play, rough and
loud.
Recess play time and the end of recess (students running to line up, music, bell)
trigger violent and heightened behaviour.
Unable to settle and be safe around small or large groups of students.
Subject Based Adjustments not included in Key Outcomes
Click here to enter text.
Adjustments
Instructional, Environmental and Curriculum
Drop off/ change over with aide made at 8:50, for minimal congestion and crowds,
outside the side door near front office. Farewell made at the door to minimise
emotions, time and heightened behaviour.
Use of a timer. Verbal time reminders. Visual schedule. ‘this then that’ schedule.
(changes depending on the day and his presentation).
Continual adult supervision whilst on campus. Aide to meet him at 8:50, second
aide to cover staff break and on-call staff available for additional support if required.
Aide to maintain contact with XXXX until guardian collection.
Recess is supervised with an adult, he is brought in earlier to avoid the bell/line
congestion.
Alternate recess times to avoid large crowds or children when heightened.
Time warnings before packing up/ coming inside.
Taking a peer outside to play and model appropriate behaviour, including coming
inside when asked.
XXXX is starting the day in the Tier 3 ‘Green Room’ with an adult. If this
progresses well one or two peers will join for an activity. If this goes well he will
visit the classroom for 10 minutes for a small group activity.
After recess he will return to the Green Room and complete the cycle again.
(attached page 8)

Method of Assessment and Reporting:

IEP SMART goals.

ICT Software/hardware and /or Mobility equipment currently provided (include information regarding location)
Click here to enter text.

Department of Education, Tasmania Page |4

 Access to the Curriculum
This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 1: ACARA learning continuum of personal and social capabilities: Social management: work collaboratively
What we currently see
XXXX currently avoids all contact with peers, walking
away from children, refusal to be in the classroom, a
desire not to be at school and running away from the
classroom.
Evidence of Learning/Notes and Observations
Observation, work samples, IEP goals, photos…
Click here to enter text.
SMART Goals
(Link to Australian Curriculum)
By the end of term 3 week 4, XXXX will share one
experience per day of cooperation in play or peer
activity.
Strategies and Adjustments
Specific to particular subject
Provide small calm working groups.
Engaging 1:1 games of interest to him.
Daily opportunities to play 1:1 with a chosen peer.
Reduced daily school hours 8:50-12:30pm to avoid the
afternoons, known times for heightened behaviour.
Reduced enrolment, Mon-Wed, to support his
supportive transition to school.
‘Making Space for Learning 2017’ document to
continually trial new ideas.
Daily schedule.
Individual task board.
Daily program attached, page 8.

Method of assessment and reporting

Click here to enter text.

Date and Comments

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Department of Education, Tasmania Page |5

Department of Education, Tasmania Page |6
 Access to the Curriculum
This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 2: ACARA learning continuum of personal and social capabilities: Self management: express emotions appropriately
What we currently see
XXXX becomes overwhelmed with emotion at least
three times in the day. This results in crying, violence,
destroying things in anger and self shaming talk.
This is currently resulting in suspension or being sent
home early most days.
Evidence of Learning/Notes and Observations
Observation, work samples, IEP goals, photos…
Click here to enter text.
Method of assessment and reporting
Click here to enter text.
Date and Comments
Department of Education, Tasmania
SMART Goals
(Link to Australian Curriculum)
By the end of term 3, week 4 XXXX will be supported
by adults to calm down and ‘recover’ from an
emotional meltdown once a week. He will show this by
being able to calm down within the school day/before
collection time.
Strategies and Adjustments
Specific to particular subject
Explicit teaching of emotions.
Explicit emotion ‘coaching’ 1:1 with aide or teacher.
Emotion posters, cards to identify with and books.
1:1 discussion around emotions.
Continual modelling of appropriate emotions and
responses.
Reduced enrolment hours to increase successful
emotional regulation.
Calm and thoughtful adult behaviour during the
meltdown.
Supportive discussions after heightened episodes.
Support to calm down and discuss emotions.
Adult support from drop off to pick up.
On-call staff available for support.
Reduced enrolment hours to allow full time aiding.
Daily program attached, page 8.
Page |7
 Click here to enter text.
Access to the Curriculum
This section provides access points to the curriculum (skills/interests, general capabilities or individual goals)
www.australiancurriculum.edu.au/
www.australiancurriculum.edu.au/StudentDiversity/Overview
Key Outcome 3: ACARA learning continuum of personal and social capabilities: Self management: Develop self discipline and set goals
What we currently see
XXXX currently resists and refuses all learning tasks
or activities outlined by an adult.
He refuses to be in the classroom or around groups of
students.
Evidence of Learning/Notes and Observations
Observation, work samples, IEP goals, photos…
Click here to enter text.
Method of assessment and reporting
Click here to enter text.
Department of Education, Tasmania
SMART Goals
(Link to Australian Curriculum)
By the end of term three week 4, XXXX will make a
choice to participate in one adult chosen activity once a
day.
Strategies and Adjustments
Specific to particular subject
Outdoor/physical breaks after tasks are completed.
Tasks to have fine motor supports where required.
‘This then that’ task board.
Daily schedule.
Provide the choice of two activities, so he feels in
control.
Reduced enrolment hours to allow full time adult
support and a supportive transition to school.
Calm and quiet and non-threatening communication.
Predictable routines and known tasks.
Maintain a calm and quiet environment.
Keep group work as small as possible.
Tasks to be 5 minutes in duration.
Adult support available at all times a minimum of one
adult and sometimes two.
Daily program attached, page 8.
Page |8
 Date and Comments
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Department of Education, Tasmania Page |9

 Signature of Contributors:

Name Role Viewed (date) Signature

Hannah Kilpatrick Teacher

XXXX Principal

XXXX Assistant Principal

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Department of Education, Tasmania P a g e | 10

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Department of Education, Tasmania P a g e | 12