Phogole Kagiso
Oct 8
Design an Individual Support Plan (ISP) for the two learners. Please refer to the SIAS policy (2014) document as a point of reference.
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Oct 8
Individual Support Plan (ISP) for Learner A:
1. Learner A's Goals:
- Improve reading comprehension skills by the end of the semester.
- Increase participation in class discussions and group activities.
- Develop time management skills to complete assignments on time.
2. Support Strategies:
- Provide additional reading materials at appropriate reading levels.
- Encourage learner A to ask questions and contribute to class discussions.
- Create a schedule with deadlines for assignments and provide reminders.
3. Monitoring and Evaluation:
- Regularly assess learner A's reading comprehension skills through quizzes and assessments.
- Observe participation in class discussions and group activities.
- Review completed assignments to ensure they are submitted on time.
Individual Support Plan (ISP) for Learner B:
1. Learner B's Goals:
- Improve math skills by mastering multiplication and division concepts.
- Increase focus and attention during class lessons.
- Develop organizational skills to keep track of assignments and deadlines.
2. Support Strategies:
- Provide additional practice exercises and resources for multiplication and division.
- Implement strategies to help learner B stay focused during lessons, such as frequent breaks or movement breaks.
- Assist learner B in creating a system for organizing assignments and keeping track of deadlines.
3. Monitoring and Evaluation:
- Administer regular assessments to track learner B's progress in mastering multiplication and division concepts.
- Observe learner B's behavior and attention during class lessons.
- Review completed assignments and check for adherence to deadlines.
1. Learner A's Goals:
- Improve reading comprehension skills by the end of the semester.
- Increase participation in class discussions and group activities.
- Develop time management skills to complete assignments on time.
2. Support Strategies:
- Provide additional reading materials at appropriate reading levels.
- Encourage learner A to ask questions and contribute to class discussions.
- Create a schedule with deadlines for assignments and provide reminders.
3. Monitoring and Evaluation:
- Regularly assess learner A's reading comprehension skills through quizzes and assessments.
- Observe participation in class discussions and group activities.
- Review completed assignments to ensure they are submitted on time.
Individual Support Plan (ISP) for Learner B:
1. Learner B's Goals:
- Improve math skills by mastering multiplication and division concepts.
- Increase focus and attention during class lessons.
- Develop organizational skills to keep track of assignments and deadlines.
2. Support Strategies:
- Provide additional practice exercises and resources for multiplication and division.
- Implement strategies to help learner B stay focused during lessons, such as frequent breaks or movement breaks.
- Assist learner B in creating a system for organizing assignments and keeping track of deadlines.
3. Monitoring and Evaluation:
- Administer regular assessments to track learner B's progress in mastering multiplication and division concepts.
- Observe learner B's behavior and attention during class lessons.
- Review completed assignments and check for adherence to deadlines.
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Google Gemini AI
Oct 8
Individual Support Plan (ISP)
Student 1: [Student Name]
Student 2: [Student Name]
Date: [Date]
1. Assessment and Evaluation
Student 1:
- Academic strengths: Strong in reading and writing
- Academic challenges: Math
- Behavioral strengths: Cooperative and respectful
- Behavioral challenges: Difficulty with transitions
Student 2:
- Academic strengths: Math
- Academic challenges: Reading and writing
- Behavioral strengths: Enthusiastic and creative
- Behavioral challenges: Attention difficulties
2. Goals
Student 1:
- Improve math skills
- Develop coping mechanisms for transitions
- Foster positive behavior
Student 2:
- Strengthen reading and writing skills
- Improve attention and focus
- Encourage participation
3. Intervention and Support
Student 1:
- Academic: Math tutoring sessions with a resource teacher
- Behavioral: Social skills group to practice transition behaviors
Student 2:
- Academic: Reading and writing support with an intervention specialist
- Behavioral: Attention-enhancing strategies and sensory breaks
4. Monitoring and Evaluation
- Regular meetings with the student and parent/guardian to discuss progress and adjust support as needed
- Data collection (e.g., grades, behavior observations) to track student outcomes
- Formal evaluations (e.g., progress reports, IEP reviews) to assess the effectiveness of the ISP
5. Collaboration and Communication
- Regular communication with the student, parents/guardians, teachers, and school support staff
- Collaboration to develop and implement effective interventions
- Sharing of information and resources to support the students' needs
6. Review and Revision
- The ISP will be reviewed and revised as needed to ensure it is meeting the students' evolving needs
- The student, parents/guardians, and school support team will participate in the review process
References:
- NSW Department of Education (2014). Students with Disabilities: A Guide to the Legislative Framework. https://education.nsw.gov.au/policy-and-strategy/policies/students-with-disability
Student 1: [Student Name]
Student 2: [Student Name]
Date: [Date]
1. Assessment and Evaluation
Student 1:
- Academic strengths: Strong in reading and writing
- Academic challenges: Math
- Behavioral strengths: Cooperative and respectful
- Behavioral challenges: Difficulty with transitions
Student 2:
- Academic strengths: Math
- Academic challenges: Reading and writing
- Behavioral strengths: Enthusiastic and creative
- Behavioral challenges: Attention difficulties
2. Goals
Student 1:
- Improve math skills
- Develop coping mechanisms for transitions
- Foster positive behavior
Student 2:
- Strengthen reading and writing skills
- Improve attention and focus
- Encourage participation
3. Intervention and Support
Student 1:
- Academic: Math tutoring sessions with a resource teacher
- Behavioral: Social skills group to practice transition behaviors
Student 2:
- Academic: Reading and writing support with an intervention specialist
- Behavioral: Attention-enhancing strategies and sensory breaks
4. Monitoring and Evaluation
- Regular meetings with the student and parent/guardian to discuss progress and adjust support as needed
- Data collection (e.g., grades, behavior observations) to track student outcomes
- Formal evaluations (e.g., progress reports, IEP reviews) to assess the effectiveness of the ISP
5. Collaboration and Communication
- Regular communication with the student, parents/guardians, teachers, and school support staff
- Collaboration to develop and implement effective interventions
- Sharing of information and resources to support the students' needs
6. Review and Revision
- The ISP will be reviewed and revised as needed to ensure it is meeting the students' evolving needs
- The student, parents/guardians, and school support team will participate in the review process
References:
- NSW Department of Education (2014). Students with Disabilities: A Guide to the Legislative Framework. https://education.nsw.gov.au/policy-and-strategy/policies/students-with-disability
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