Learning Adjustment Plan (LAP) – Semester 1, 2024
Student Details:
Name: Year: Three Review Date:
Teacher: Teresa
Education Support Coordinator: Date: 27-2-2024 July 2024
Specialist Report(s) Provided:
Parent Expectations:
For to:
Strength, Skills & Interests for Learning:
Educational Priorities & Reasons for Support:
has English as a second language.
Diagnosis:
Assessment Results:
Nov 2023 – PAT Math Test 2: STANINE 3
Nov 2023 – PAT Reading & Comprehension Test 2: STANINE 6
Nov 2023 – South Australian Spelling Test (SAST): Spelling Age 8.4 (chronological age 7.7)
Nov 2023 – BURT Reading Assessment: Reading Age 8.5 (chronological age 7.7)
Feb 2024 – PAT Maths Test 3: STANINE 1
Feb 2024 – PAT Reading & Comprehension Test 3: STANINE 3
Feb 2024 – PAT Grammar & Punctua`on Test 3: STANINE 5
Feb 2024 – PAT Spelling Test 3: STANINE 4
learns best when: It's hard for to learn when:
• The environment is calm and quiet • The classroom is busy and loud
• Seated near the front of the classroom to reduce distractions • His space is disorganised
• Given a regular brain break • He must write his ideas down on paper
• He has a list or visual reminders of next steps • Too much language (verbal and written) to process
• He is required to look up and down from the whiteboard to his work too
much.
My teachers should know: I would describe strengths as:
• I need to wear glasses in class • Respectful to his teacher
• Tasks need to be broken down into 1 or 2 step instructions • has the desire to do the right thing
• Visual prompts are helpful for me • attempts all tasks
• To check in with me to ensure I understand the task or instruction given
• To prompt and encourage Ryan to check his work
• Keep instructions short
LEARNING NEEDS CLASSROOM/TEACHING ADJUSTMENTS REVIEW/COMMENTS
• Teacher to frequently visit desk to provide support, mainly with
Learning Environment reading
• Tasks divided into manageable steps
• Visual aids/timetable on the board to sequence tasks.
• Use desk checklist to help stay on task and develop his sequential
ordering skills.
Execu`ve Func`on & Cogni`ve Load • Provide a visual checklist on desk for him to tick off to help him stay on
task. For example, a customisable checklist with 1- rule up page, 2- write title
and date, 3- write 1 sentence about…, 4- write another sentence about…, etc.
• Divide tasks into manageable chunks
Maths • Assist with reading of written instructions when necessary
• Provide hands-on activities
• Reduce length of written response and allow for oral response to be given
Literacy when appropriate
• Receive Education Assistant support for Sounds Write program
Sounds Write Intervention Sessions will receive targeted interven`on 3 x per week, for 20min blocks to learn
A direct instruction approach to the the following skills:
teaching of reading and spelling
• Segment to spell words containing the target sound
• Blend to read words containing the target sound
• Manipulate alternative sounds in and out of words
will learn that:
• A sound can be represented by more than one spelling
• Identify that there can be multiple spellings which represent the target
sound
• A spelling can represent more than one sound
We will begin at Unit 2 Extended Code and proceed through the units at a rate
of one sound per fortnight.
These are the sounds to be focussed on:
ee/ <e, ea, ee y>
/ea/ <ae, ee>
/oe/ <o, oa, ow, oe, o-e>
/o/ <o,oe>
/er/ <er, ir, or, ur>
/e/ < e, ea ai>
/ow/ < ou, ow>
/ow/ <oe, ow>
In Sounds – Write sessions we will do:
• Revise and practice the weekly sound focusing on the spelling pattern
• Segment to spell words containing the target sound
• Blend and read words containing the target sound
• Practice word building (swapping sounds, adding sounds and deleting
sounds)
• Begin using these words to write short, dictated sentences.
• Briefly revise spelling patterns
• Spelling test
Prac`ce Reading with a decodable book targeted at his interven`on level
NAME SIGNATURE DATE
Parent/s
Classroom Teacher
Ed Support Coordinator
