Individual Learning Plan

VELS Level 3

Student: Maddie Franklin

Grade: 3

Teacher: Mrs. Gretchen

Age: 8.2

Learning Area

Entry Skills

Date: May 14th, 2014

Goals/Specific

Strategies

Actual Performance

Objectives
English

Reading

Doesnt comprehend the meaning from

By the end of the year,

Each day Maddie will verbally

Maddie is able to make

simple texts with familiar content

Maddie will be able to

express with a partner, 3 main

meaning of the text and

Difficulty with reading comprehension due to

give meaning to 80% of

ideas that summarizes the

can clearly find stated

the inability to predict, summarize and find

her daily-required

meaning of her reading (Adler,

information through

symbolism through illustrations.

readings through

2001).

predicting, summarizing

She will have a support person

and using symbolism

with her to facilitate the

independently.

prediction, summarizing

and finding symbolism.

discussion between the pair.

Allow Maddie to restate the

sentence or passage in her
own words.

When Maddie interprets the

text in her own words she will
earn 15 minutes on the Doodle
Buddy app using the iPad (Eric
Sailers, 2011).

Maddie uses the illustrations

from the book to predict the

meaning of the text through
symbolism.

English

Writing

Maddie has difficulty writing legibly

By the end of the term,

Each day Maddie will spend 10

Maddie is capable of

Often uses short, incomplete sentences

Maddie will be able to

minutes of the writing session

writing a complete

Restricted to using familiar words.

write legibly and be

completing handwriting

sentence using a range of

able to write complete

exercises to assist in developing

new words whilst attaining

sentences 80% of the

fine motor control

legible handwriting

time in written tasks.

(Leicestershire Autism Outreach

independently.

Service, n.d.).

Once Maddie has written the

sentence she will edit it by
adding words including
adjectives, nouns or
appropriate joining words to
increase the sentences length.

Maddie will carry out written

tasks that encourage her to
complete incomplete
sentences supported by a
variety of words from the word

bank.

Each time Maddie uses 3 new

adding words to create her
sentence she will receive 20
house points for her table.

Maths

Prefers mathematical equations with numbers

By the end of the

and digits

semester Maddie will

Struggles with worded problems

be able to make

Works well with visual representations and

concrete materials.

Maddie will be given two

Maddie has used her

worded problems each day.

strength in visual

She will have a support person

representations, to

meaning to 80% of

to encourage the use of hands

recreate and make

worded problems.

on materials to represent

meaning to 80% of worded

equations.

problems and solve with

Maddie will then create a

her preferred method of

numerical equation with digits

numerical equations.

and symbols, to represent the

original problem.

If Maddie has demonstrated

persistence and focus in this
activity, she will earn house
points for her table.

Interpersonal

Does not respond to her name

By the end of the year,

Will independently greet other

Maddie is able to

Development

Is overly active, uncooperative, or resistant

Maddie will increase

when they greet her by

appropriately socially

Poor social skills

her social interactions

responding 4 out of 5

interact with her peers 80%

Prefers to play alone

and appropriate

opportunities.

of the time in a group

Tunes people out

behavior with peers

The support person may be a

environment

Is not interested in other children.

80% of the time in a

teacher; an aide or peer.

independently.

group environment.

(Sample IEP for Child with Autism/PDD, n.d.)

Will participate and contribute

to roundtable discussions every
Monday morning without
prompts from support person
80% of the time.

Will engage in appropriate

play activities 80% of the time
across all settings.

When Maddie interacts and

engages appropriately with
peers she will earn a sticker
contributing to her sticker
chart.

Will respond to or initiate an

interaction with a peer during
class time 1 time per day.

Will engage in turn taking

activities with peers throughout
the day at least 2-3 times.

Will be consistently provided

positive verbal through praise
when she engages in
appropriate behavior. E.g.
attentive in-group discussion
and when completing a task.

(Sample IEP for Child with

Autism/PDD, n.d.)

Discussion
Maddie is a grade 3 student who is diagnosed with mild autism. This condition hinders her learning as she struggles to involve in classroom
activities in particular, group discussion. This is evident, as Maddie tends to remove herself from noisy environments. She is enthusiastic in Maths
although prefers working with mathematical equations and numbers but struggles with worded problems. This may be due to her not
comprehending the meaning from simple texts in reading and is unable to predict or summarize a piece of text. She also has a restricted
vocabulary and has the habit of using short and incomplete sentences. One of Maddies great strengths is using the Arts to express her emotions
and understandings of concepts and ideas this can also be associated to how she works effectively using visual representation and concrete
materials in Maths.