ILP GOAL - Communication Term 3

ILP GOAL - Communication Term 3 

Communication Goal: Brooke will describe her emotions and feelings in more detail, which includes 'why'.
Evaluation: Beginner. Brooke is learning her emotions in our Thematic Unit. She is starting to recognise emotions and starting to explain why she has the emotion e.g. sad because someone said something mean to her.
Next Steps: Brooke will continue practicing these skills when asked 'how are you feeling' and 'why are you feeling like that'?

  

Literacy Term 4 2018

• Brooke can engage in a Level 3 reading book.
• Brooke can use her communication device and visuals to answer ‘who’, ‘doing’, ‘what’ and ‘where’ relating to the  Colourful Semantics images and/or  images of interest.
• Brooke can sort and categorise familiar objects and images.
• Brooke can hold a pen or pencil in the writing position and trace name or write it independently.
• Brooke can make the correct sounds for single letters: s,a,t,p,i,n based on Jolly Phonics.

Brooke can engage well in a Level 3 reading book. She can repeat words within the text, and use her pointing finger with adult support to point to the words within the text. Brooke can point to specific pictures within the text to show her comprehension of the story. Brooke can confidently select the correct visual when given the option of two, to identify who, doing, what and where. With adult prompting, she can competently identify who using her communication device. Brooke can sort and categorise images based on the beach and skiing, and pets and toys. With plenty of repetition, she can do this successfully. Brooke can hold a pencil or pen, and with hand over hand support, trace her pre written name. She can make the correct sounds for the letters 's', 't' and 'p'. 

Next steps: Brooke will continue to use her device to communicate a sentence based on images of interest. She will continue to explore sorting and categorising activities based on experiences that she can relate to. Brooke will continue to focus on making the correct sounds for the letters 'a', 't', 'i', and 'n'.

• Brooke is an Achiever.
• Brooke is an Improver.
• Brooke is an Improver.
• Brooke is an Improver.
• Brooke is a Learner.

Maths Term 4 2018

• Brooke can identify the correct numeral using communication devices when counting a range of materials to 20.
• Brooke can sequence Numicon numbers and number cards to 20.
• Brooke can record numerals with some accuracy using Writing Wizard and maths books.
• Brooke can recognise patterns of 1 and 2.
  
• Brooke can understand basic directional and positional language of: in, on, up, down.

Brooke can identify some numbers to 20 with adult support. She is confident at identifying numbers to 10 on number cards using her communication device. Brooke can sequence some numbers to 10 and with adult support, continue to 20. With hand over hand support, Brooke can trace pre written numbers in her math textbook. Brooke can continue a pattern based on coloured teddies when given two coloured options. She can place the correct coloured teddy on the table to complete the pattern. Brooke can choose the correct visuals based on the concept of in, on, up and down. Next steps: Brooke will continue to focus on her number knowledge to 20 using a range of materials. She will continue to attempt to write numbers to 5 by using the correct pencil grip hold and by applying more pressure. Brooke will continue to focus on a range of new math concepts to extend her current knowledge.

• Brooke is a Learner.
• Brooke is a Learner.
• Brooke is an Improver.
• Brooke is an Achiever.
• Brooke is an Achiever.

Communication ILP Goal Term 2 2018

Learning Intention:
1. Brooke can engage with adults and friends by responding to questions asked of her.

Brooke is an Improver in this area - this year Brooke has been a little more open to using her Touch Chat as well as using her own voice to respond to someone communicating with her. Brooke has been using her Touch Chat in all learning areas in order to encourage her to be more open with using it and this is evident with how much more she is communicating.

Next Steps: Brooke will share news by taking a photo of something she has done at school this will be shared on a visual scene pathway and then she will share at news times.
Brooke will use her Touch Chat to make connections with her new Friends and Teachers at Waitaha School in preparation to her transitioning next year.

Communication

ILP Learning Goal: Brooke can use the excuse me button with adult modelling, when it looks like a resulting behaviour will occur.

Evalution: Brooke is a Learner. Brooke is making more use of the 'excuse me" button on her touch chat. When she is resisting participating in an activity, an adult directs Brooke to use the button to dig deeper and ascertain what it is that Brooke wants to communicate. When this occurs, Brooke is directed to another page, such as, feelings, or activities, to ask her what she wants to say next.

Next Steps: Brooke needs to continue developing her skills with her Touchchat and finding her way to what she wants to say.