Saint Clare Learning Specialist Program: Individual Learning Plan

Student’s Name:___________________________________Grade________________________

Date of Birth: ____________Date of Testing:_________ Testing Record Attached y____n_____

Accommodations, strategies and follow-up (attached): y______ n_______

Date:__________________________

Areas of Disability/Need:

Areas of Strength:

Goals for the year,____________________________:

1)

2)

3)

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

________________________________ __________________________________

Saint Clare Learning Specialist Program: ILP (continued)

___Outside Support:

___Further Testing, Counseling or Consultation:

___Accommodations (see below)

Input:

___Preferential seating:

___Teacher/Aide directions check:

___Avoid distracting stimuli:

___Increased distance between desks:

___Pairing students to check work:

___Writing key points and homework on the board:

___Support of a peer notetaker:

___Providing a written outline

___Allowing student to tape record lessons

___Having child review key points orally

___Multi-sensory instruction

___Assignment notebook check

___Assignment notebook initial

___Book/backpack check

Other:

___

___

___

Processing:

___Simplifying complex directions

___Extra time to complete tasks:

___Stand close to student for lesson, hand on shoulder, etc.

___Use of math tools (calculator, math facts, etc.)

___Extra set of books at home

Other:

___

___

___

Output:

___Extra time to complete tasks:

___Homework time limit:

___Extra time on tests as needed:

___Supplementary oral testing as needed:

___Alternative strategies for student presentations/projects:

___Alternative oral reading

___Provide study guide for exams

___Use of a scribe for some assignments

___Student dictates responses for some assignments

___Word-processed assignments

Other:

___

___

___

Behavior:

___

___

___

___

___

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