2.4 Individual Support Plan Think of a learner who continues to struggle despite receiving ordinary classroom…

Question

2.4 Individual Support Plan Think of a learner who continues to struggle despite receiving ordinary classroom support. Develop a concise Individual Support Plan (ISP) for the learner. Present your plan using the following headings: Component Required information Identified learning need Describe the major reading/academic need Learner strengths Identify at least two strengths Support goal State one achievable short-term goal Classroom intervention Provide three strategies Curriculum differentiation Explain two adaptations Resources required Identify appropriate support resources People involved Teacher, parent/caregiver, SBST, and/or relevant professionals Monitoring Explain how progress will be recorded Review Indicate how the support plan will be reviewed Your plan should show that learner support is collaborative, developmental, and strengths-based. [10 marks]

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Component | Required information --- | --- Identified learning need | The learner consistently struggles with reading comprehension, specifically identifying the main idea and key supporting details in grade-level non-fiction texts. This impacts their ability to understand content across subjects. Learner strengths | 1. Strong oral communication skills; the learner articulates ideas well when discussing topics verbally.
2. Excellent visual memory and responds positively to visual aids, diagrams, and demonstrations. Support goal | By the end of the next 6 weeks, the learner will be able to identify the main idea and at least two key details in a grade-level non-fiction paragraph with 70% accuracy, as measured by teacher-created comprehension checks. Classroom intervention | 1. Pre-teaching vocabulary: Introduce and explicitly teach key vocabulary before reading new texts, using visuals and real-world examples to build background knowledge.
2. Graphic organizers: Provide structured graphic organizers (e.g., main idea web, KWL chart, Cornell notes) to help the learner organize information and identify key concepts while reading.
3. Guided reading groups: Facilitate small-group guided reading sessions focused on explicit instruction in comprehension strategies such as summarizing, questioning, and identifying text structure. Curriculum differentiation | 1. Modified texts: Provide texts at a slightly lower reading level or abridged versions of grade-level texts that cover the same core concepts, reducing cognitive load.
2. Alternative response formats: Allow the learner to demonstrate understanding through oral summaries, drawing, creating concept maps, or using digital tools instead of solely written responses. Resources required | Leveled non-fiction texts (e.g., from school library, online educational platforms), graphic organizer templates (print or digital), visual aids (e.g., picture cards, concept maps), access to text-to-speech software (if available). People involved | Classroom Teacher, Parent/Caregiver, School-Based Support Team (SBST) Coordinator, Learning Support Specialist. Monitoring | Progress will be monitored through weekly teacher observation notes on strategy use and participation during reading activities, informal comprehension checks (e.g., exit tickets, short quizzes) after reading tasks, and collection of completed graphic organizers. Review | The ISP will be formally reviewed in 6 weeks by the classroom teacher, parent/caregiver, and SBST coordinator. Progress data will be analyzed to determine if the goal has been met, inform adjustments to the plan, or develop new goals.

Component	Required information
Identified learning need	The learner consistently struggles with reading comprehension, specifically identifying the main idea and key supporting details in grade-level non-fiction texts. This impacts their ability to understand content across subjects.
Learner strengths	1. Strong oral communication skills; the learner articulates ideas well when discussing topics verbally. 2. Excellent visual memory and responds positively to visual aids, diagrams, and demonstrations.
Support goal	By the end of the next 6 weeks, the learner will be able to identify the main idea and at least two key details in a grade-level non-fiction paragraph with 70% accuracy, as measured by teacher-created comprehension checks.
Classroom intervention	1. Pre-teaching vocabulary: Introduce and explicitly teach key vocabulary before reading new texts, using visuals and real-world examples to build background knowledge. 2. Graphic organizers: Provide structured graphic organizers (e.g., main idea web, KWL chart, Cornell notes) to help the learner organize information and identify key concepts while reading. 3. Guided reading groups: Facilitate small-group guided reading sessions focused on explicit instruction in comprehension strategies such as summarizing, questioning, and identifying text structure.
Curriculum differentiation	1. Modified texts: Provide texts at a slightly lower reading level or abridged versions of grade-level texts that cover the same core concepts, reducing cognitive load. 2. Alternative response formats: Allow the learner to demonstrate understanding through oral summaries, drawing, creating concept maps, or using digital tools instead of solely written responses.
Resources required	Leveled non-fiction texts (e.g., from school library, online educational platforms), graphic organizer templates (print or digital), visual aids (e.g., picture cards, concept maps), access to text-to-speech software (if available).
People involved	Classroom Teacher, Parent/Caregiver, School-Based Support Team (SBST) Coordinator, Learning Support Specialist.
Monitoring	Progress will be monitored through weekly teacher observation notes on strategy use and participation during reading activities, informal comprehension checks (e.g., exit tickets, short quizzes) after reading tasks, and collection of completed graphic organizers.
Review	The ISP will be formally reviewed in 6 weeks by the classroom teacher, parent/caregiver, and SBST coordinator. Progress data will be analyzed to determine if the goal has been met, inform adjustments to the plan, or develop new goals.

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