Department of Education Learners first, connected and inspired Guidelines for Individual Education Planning Students with Disability Department of Education
Guidelines for Individual Education Planning Students with Disability 1. Principles All students are capable learners. All students are entitled to quality education experiences The Department of Education s Learner s First Strategic Plan 2014-17 outlines the driving values that support all learners of all abilities in all schools. These include the values of equity and excellence. Meeting the learning and support needs for students is the responsibility of the school. Students requiring educational adjustments have their priority learning goals, strengths, needs and interests detailed in an Individual Education Plan (IEP). The IEP process begins with consultations between the school and the student (wherever possible) and the student s parents or associate. The IEP process values and respects the diversity of students and their families and ensures their valued life outcomes form the foundation of the plan. The IEP process is part of good teaching and learning practice. It acknowledges areas of individual need and the capacity of all children to learn. It encompasses short-term goal setting, supportive teaching and learning strategies, assessment, review and reporting as a cyclic process, which values lifelong learning from before school through to post school life. The IEP process is consultative and brings together the contribution of families, school personnel, the student and other relevant people. The collaboration of stakeholders forms a partnership of individuals with shared responsibility. The IEP process acknowledges the right of families to participate and make decisions about the nature of their involvement. It enables all participants to focus on the content and context of student goals. School principals are responsible for the management and support of the IEP process. Teachers have primary responsibility for implementation of the IEP. 2. Purpose The primary purpose for developing Individual Education Plans is to provide a framework and guide to inform the child s learning programme, focused upon the aspirations, strengths and needs of the individual child. Any adjustments to the teaching and learning programme, including links to the school year level curriculum, must be detailed in the IEP. The plan provides clear and transparent documentation regarding consultations and changes to student needs over time. 3. Definition The term Individual Education Plan refers to both the ongoing process and the associated documentation that informs the education of a student with disability. It is a written plan used to describe, document, monitor, review and report on the student s education program, educational adjustments and learning outcomes. It extends from participation in early childhood intervention services as described in an Individual Family Service Plan (IFSP), through to transition to post school life as described in a Transition Plan. of Education s website to ensure this version is the most recent (Version 3.0). P a g e 2
The key elements of the IEP process and the core components of the IEP document are fundamental to the effectiveness of individual educational planning. 4. Individual Education Planning: The Process Individual education planning describes an ongoing process occurring across the educational life of students with disability. It extends from: IFSP: EARLY YEARS - FAMILY FOCUS IEP: DIFFERENTIATING CURRICULUM TO PLAN FOR TEACHING & LEARNING ITP: TRANSITION PLANNING FOR FURTHER EDUCATION, WORK, COMMUNITY PROGRAMS The process allows consideration of how planning ensures students access to the Australian Curriculum (or curriculum relevant to the student s year of schooling) and maximises their participation in the class teaching and learning programme. At every stage of planning the following cyclic process applies: Gather Information Review, report & update STUDENT Consult with stakeholders Implement the IEP Develop the IEP of Education s website to ensure this version is the most recent (Version 3.0). P a g e 3
IEP PROCESS CHECKLIST Assign primary responsibility for the IEP Gather Information: Review the student s records on the Student Support System (SSS), including any previous IEPs, professional reports, attendance and behavioural information Establish a collaborative approach with a range of stakeholders Establish roles and responsibilities Observe the student Review the student s current learning program Conduct further assessments, if required Consolidate and record information Consult with stakeholders: (parent, teachers, support services staff) Ensure the student (where possible) and family /carer are consulted / involved and jointly set the direction of the plan Consult with school staff, other professionals and establish on-going communication processes Develop the IEP: Identify and record student s strengths, needs and interests Identify goals and expectations aligned to the relevant curriculum Determine types of educational adjustments (curriculum, instructional, environmental) and supports / resources Establish a monitoring cycle Implement the IEP: Ensure copies of the IEP are shared with all involved and uploaded to SSS Implement the IEP through the teaching and learning program Evaluate the student s progress Adjust goals, expectations, strategies and supports as necessary Review and Update the IEP: Update the IEP in line with nominated review and monitoring cycles Report on student learning outcomes through the IEP in line with requirements of DoE Assessment and Reporting Procedures Develop a Transition Plan for students as required especially at key movement times 5. Individual Education Planning: The Product The IEP is the basis for educational planning for students with disability. It assists planning by making explicit the components of the teaching and learning process for the student and the educational adjustments required to ensure access, engagement and with an appropriate learning program. For students exempt from NAPLAN an IEP is integral to reporting student learning outcomes and is an accountability tool to monitor and communicate the student s learning growth. The document is a written plan of action that is positive, dynamic and constructive in tone, and is user friendly for all stakeholders. The core components of the IEP include: current skills, strengths and interests (and where appropriate, knowledge and understanding) measurable goals and expectations for the student educational adjustments and supports required in relation to the curriculum, instruction or environment of Education s website to ensure this version is the most recent (Version 3.0). P a g e 4
assessment strategies and indicators of progress against goals reporting processes to parents timelines and review dates. evidence of consultation with family /carer (as required within DSE, 2005). Authorised by: Liz Banks Position of authorising person: Deputy Secretary EYS Date authorised: May 2013 Developed by: Lynne McDougall Date of last review: May 2015 Date for next review: December 2016 This documents replace: Version 2.0 of Education s website to ensure this version is the most recent (Version 3.0). P a g e 5