Writing Individual Education Plans

(IEPs)

Kimberley Disability Coordination Team Master Classes

Presenter: Kelly Stevens

“Individual Education Plans assist schools to demonstrate their obligation to: be accountable for providing an appropriate

educational program for all students as required by the School Education Act 1999; and

plan for and provide teaching and learning adjustments for students with disabilities as required by the Disability Discrimination Act 1992 and Disability Standards for Education 2005”

Why write an IEP?

(Department of Education, 2014, p. 3)

Individual Education Plan Plan or support document that is tailored

specifically to an individual’s needs Can include educational, physical,

behavioural, social and/or emotional priorities

Working document reviewed at least twice per year

What is an IEP?

(Department of Education, 2014)

Students receiving a disability allocation through Schools Plus funding

Students at educational risk Students must have an IEP (or another

documented plan) to be included in the National Consistent Collection of Data (NCCD)

N.B. Aboriginal students also require a documented plan

Who needs an IEP?

(Department of Education, 2014)

Creating an IEP

(Department of Education, 2014, p. 7)

1. Information gathering2. Collaborative meeting3. Write SMART priorities4. Implement strategies5. Assess, monitor and evaluate

Creating an IEP

1. Information gathering

Observation of the student Analysis of the student’s performance in a

range of areas through diagnostic testing Expert testing Previous school data

Creating an IEP

2. Collaborative meeting

Meeting with stakeholders- Teacher/s - Parents or guardians- The student- Psychologist- Health experts

Creating an IEP

3. Write SMART priorities

Creating an IEP

“Objectives in a plan need to be SMART:

Specific: what is expected to be learnt is clear to everyone;

Measurable: observable criteria for achievement and/or progress;

Achievable: not too far ahead of current skill level or understanding;

Relevant: linked to current outcomes and perhaps longer term goals; and

Time limited: regular monitoring with pre-set review dates.” (Department of Education, 2014, p.

8)

Examples of SMART priorities

Recognise and say sounds and names for letters s,a,t,p,i,n with 90% accuracy

Match number 1-5 with correct number of objects, with 90% accuracy

Creating an IEP

(Department of Education, 2014)

Examples of goals that are not SMART

Demonstrates an understanding of writing conventions

Understands place value into the thousands

Creating an IEP

4. Implement Strategies

Strategies promote learning and participation Could include alternative means of

presentation, adapted content or expectations, personalised management strategies and/or specialist resources and equipment.

Strategies should be considered in writing the plan to ensure they are achievable within the context

Creating an IEP

(Department of Education, 2014)

5. Assess, monitor and evaluate

The nature and quality of information gathered should provide sufficient evidence to make judgements about progress

Monitoring and assessment should be done, where possible, within existing classroom practices

SEN RTP is being rolled out in schools this year through professional learning

Creating an IEP

(Department of Education, 2014)

Guidelines for Implementing Documented Plans in Public Schools and PowerPoint slides from this presentation can be accessed through our website:

www.kimberleydisabilitycoordinationteam.com

Please contact me for further information about writing IEPs or any special needs topic:

Kelly StevensKimberley Disability Coordination TeamKelly.Stevens@education.wa.edu.au(08) 9193 5644

Further Information

Department of Education. (2014). Guidelines for Implementing Documented Plans in Public Schools. Retrieved from http://www.det.wa.edu.au/detcms/aboriginal-education/aboriginal-education/docs/guidelines-for-implementing-documented-plans-in-public-schools.en

References