What is an Individual Education Plan?
An Individual Education Plan, or IEP, is a written education plan which documents these teaching and learning adjustments. Generally, teaching and learning adjustments involve the modification of the curriculum or accommodations which allow better access or demonstration of achievement. An IEP should be a realistic, uncomplicated, working document that should be regularly accessed, reviewed and adjusted according to need. IEPs are developed with the consultation of a range of stakeholders, which may include teachers, parents, education assistants or other school staff and the student themselves.
Who needs an Individual Education Plan?
For students who have an imputed or diagnosed disability or those who are working significantly below expected achievement, teaching and learning adjustments may be required. These curricular modifications allow individuals to access and participate in education on the same basis as other students, a requirement outlined in the Disability Standards for Education 2005.
While an IEP may be in place for a single student, a Group Education Plan is a variation of an IEP that may be in place to cover a group of students who have similar needs.
What goes into an Individual Education Plan?
While there is no mandated way to structure an IEP, an effective plan should include goals for the student, the resources and strategies required to achieve these goals and review date. So that an IEP targets the areas of student need and can show progress, it is important to implement a cycle of assessment, planning, implementation and review.
Evidence may be gathered through diagnostic tests, observations or any means that achieves the outcome of identifying deficits in the student’s education. It is essential that the achievement of IEP goals is recorded as the IEP forms an integral part of the reporting to parents requirements for students with disabilities.
There should be clear links in the Documented Plan between outcomes and targets. Even students with a significantly differentiated or personalised plan will be working towards agreed Learning Area Outcomes.
Targets 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 preset review dates.
Individual Education Plans for students at RSHS ESC are coordinated by the teaching staff and are reviewed twice annually.
