Writing Effective IEP(B)s Janette Taylor, Educational Psychologist Paula Roberts, Advisory Teacher, Behaviour Support Adrienne Eddleston, Educational Psychologist

Context  SEN Code of Practice for Wales  Inclusion and Pupil Support 2006  The Disability Discrimination Act 1995(2002)  Flintshire School Checklist for Pupils with BESD

What are IEP(B)s?  An IEP(B) is a plan to support a pupil, as part of a process to enable them to make positive change and be ‘included’  When: there is limited progress at class action despite appropriate and differentiated strategies and interventions from teachers

Activity  What are the ‘barriers’ to writing effective IEP(B)s  What are the ‘benefits’ to writing effective IEP(B)s

Purpose of IEP(B)s  Enables collaboration between school, pupils, parents/carers  Demonstrates commitment from school and home to the pupil  Helps with differentiation and adapting environment  Provide opportunity to explore and understand social and emotional aspects of pupil  A working document that should be shared with all members of staff; helps co-ordinate and support curriculum planning for all pupils

Purpose of IEP(B)s  Helps identify specific achievable goals, using evidence  Helps pupil understand their own progress  Helps to identify how to support change through positive reinforcement  To enable and support a pupil to make progress in line with their ability/needs

IEP(B) Format  The format has been developed in line with Flintshire’s IEP format (Plan and guidelines are available on Moodle)  There is Plan number 1 and subsequent plans to show the ‘Plan, Do, Review’ Cycle  Sections include:  Pupil information  learning scores  Summary of Pupils’ strengths and additional needs  adaptations already made  medical and social needs  any outside agency involvement  Targets including success criteria,  Parental involvement/views  Review/Evaluation

Writing SMART targets – Identifying and Recording Inappropriate Behaviours  Information about the child’s needs and strengths  Establishing a baseline for example, through observation, ABC charts  We need to consider: * Context * Frequency * Duration * Patterns * Triggers and consequences * Onset * Goals of misbehaviour  Analysis – what does the data tell me?

Writing SMART targets – Prioritising Behaviours for change SMART targets  Specific  Measurable  Attainable  Realistic  Timed  WHAT - HOW – WHEN - WHO

Activity Secondary Smarten a Target! In your groups, turn the following targets into SMART targets  ‘I will never shout out in class again’  ‘I will not give cheek’  ‘I will be on time for every lesson’  ‘I will follow all teacher instructions’  ‘I will never hit anyone in school again’  ‘I will improve my concentration’  ‘I will listen in every lesson’  ‘I will complete all of my work’  ‘I will hand in my homework on time’

Activity Primary Smarten a Target! In your groups, turn the following targets into SMART targets  ‘I will behave myself at playtimes’  ‘I will sit still on the carpet’  ‘I will look at the teacher and do what they tell me’  ‘I will keep my hands and feet to myself’  ‘I will not shout out’  ‘I will put my hand up’  ‘I will get to school on time’  ‘I will be nice to other children’

Break!

How do we help pupils achieve their targets? Adaptations - Provision – Programmes  Curriculum - How do we teach and encourage appropriate behaviours? Access to National Curriculum? Differentiation? Learning styles? Use of language? Planning for success?  Environment - Displays and visual aids? Seating? Group size? Equipment? Sensory needs?

How do we help pupils achieve their targets? Adaptations - Provision – Programmes  Positive reinforcement - Frequency? Type? By whom? Tangible? Varied? School policy?  Consequences – Clarity? School policy? Equitable? Relevant? Severity? Hierarchy? Immediate?

Activity Under each heading, note down different examples of good practice  Curriculum  Environment  Positive reinforcement  Consequences

Evaluation and Review  It is important to review and evaluate regularly  Positive feedback to pupil and parents/carers around achievements  Informs next step and next plan (if needed)  It identifies what is working for the pupil  It identifies further action required at School Action/School Action Plus  Graduated response  Refer to Flintshire Checklist for Pupils with BESD

Activities  In your groups, read and discuss the example IEP(B)s and share your thoughts  Using case study A, formulate a complete IEP(B)  Using case study B, including IEP(B) provided, review and formulate next IEP(B)

Next steps…  Disseminate information from today’s course and the guidelines on Moodle  Plan how all staff can develop IEP(B) writing in your school