IEP DEVELOPMENT

Whakatauki Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata Together weaving the realisation of potential.

Today your facilitators are:

Outcomes for today To: Gain an overview of the IEP purpose and content Develop an IEP including parent/whānau/caregiver and student voice Demonstrate how to identify, set, monitor and evaluate IEP goals Discuss how to use IEPs to plan an AE programme and why this is important Explore other approaches and solutions for managing, developing and using IEPs.

Survey monkey: what did it reveal?

Why have an IEP? A beacon - an aspiration of excellent outcomes A compass -a learning and teaching guide A check – ensuring student needs are being met

Part of your charter and policy focus Te Kete Ipurangi (TkI) states: ‘The ideal outcome for AE students is a successful return to mainstream education, either at a school or tertiary education. Engagement in AE programme itself may be an excellent outcome that may assist in changing the students perception of themselves as learners.’

2010 ERO Report: Good practice in Alternative Education Good practice suggests that a focus on the whole student, through a common tool, (the IEP) clarifies and ensures a common understanding of the goals for the student. Supports the links between the curriculum and the goals for the student.

Contractual and Reporting Requirements. Development and review of IEPs Literacy development goals Numeracy development goals Key competencies/graduate profile goals Curriculum based goals Credits /units achieved Transition planning

How do IEPs help students? By ensuring students have a voice in the process of transition. Ensuring the goals of Alternative Education for the students and staff are focussed on student learning and pathways. These learning goals and pathways being regularly reviewed and progress monitored. (ERO 2010)

GROW G oals R eality O ptions W hat will you do

NZ Curriculum: Essential Learning Areas English and Te Reo Māori Mathematics Science Technology PE and Health The Arts Languages Social Sciences

NZ Curriculum: Key competencies Thinking Using language, symbols and text Managing self Relating to others Participating and contributing

Evidence for setting and monitoring goals Demographic evidence Achievement evidence Perception evidence

Demographic evidence Students - ethnicity, gender, age, year level, attendance, lateness, disciplinary data, previous school, Parents/caregivers and community location, occupations

Achievement evidence National assessment results – Achievement and unit standards, NCEA Standardised assessment results administered internally - PAT, STAR, asTTle, PROBE, Other in-school assessments - most non-standardised tests Student work - work completion rates, exercise books, notes, performance - these can provide useful supplementary evidence

Perception evidence Evidence about what students, staff, parents and the community think about the school Self appraisal – student perceptions of their own abilities, potential, achievements, attitudes Formal and informal observations made by teachers - peer interactions, behaviour, attitudes, engagement, student-teacher relationships, learning styles, classroom dynamics Structured interactions - records from student interviews, parent interviews, SWOT analysis, staff conferences on students Externally generated reports -, NZCER surveys Student voice - student surveys, focus group interviews