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” (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 (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 (Department of Education, 2014)

(Department of Education, 2014, p. 7)

1. Information gathering 2. Collaborative meeting 3. Write SMART priorities 4. Implement strategies 5. Assess, monitor and evaluate

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

2. Collaborative meeting  Meeting with stakeholders - Teacher/s - Parents or guardians - The student - Psychologist - Health experts

3. Write SMART priorities “Objectives in a plan need to be SMART: S pecific: what is expected to be learnt is clear to everyone; M easurable: observable criteria for achievement and/or progress; A chievable: not too far ahead of current skill level or understanding; R elevant: linked to current outcomes and perhaps longer term goals; and T ime 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 (Department of Education, 2014)

Examples of goals that are not SMART  Demonstrates an understanding of writing conventions  Understands place value into the thousands

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 (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 (Department of Education, 2014)

 Guidelines for Implementing Documented Plans in Public Schools and PowerPoint slides from this presentation can be accessed through our website:  Please contact me for further information about writing IEPs or any special needs topic: Kelly Stevens Kimberley Disability Coordination Team (08)

Department of Education. (2014). Guidelines for Implementing Documented Plans in Public Schools. Retrieved from education/aboriginal-education/docs/guidelines-for- implementing-documented-plans-in-public-schools.en education/aboriginal-education/docs/guidelines-for- implementing-documented-plans-in-public-schools.en