L7 - Documented Plans

Question 1

What is an IEP?

Answer 1

• Individualised Education Plan (or program)
• To assist an individual to fully access a regular curriculum or to achieve relevant goals & outcomes in a supported setting
• A tool for collaborative planning

Question 2

Curriculum Adjustment Plan (CAP)

Answer 2

• Mostly CEWA
• A CAP shows the evidence that the student’s skills & needs have been considered in the preparation of the group program
• Students will achieve regular or close to regular outcomes with teacher adjustment

Question 3

Who should have an IEP?

Answer 3

• Students with a disability, learning difficulty or behaviour problem
• When there are significant barriers to learning & where extra support is required

Question 4

IEPs help to clarify the educational focus for the student by:

Answer 4

• Sharing relevant information
• Identifying key outcomes
• Selecting priorities for the student
• Agreeing on responsibilities
• Determining strategies

Question 5

Who should be involved in writing IEPs?

Answer 5

• Student
• Parents
• Teacher/s
• Service coordinator
• Educational assistant/s
• Specialist teacher
• Administration staff
• Associated professionals e.g. OT, psych, physio, speech pathologist

Question 6

Components of an IEP - Exam Q

Answer 6

• Student details (name, year level)
• Current level of educational functioning (student profile)
• Goals/priorities of the year - specific objectives
• Indication of people responsible for parts of the program
• Possible strategies
• Evaluation
• Dates for review of student progress

Question 7

Format

Answer 7

There is no one accepted format for writing IEPs. A number of schools device their own format which staff should use.

Question 8

What you need to know when designing an IEP

Answer 8

• Special learning needs
• Strengths
• Likes/dislikes/reinforces
• Level of functioning in key areas
• Level of independence
• Social/emotional domains
• Patterns of behaviour
• Engagement & attendance

Question 9

Sources of information used to inform the IEP

Answer 9

• Discussion with the student
• Observation
• Placement tests & other test forms (formal & informal) NAPLAN is formal.
• Reports
• Parent interviews
• Consultation with other professionals
• Consultation with previous teachers
• Previous planning undertaken for the student

Question 10

Considerations for an IEP

Answer 10

• Teaching time
• Number of students in class
• Number of objectives
• Education assistants
• Resources (personnel, equipment)
• Transferability of skill (frequency of use)

Question 11

IEP Meetings

Answer 11

• Sharing information
• Identifying appropriate goals & writing objectives
• Meetings must be planned
• Use appropriate language for all involved
• Appropriate meeting location e.g. school, parent’s home, community centre.

Question 12

4 parts to writing specific behavioural objectives

Answer 12

1. STUDENT
2. CONDITION - of which the behaviour will be performed
3. BEHAVIOUR - skill to be demonstrated using measurable, observable verbs.
4. CRITERIA - how well the behaviour is to be performed

Question 13

SMART Goals when writing behavioural objectives

Answer 13

Specific - clear to everyone
Measurable - observable criteria for achievement. Don’t use “understand” cannot see or measure understanding.
Achievable - close to current skill level or understanding
Relevant - linked to long term goals
Time - dates