Week 7: Documented Plans (IEPs)

Question 1

What are the 8 different types of Documented Plans?

Answer 1

1. Individual or Group Education Plan (IEP, GEP)
2. Individual Behavior Management Plan (IBMP)
3. Personal Learning Plan (PLP)
4. Individual Transition Plan (ITP)
5. Individual Attendance Plan (IAP)
6. Risk Management Plan (RMP)
7. Social Competency Plan (SCP)
8. Curriculum Adjustment Plan (CAP)

Question 2

What is the purpose of an Individual Behaviour Management Plan (IBMP)?

Answer 2

Ensures all staff are able to manage a specific students behaviour

Question 3

What is an Individual Transition Plan (ITP)?

Answer 3

• Ensures smooth transition for all parties and reduces uncertainty and stress
• Strategies formulated to introduce in a new setting

Question 4

What is an Individual Attendance Plan (IAP)?

Answer 4

Strategies formulated to encourage student attendance

Question 5

What is a Risk Management Plan (RMP)

Answer 5

Identifies risks, minimisation of risks, targets for change and agreed management strategies

Question 6

What is a Social Competency Plan (SCP)?

Answer 6

Details the areas of difficulty that a student may have and strategies to address these

Question 7

What is a Curriculum Adjustment Plan (CAP)?

Answer 7

• Shows evidence that the student’s skills and needs have been considered in the preparation of the group program
• Students achieve regular outcomes with teacher adjustment

Question 8

What is an Individual Education Program/Plan (IEP)?

Answer 8

A plan that assists an individual to fully access a regular curriculum or to achieve relevant goals and outcomes on a supported setting

Question 9

Who should have an IEP?

Answer 9

Students with a disability/learning difficulty or behavioral concern who need help with:
- Adapted programs
- Adapted environments
- Speech-language
- Identified support by specialists/parents
- Specialisied equipment
- Identified barriers to learning are apparent

Question 10

What is the purpose of an IEP?

Answer 10

Clarifies educational focus for student
- Student priorities
- Relevant information
- Key outcomes
- Responsibilities
- Strategies

Question 11

Stakeholders involved in writing an IEP

Answer 11

• Student
• Teacher
• Parents
• Service coordinator
• EA
• Specialist teacher
• Admin staff (principal)
• Associated professionals

Question 12

What are the Components of an IEP?

Answer 12

• Student details
• Current level of educational functioning
• Statement of goals/priorities, specific objectives
• Indication of people responsible for parts of the program
• Possible strategies
• Evaluation
• Dates for review of the progress made by the student

Question 13

Is there a specific format? if so, what is it?

Answer 13

• No specific format
• Schools may devise their own
• Should contain necessary information, understood and utilised by all participants, no unnecessary detail

Question 14

What is important to know before writing an IEP?

Answer 14

Students strengths
Level of functioning and key areas
Level of independence
social/emotional domains
Patterns of behaviour
Engagement and attendance
The disability and challenges student may face

Question 15

Where can you source the information for an IEP?

Answer 15

Discussion with student
Observation
Parent interviews
Reports
Prior teachers and consultations with progressions

Question 16

Assessments to complete before writing an IEP

Answer 16

Physical skills
Maths skills
Written language skills
social/emotional skills
Reading skills
Adaptive skills

Question 17

Considerations when designing an IEP

Answer 17

Teaching time
Class size
Number of objectives
EA’s
Resources/equipment

Question 18

How do you effectively implement an IEP?

Answer 18

Keep checklists
Use EA
Use strategies
Be aware of instruction and learning environment

Question 19

What is the Nationally Consistent Collection of Data and its steps?

Answer 19

• Targets support and resources to assist students with disability to complete school, further education and find employment
• 4 steps of the NCCD Model
  1. Is there an adjustment?
  2. What is the level of adjustment?
  3. What is the category of disability?
  4. Record the data and submit

Question 20

What should objectives of an IEP be?

Answer 20

SMART - Specific, Measurable, Achievable, Relevant, Time

4 parts of Behaviour Objectives:
- Student
- Condition
- Behaviour
- Criteria