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
•Goals
• Reality
•Options
•What 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