Collaboration for Success
Embedding the IEP Guidelines into practice
Sept 2013
Tēnā koutou, Welcome
Karapōtia te tamaiti i ngā ringaringa ātawhai maha,
kia taea te kī atu, ko tāu rourou,
ko tāku rourou ka pupū ake he oranga pai
Surround the child with caring support,
so that our collaborative interactions will
produce positive outcomes
2
Introduction
Worksheet
Objective of the Workshop
 To be able to embed
Collaboration for Success:
Individual Education Plans
into practice
 Getting to know you..
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The guidelines
 To have an understanding of
the development of the
guidelines
4
The guidelines
Background to the guidelines and their development
Launched in September 2011
Revised from the 1998 Guidelines
Developed by a Sector Advisory Group
Based on evidence from an international and national literature review
Reflects changes in Education and Disability Sectors
Based on prior knowledge and captures recent evidence of effective practice
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The key messages
 To check participants’
understanding of the
guidelines
 What do you think are the
key messages?
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The key messages
The class teacher is the leader of the student’s learning
The team around the student needs to work collaboratively
All students are recognised as active capable learners
The student, family and whānau are all part of the team
Not all students with special educational needs require an IEP.
It’s the team around the child that decides if one is necessary
All goals should be embedded into the day to day classroom
learning programme
There is no prescribed format for producing IEPs
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The key messages
Handout
Key messages for the
guidelines around:
 The classroom teacher
 The student
 The IEP
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IEP Online
 To know where to go for more
information to enhance
current knowledge and further
understanding
 To successfully navigate
around IEP Online
IEP Online website
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Current practice
 To reflect on current practice
developing an IEP
 In small groups - Share with
each other current practice
of the IEP process and your
IEP plans
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Teaming and collaboration
 To explore the key components
of teaming
Teaming activity in small groups
 To work collaboratively whilst
understanding diversity
 To understand that everyone
must contribute to be an
effective team member
 To consider the student’s team
and their role in the IEP process
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Teaming and collaboration
Who were the team members?
Did everyone take part equally in the activity?
Was there a leader in the group?
Who were the doers?
What worked well and were there any barriers?
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Teaming and collaboration
Now thinking about the student in your classroom…
“ The teacher is the leader of all learning within
their classroom and has full responsibility for
all students in their class, including those with
special educational needs.”
Collaboration for Success: Individual Education Plans,
Key messages document 2011
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Teaming and collaboration
“ Student engagement, learning and
achievement depends on the relationship
between the teacher and student”
Collaboration for Success: Individual Education Plans,
2011, p4
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Teaming and collaboration
Who would you include in the IEP process?
Which members need to be part of an IEP meeting?
What may be the barriers and successes?
How can everyone contribute?
Who is the leader/coordinator of the process?
15
Teaming and collaboration
“Teachers represent the largest and most
knowledgeable resource in programming
for the needs of students. The quality of
their relationship with parents/carers and
community agencies plays a large part in
the overall outcomes for students”
Review of the Literature on Individual Education plans.
Report to the New Zealand Ministry of Education, 2010, p30
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Teaming and collaboration
Role of the Resource Teacher: Learning and Behaviour (RTLB)
in the IEP Process
Click here to watch this
video on IEP Online 
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Whānau voice
 To have a clear understanding of
engaging with family, and whānau
 To demonstrate that parents and
whānau are part of the team
 To understand the impact of
disability on the family, and
whānau
“Language, identity and
culture count. Knowing
where learners come
from and building on
what they bring with
them is essential”
Collaboration for Success:
Individual Education Plans, 2011, p4
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Whānau voice
Parents/whānau are the most valued members
of the team – they know the child best.
Remember their expertise counts
When working alongside Māori, consider
the types of practices and skills which locate
whānau as equal partners
Ka Hikitia: Managing for Success, p27
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Whānau voice
Ka Hikitia Goals:
Increasing professional learning and capability of teachers
i.e. immersion in mātauranga & tikanga Māori
Focusing on responsive and accountable leadership –
knowing, practising & advocating
Increasing whānau, hapū and iwi authority engagement in
education
Strengthening inter-agency collaboration
Ka Hikitia: Managing for Success, p27
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Whānau voice
 How would families and
whānau describe you as
a teacher?
 How can you use these
qualities that you have
identified, to engage
whānau in the IEP process?
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Whānau voice
 Consider the family and
whānau's journey…
 What is it like having a child
with special needs?
Play segment from DVD
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Whānau voice
Putting Ka Hikitia Goals into Practice
Ka
Hikitia
Action 1
Action 2
Teaching
Action 4
Action 3
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Whānau voice
“ There is widespread agreement that the
involvement of parents in the education
of their children overall and in the IEP
process in particular is critical to the
effectiveness of education for children
with special education needs.”
Review of the Literature on Individual Education plans.
Report to the New Zealand Ministry of Education, 2010, p44
24
Whānau voice
Tom’s Story
IEP and Assessment
 To demonstrate how an
assessment process can
inform the IEP Process
Click here to watch this
Video
clipOnline 
video
on IEP
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Student voice
“ Students should be
recognised as active
capable learners.”
 To understand that students
are valued members of
the team
Collaboration for Success: Individual
Education Plans, 2011, p4
26
Student voice
“ Students should be prepared for
participation in the IEP process through
prior discussions with their teachers and
given time to prepare for the IEP
meetings.”
Review of the Literature on Individual Education plans.
Report to the New Zealand Ministry of Education, 2010, p44
27
Student voice
Ben’s Story
Ben’s IEP and Clicker 5
 How often do we include the
student in the
IEP process?
Click here to watch this
Video
Clip
video on
IEP Online 
What are your
thoughts on this
video clip?
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Student voice
Ben’s story
Ben’s IEP Rules
 How can students tell us how
the IEP process can be
improved for them?
Click here to watch this
Video
clip
video on
IEP Online 
How can a student contribute
to the IEP process but not
necessarily be present at the
IEP Meeting?
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Inclusive practice
Inclusive Education is
about full participation
and achievement for all
learners.
 To understand how inclusive
practice includes students
with special education needs
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Inclusive practice
Handout
 What do you think inclusive
practice in schools looks like?
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Inclusive practice
Inclusive practice in schools
Peter Leggat, Principal, Onslow College
Click here to watch this
video on IEP Online 
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Planning and reporting
The IEP Process
Handout
 To understand the planning
and reporting obligations for
students with special
education needs
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Planning and reporting
The IEP process informs
but does not replace
school reporting on
student progress to
parents/caregivers and
whānau
 Success of reporting to
parents/whānau
Collaboration for Success:
Individual Education Plans, 2010, p13
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Planning and reporting
School Planning – Handout
 Who else needs to know
about the progress of
students?
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Reflection
 To be reflective on the
presentation/learning
 Reflective questions
 To identify your personal
next steps
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