everyone gain a clear and shared understanding discuss the plan with teachers and about the teaching and learning provision necessary provide support to implement the to best meet the student’s education needs. learning plan A good IEP sets high quality expectations of provide advice to the school principal progress and puts in place the additional supports concerning the additional educational and the student needs in order to succeed. To be support needs of the student and what may be effective the IEP should: required to meet these needs identify developmental and educational needs review and evaluate the student’s program at in relation to skills, knowledge, subject areas least twice, and at other times if requested by and experiences any member of the group. set short- and long-term educational targets INDIVIDUAL EDUCATION PLANS agreed in partnership with the student and the carer where appropriate The SSG is responsible for developing an IEP to support the educational achievement and be a record of planned actions – e.g. on engagement of the student in out-of-home care. IEPs homework, extra tuition, study support may also be known as Individual Learning Plans. The (including the date purpose of an IEP is to describe a set of strategies to by which these should be done) – that the address the particular educational needs of the school and others will take to promote the student. IEPs should be reviewed on a regular basis educational achievement of the student based according to the needs on an assessment of his or her educational of the student – at least twice per year. If a student needs changes school, the current school must forward the IEP to the new school at the time of enrolment. include information on how the progress of the student will be rigorously monitored EFFECTIVE AND HIGH QUALITY IEPs record details of specific interventions and Where they are used effectively, IEPs improve the targeted support that will be used to make educational experience of the student by helping sure personal education targets are met Figure 4. Roles and Responsibilities for the SSG
discuss the plan with teachers and provide support to implement the learning plan provide advice to the school principal concerning the additional educational and support needs of the student and what may be required to meet these needs review and evaluate the student’s program at least twice, and at other times if requested by any member of the group. INDIVIDUAL EDUCATION PLANS The SSG is responsible for developing an IEP to support the educational achievement and engagement of the student in out-of-home care. IEPs may also be known as Individual Learning Plans. The purpose of an IEP is to describe a set of strategies to address the particular educational needs of the student. IEPs should be reviewed on a regular basis according to the needs of the student – at least twice per year. If a student changes school, the current school must forward the IEP to the new school at the time of enrolment. EFFECTIVE AND HIGH QUALITY IEPs Where they are used effectively, IEPs improve the educational experience of the student by helping everyone gain a clear and shared understanding about the teaching and learning provision necessary to best meet the student’s education needs. A good IEP sets high quality expectations of progress and puts in place the additional supports the student needs in order to succeed. To be effective the IEP should: identify developmental and educational needs in relation to skills, knowledge, subject areas and experiences set short- and long-term educational targets agreed in partnership with the student and the carer where appropriate be a record of planned actions – e.g. on homework, extra tuition, study support (including the date by which these should be done) – that the school and others will take to promote the educational achievement of the student based on an assessment of his or her educational needs include information on how the progress of the student will be rigorously monitored record details of specific interventions and targeted support that will be used to make sure personal education targets are met Figure 4. Roles and Responsibilities for the SSG