IEP DEVELOPMENT

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IEP DEVELOPMENT
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• Whakatauki
• Ma te whiritahi, ka whakatutuki ai nga pumanawa a
  tangata
• Together weaving the realisation of potential .

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• Today your facilitators are

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Outcomes for today

• To
• Gain an overview of the IEP purpose and content
• Develop an IEP including parent/whanau/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.

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• Survey monkey what did it reveal?

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• 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

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• 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.

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• 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.

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• 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

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• 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)

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GROW

• Goals
• Reality
• Options
• What will you do

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• NZ Curriculum Essential Learning Areas
• English and Te Reo Maori
• Mathematics
• Science
• Technology
• PE and Health
• The Arts
• Languages
• Social Sciences

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• NZ Curriculum Key competencies
• Thinking
• Using language, symbols and text
• Managing self
• Relating to others
• Participating and contributing

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Evidence for setting and monitoring goals

• Demographic evidence
• Achievement evidence
• Perception evidence

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Demographic evidence

• Students - ethnicity, gender, age, year level,
  attendance, lateness, disciplinary data, previous
  school,
• Parents/caregivers and community location,
  occupations

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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

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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