Independent Education Plan (IEP) PROCESSES

  1. Term 1 and 3 - IEP meetings are arranged by the classroom teacher and it is important that parents/guardians participate in these meetings. If parents have outcomes they wish to include, particularly in Life Skills, the teacher will be happy to include these outcomes if  appropriate at school.

  2. Terms 2 and 4 - The IEP’s are evaluated and report documents/portfolios are distributed to parents in Week 10 of Terms 2 and 4. The IEPs include outcomes in the following areas: English, Mathematics, Science, T&E, The Arts, Health and PE and Life Skills. History an Geography will be  included in 2017 depending on the students needs.

  3. Reports or Portfolios - The IEPs turn into reports for the students reporting process. They are assessed in terms of the student’s progress for the semester in their IEP and "Achieved" or "Continuing" are used to indicate the student's achievement. Comments record the student’s knowledge and achievement in each subject area in the report.

  4. Performance Descriptors(PD) build a picture of what a student with Special Education needs may know, understand and do.

  5. SENAT PD 1-7 Aligns to the Australian Curriculum standard in SENAT (this starts below Kindy and PP and continues up to these areas)
    SENAT PD 8 aligns to the Australian Curriculum standard in FOUNDATIONS (K and PP)
    SENAT PD 9 aligns to the Australian Curriculum standard in Year 1
    SENAT PD 10 aligns to the Australian Curriculum standard in Year 2
    Students in Year 5 and 6 in our ESC may be learning outcomes from the Australian Curriculum Years 1, 2 or 3

  6. Photographs complete the report and help to further explainreport on the child’s progress and show the students completing tasks.

  7. During the term the teacher may see the need to record the child actually completing a task. Teachers may send a short video  to the parent via email or text message. This sort of message is often cause for celebration in very high needs students.