IEP DEVELOPMENT

1. IEP DEVELOPMENT

2. Whakatauki Mātewhiritahi, ka whakatutukiaingāpūmanawa ā tāngata Together weaving the realisation of potential .

3. Today your facilitators are:

4. 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.

5. Survey monkey: what did it reveal?

6. 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

7. Part of your charter and policy focus Te KeteIpurangi (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.’

8. 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.

9. 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

10. 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)

11. GROW • Goals • Reality • Options • What will you do

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

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

14. Evidence for setting and monitoring goals • Demographic evidence • Achievement evidence • Perception evidence

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

16. 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

17. 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 observationsmade 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