Individual Education Plans in Practice

1. Individual Education Plans in Practice

2. Timetable 9:00 - 9:15 IEPs in the Code of Practice 9:15 - 9:30 Planning and target setting: whole-school approaches 9:30 - 10:30 Writing SMART targets 10:30 - 10:45 Coffee 10:45 - 11:20 Provision 11:20 - 12:00 Communication and recording

3. Aims • To develop an understanding of the IEP process. • To develop an understanding of how to put IEPs into practice. • To evaluate your school’s current IEP process and practice.

4. ‘All teachers are teachers of children with special educational needs’ SEN Code of Practice

5. Planning: A Whole-School Approach Long-term plans Curriculum map, statement Medium-term plans Schemes of Work, IEP Short-term plans Lesson plans for the week, with differentiation Reference to IEP AHT planning

6. Target Setting: A Whole-School Approach • IEP targets are an integral part of the whole-school target setting process • Consider links between subject targets and IEP targets - beware of target overload! • IEP targets should focus on key areas of communication, literacy, mathematics, behaviour and social skills

8. What is an IEP? • The IEP is a planning, teaching and reviewing tool • It should underpin the process of planning intervention for the individual pupil • It should only record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children.

9. IEPs should focus on up to 3 or 4 key individual targets and should include information about: • The short / medium term targets set for or by the pupil • The teaching strategies to be used • The provision to be put in place • When the plan is to be reviewed • Success and/or exit criteria • Outcomes

10. Additional information may include: • The pupil’s areas of weakness • The pupil’s strengths • Contributions of school staff • Contributions of external agencies • Contribution of parents • Contribution of pupil • Monitoring arrangements

11. IEPs should: • Be seen as working documents • Be manageable • Be understood by all those involved in its implementation • Be accessible to all those involved in its implementation • Raise achievement for pupils

12. IEP targets should be SMART: • Specific • Measurable • Achievable • Relevant • Time-related

13. Targets - ‘SMART’ or not ‘SMART’? • To improve punctuation. • To be able to punctuate 5 consecutive sentences using full stops and capital letters. Accurate when sampled on three separate occasions.

14. Developing ‘SMART’ Targets • Identify which targets are ‘SMART’. For those that are not, give reasons for your judgement. • Choose 2 of the ‘non SMART’ targets and rewrite them ‘SMARTly’!

15. Writing ‘SMART’ targets enables next steps in progression to be identified more easily. • Choose a few of the ‘SMART’ targets. For each, identify the next step in progression and write as a ‘SMART’ target.

16. Keeping targets SMART but manageable Use phrases such as • ‘… increase to … over term of IEP’ • ‘… when observed’ • ‘will complete ... within an agreed timescale • ‘…when needed’ • ‘…will achieve at least…’ or ‘ an average of…’ • …will achieve … merit points for…. by (when)

17. Using Pupil Profiles • Read through each of the ‘profiles’ A to D and the targets 1 to 4 • Match each profile with the corresponding targets

18. Self Evaluation • Use ‘monitoring form’ to check your school’s IEP format

19. Coffee

20. Provision Action to meet pupils’ SEN tends to fall within four broad strands: • assessment and planning • grouping for teaching purposes • additional adult resources • curriculum and teaching methods

21. Strands of Action

22. Strands of Action • Use the ‘Strands of Action’ grid to complete the blank grid in order to identify provision within your school. • Can you identify any ‘gaps’ on your grid? • What are the reasons for this?

23. Relating Intervention to Individual Needs Decisions about which actions are appropriate for which pupils must be made on an individual basis • by a careful assessment of the pupils’ difficulties and • the pupil’s need for different approaches to learning and • the school and classroom context.

24. Communication and Recording • The IEP is a working document and should be continually kept ‘under review’ • Arrangements for monitoring IEP targets need to be considered and could be made explicit on the IEP • Monitoring needs to be linked to success criteria

25. Monitoring and Recording • Using the ‘outcomes’ column on the IEP • Using existing recording arrangements e.g. reading record, mark book • Using support staff records • On pupils’ self monitoring records e.g. target card • On pupils’ work

26. Recording Outcomes

27. Monitoring by Support Staff • Use IEP to record progress on IEP targets • Use ‘Record of Support’ to monitor other lesson outcomes • Consider where these records are kept e.g. in SEN file held by subject teacher

28. The IEP Review Process Consider involvement of: • Pupil • Parents / carers • Pastoral / subject staff • SENCO • Support staff • External agencies

29. The IEP Review Process Involving the parents/carers may take the form of : • a meeting held during a parents’ evening; • a meeting with form tutor as part of whole school report cycle during existing in-school time; • a meeting held during 1:1 tutorial if the pupil is withdrawn; • a meeting held during an after-school drop in session; • a meeting held on a day/week set aside to convene IEP review meetings; • a phone call if a meeting is not possible; • a request for parents to contribute their views in writing by letter or e-mail if a meeting is not possible.

30. Utilising existing meeting patterns

31. The IEP Review Process Consider: • progress made by the pupil • parents’ views • pupil’s views • effectiveness of the IEP • any specific access issues that impact on progress • future action

32. Monitoring and Reviewing Consider: • Who carries out monitoring of IEP targets? • How is this done? • How are outcomes recorded? • Are these monitoring arrangements identified on the IEP? • What do review processes involve? • How are they organised? • Who is involved? • How are outcomes recorded?

34. Revising your school’s IEP Process Consider • Who will write IEPs? Needs to be a shared task. Identify key worker. • Who monitors IEPs? • Who will distribute, collect and collate IEPs? Admin support needed. • Staff INSET requirements • School Action Group Education Plans - reviewed individually

35. IEP Writer • Software that enables production of IEPs • Databases include Literacy, Maths, Behaviour and Communication difficulties each containing over 300 targets • Suggestions for achievement criteria • Strategies and ideas for resources and support • Can be imported into Word document and adapted e.g.to enlarge outcomes box

36. IEP Writer When selecting targets: • Always consider the pupil’s needs first • Check achievement criteria fit with your time-scales for the IEP • The program may choose resources you do not have or do not wish to use. • Build up your own bank of targets • Permanently change/ delete targets you are not happy with.