IEP DEVELOPMENT

WhakataukiMā te whiritahi, ka whakatutuki

ai ngā pūmanawa ā tāngata

Together weaving the realisation of potential .

• Today your facilitators are:

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.

Survey monkey: what did it reveal?

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

Part of your charter and policy focusTe 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.’

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.

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

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)

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

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

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

Evidence for setting and monitoring goals

• Demographic evidence

• Achievement evidence

• Perception evidence

Demographic evidence

• Students - ethnicity, gender, age, year level, attendance, lateness, disciplinary data, previous school,

• Parents/caregivers and community location, occupations

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

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