An Individual Education Plan (IEP) is a working document designed to meet the unique individual educational needs of every student enrolled within the KDEC School. The IEP is developed at one or more meetings during scheduled or requested periods and its provisions are detailed in writing.

The IEP is developed by a team and is generally coordinated by the class teacher, who is regarded as the key worker. Family - School Partnership is valued and regarded as integral to the success of the process. Each IEP will specify the educational goals for a specified period. Related services (therapy, specialist and paraprofessional) provided through Ongoing Resourcing Scheme (ORS) funding, for verified students, will be identified and described within the content of the IEP.

The process presents a valuable opportunity for parents/whānau, teachers, specialists and therapists to work together as equal participants to identify an individual student’s needs to determine what and who will be provided to meet those needs and decide what the anticipated outcomes may be.

The IEP is a document that is revised, as individual needs change. It is a commitment in writing to the resources the school agrees to provide and serves as the focal point for cooperative decision making by parents, the student and school personnel.

PURPOSE

IEPs connect with the curriculum. The IEP affirms the strengths and addresses the needs of students within the NZC by

  • identifying and clarifying the roles and responsibilities of the IEP team.
  • Promoting excellence in teaching and learning programmes
  • Facilitating teaching and learning through the enquiry cycle.

IEPs are:

Collaborative.

The parents to have a major input into where and when IEPs are to be held. The student as the focus with the team as mutually agreed on with the senior teacher and parents.

Comprehensive.

The IEP covers all areas of individual learning needs including key competencies, values and the essential learning areas (NZC). This includes vocational and life skills and specialist / therapy skills may also be included.

Specific.

IEP goals and objectives are stated in measurable, observable behaviours. Goals are specific, measurable, achievable, relevant, and timely.

Sequential.

The IEP is based on a developmental or functional sequence of skills.

Realistic and Appropriate.

IEP goals and objectives should correspond with each student’s current level of functioning and probable developmental rate.

Understandable.

The IEP is written in language that is comprehensible to both parents and professionals. What an IEP communicates will be clear.

Mutually developed.

The IEP represents agreement among parents, students and school personnel.

The IEP will meet the Ministry of Education requirements in regard to meeting student needs in partnership with the family/whānau and providing a clear indication of the use of ORS funding for verified students. IEPs and Service Agreements of verified students will be subject to audit by the Ministry of Education.

The completed plan should be a working document which:

  • identifies a long-term goal or vision.
  • notes agreed priorities for the student’s learning programme within the classroom programme.
  • links specialist services supports, including resources e.g. assistive technology and strategies to the classroom programme.
  • shows team member commitment to supporting the student to achieve their identified goals.
  • has a summative evaluation statement that specifically identifies what has happened since the previous plan.
  • details assessment and success criteria for goals and team communication to review these.
  • has an agreed review date.