Individual Planning for Students within Alternative Education

1
Individual Planningfor Students within
Alternative Education

• Ministry of Education

2
Why do we need Individual Plans

• Raise Achievement and Reduce Disparity MOE
  Mission Statement
• National Education Goals (NEGs)
• National Administration Guidelines (NAGs)
• Special Education Policy Guidelines

3
Why do we need individual plans-To make us more
effective teachers-To ensure transition planning
takes place

• By
• Identifying and teaching to clear learning
  outcomes
• Linking our teaching to students abilities and
  learning needs
• Having clear criteria for assessing learning
  outcomes
• Planning for students entering and leaving AE

4
A Teachers Perspective

• I learnt about IPs they let me identify and
  set manageable goals for my student - goals that
  he could and did achieve. It was almost like the
  IP gave me permission to focus on what was right
  for him as an individual. Now I use IPs for all
  my students

5
Whose responsibility is it

• The enrolling school has to ensure that an
  individual plan is written for each of the
  students within AE. This is a requirement of the
  legal agreement between schools and the Ministry
• The enrolling school may delegate the task of
  writing the plan to the provider

6
What is an Individual Plan

• An IP is a written plan developed to assist in
  meeting the unique teaching learning and
  transition needs of the student for whom it is
  written. It identifies where the student has been
  and plans for their future.

7
The means is as important as the end

• The IP process the way people work together to
  identify and plan to meet the students unique
  teaching learning and transition needs is as
  important as the written document
• The IP process should be a partnership between
  the student/caregivers/family/whanau the school
  the providers and anyone else involved
• Students/caregivers/family/whanau should feel
  that they are full participants in the decision
  making process

8
Who is involved in writing the IP

• The student (nothing about me without me)
• The caregivers/family/whanau
• The provider
• The enrolling school
• Anyone else who is involved in supporting the
  student

9
Preparing for the IP Meeting

• Do your homework be prepared make sure you
  know where the student is at academically
  socially etc
• Involve the student have a chat about their
  hopes and dreams
• Contact family/whanau ask them what issues they
  want to discuss (or not discuss)
• Negotiate a time and place for a meeting that
  will suit everyone
• Ensure everyone knows who will be at the meeting
  no surprises!

10
The Meeting

• Welcome everyone consider a Karakia if
  appropriate
• Introduce everyone
• Appoint a recorder
• Outline the purpose of the meeting
• Agree on an approximate time to finish the
  meeting
• Discuss the students strengths (include all
  aspects of their life)
• Discuss the students needs including transition
  planning
• Together formulate priority goals
• Discuss how you will meet these goals
• Assign team members their responsibilities
  (including contacting other agencies who did not
  attend the meeting)
• Set a review date

11
Problems Observed at IP Meetings

• Large groups of people where whanau can feel
  outnumbered
• Cultural protocols not being observed and causing
  offence
• Too much jargon
• Student being put on the spot
• Meeting dominated by one person

• Vague reporting of current skills
• Someone saying things that are inaccurate or
  inappropriate
• Non specific objectives
• Major issues raised which are not part of the IP

12
The IP team collaborates to identify

• Where the student is at
• What the students learning needs are
• The priority learning outcomes
• How when and where the student will transition
  out of the programme
• Roles responsibilities in meeting those
  outcomes
• How the outcomes will be measured
• A review date for evaluating the success of the
  IP and for setting new goals

13
Evaluate the learning outcomesand start again
14
Assessment

• Interviews
• Student self assessment
• Observations
• Teacher made tests
• Correspondence School records
• Previous records
• Portfolios
• Event recording
• Checklists
• Standardised assessments

15
Learning Objectives

• Specific
• Measureable
• Achievable
• Realistic
• Time related

16
SMART or Not SMART

• Hughs reading will get better.
• Hugh will have some work experience.
• Jayden will attend his AE programme every day for
  1 month.
• Jayden will attend work experience at Smiths
  Builders every Wednesday until the end of
  November.

17
Checklist for IP Learning Objectives

• Will this learning outcome/objective help the
  learner achieve the long-term goals
• Does this learning outcome/objective reflect the
  interests and priorities of the student
• Is this skill needed by the student in a variety
  of settings
• Does this skill meet the age and level of the
  student
• Will this skill help the student to join in with
  their peers
• Will this skill ensure that others will treat
  this student appropriately
• Has the students rate of progress and previous
  learning style been taken into consideration

18
Checklist for IP Transition Objectives

• Is there a clear match between the needs of the
  AE student and the skills of the provider
• Does the provider have all the information
  necessary to transition the student effectively
  into the AE programme
• Where would the student/whanau like to go at the
  end of the AE placement ie destination planning
• What needs to occur within the AE placement to
  ensure that the student will be able to enter the
  preferred destination at the end of their AE
  time
• What is the timeframe to achieve this
• When will this be reviewed

19
The Written IP should contain

• The students name date of birth current age
• The names of those who attended the meeting
• The curriculum areas the priority goals are set
  in
• Long term goals including goals for transition
  out of the AE programme
• The students current functioning level in each
  priority goal area
• Specific outcomes/objectives for the student
• Teaching strategies
• The responsibilities of each team member
• How objectives/outcomes will be evaluated
• A review date

20
PLAN OUTLINE
21
FOCUS PLAN
Name

22
PLAN OUTLINE
23
FOCUS PLAN
Name
Jayden
24
FOCUS PLAN
Name

25
Monitoring Progress

• Students could have access to their own IPs and
  could record weekly how they believe they are
  moving towards each goal
• Tutors can monitor by way of
• Formal assessment data
• Checklists
• Observation
• Samples of work
• Interviews
• Etc

26
And start all over again .