WRITING EFFECTIVE INDIVIDUAL EDUCATION PLANS(IEPs)

  • IEPs require a significant investment in time, so it is important that they are useful documents which inform practice. They are your ‘blue print’ for intervention
  • IEPs are working documents designed to assist the EIT Teacher /classteacher/teaching assistant in providing specific support and systematic monitoring and evaluation of an individual pupil’s progress
  • An effective IEP contains the following:

Long Term Objectives

What do we want for the pupil in the long term ?

For the short stay school this is usually:

  • to return the pupil to mainstream school
  • to identify an appropriate long term placement

For the EIT it is usually :

  • to ensure that the pupil is able to successfully access inclusive educational within their mainstream school
  • to ensure that the school is able to provide effective strategies to support the individual pupil.

Short term Objectives( over 2 terms)

Which ‘areas of development’is the pupil experiencing most difficulty?

For the short stay school , this is usually presented as ‘to develop….’

e.g

1.to develop emotional resilience , ie self esteem and self image

2.to develop appropriate social and interpersonal skills

3.to develop acceptable behaviours within the classroom

4.to develop basic academic skills to a level commensurate to their chronological age

For the EIT the above are usually the same

Priority Targets (over 6-8 weeks)

What will the pupil have to do to change his present self concept, attitude , social and interpersonal skills and behaviour, skill, attitude or self –concept?

For the short stay school , or the EIT this can be presented as ‘ Adam will….’

Eg

1.Adam will talk about himself and his abilities in a positive way(Self-concept)

2..Adam will look at the person speaking to him (Social skills)

3. Adam will improve his Reading age by 3 months in 1 month (Academic)

Success/Achievement Criteria

How will we know that the pupil is making progress , or achieving his target?

Eg.

  1. Adam will be observed once each day making positive comments about himself or his work/behaviour and gaining in confidence
  2. Adam will be observed looking at the person speaking to him
  3. Adam’s assessments will demonstrate that he has made 3 months progress in 1 month

Resources/Techniques

What resources, materials, rewards, sanctions will be used.?

Eg

  1. Praise , Target Points Book,Charts, Bonus points, Options, Books dealing with Self esteem,
  2. Role Play, Praise, Target Points, Book, Charts Bonus Points, Options
  3. High Interest/Low Reading Age Books, Talking Books, Computer Software, Paired Reading

Strategies

How will the teacher/teaching Assistantensure that the pupil achieves his/her target?

Eg.

1.a)Arrange tasks where Adam is sure to succeed

b)Encourage other pupils to praise Adam.

2a) Gently remind Adam to look at the person to whom he is speaking

b) Immediately praise Adam for looking at the teacher when she is

speaking.

3a) Give Adam opportunities to practice reading skills

b) Monitor progress with Adam.

Ideas for the Teaching Assistant

How can the Teaching assistant further support the pupil in the

achievement of his /her targets?

Eg.

1a.)Talk about Adam’s strengths with him

b) Talk positively about his background culture.

2a)Model eye contact during individual discussions

b) Directly teach Adam how to maintain eye contact (and why!)

3a)Use Multi-sensory methods to teach word attack skills

b)Encourage Adam to use all cues when reading

Parents and Carers need to:

How can parents and carers further support the pupil in achieving his/her targets?

Eg.

1. Praise work that is sent home.

2. Model eye contact during ‘talks’ with Adam.

3. Listen to Adam read and ask questions about the text.

The IEP then needs to be FULLY EVALUATED & DISCUSSED before the next targets are identified

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SueParr/IEPs/July07