A Rough Guide
to
Individual Educational Planning
(IEPs)
Mary Nugent, Senior Educational Psychologist, NEPS
June 2005
Mary Nugent NEPS, June 2005
2
A Rough Guide to IEPs
Introduction
This article is based on my experiences of developing and implementing individual
education plans for children with special educational needs in mainstream and special
school settings. It is intended as guidance for schools and teachers who are either
beginning to develop individual educational plans in their school, or who wish to
further refine a system already in place. The focus here is on children with special
educational needs, who may have their needs met by attending a special school, a
special class, or through mainstream placement, perhaps with the support of a special
education or resource teacher.
With the advent of the Education for Persons with Special Educational Needs Act,
2004, schools will find that they increasingly need to become familiar with
educational planning and it is hoped that the guidance here will contribute to increased
confidence and competence. It is anticipated that the National Council of Special
Education will issue guidance in relation to the development of education plans. In the
absence of these more detailed guidelines, what follows is indeed, a rough guide.
Section 1
What Is an IEP?
What is an Individual Educational Plan?
First of all we should be clear that an individual educational planning is not about
producing a piece of paper. It is very much about a
process, where a written document
is the
product of that process. Should a written document be produced without the
essential process elements it will, of necessity, be a barren and ineffective document.
Developing an IEP is about the collaboration of concerned people in planning for a
student’s special educational needs and about how that plan can be brought to life in a
meaningful and useful way.
Key Characteristics of an IEP
An individual education plan should have the following characteristics:
•
Special
•
Individualised
•
Have a shelf life of one year (max)
•
Specify targets and goals
•
Specify teaching methods and supporting strategies
•
Be regularly reviewed
•
Shared with the student
•
Shared with parents and carers
•
Be a working document
These characteristics deserve further description:
Mary Nugent NEPS, June 2005
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Special
An individual education plan can be the medium by which we put the special into
special education. It is, by necessity, about going beyond what is normally available in
the curriculum, and specifies what is particular and special about the provision that is
being offered to an individual student, irrespective of the place where that provision is
delivered.
Individualised
Each individual education plan is tailor made for a particular student. IEPs produced
for children with special needs should not look the same, and those produced for
children attending the same class should not have identical targets. The individualised
nature of the planning depends on in-depth knowledge of a child’s strengths, needs
and aspirations.
Has a shelf life of one year (max).
An individual educational plan should not cover more that one academic year, because
to extend further than that would lead us into distant speculation and vagueness. The
IEP is a more immediate plan that specifies the learning and teaching that will happen
in a relatively short time frame. IEPs can be written for a term or even a week, but the
time frames must be realistic. Often a written IEP covers a full academic year and, at
the same time, more detailed targets are developed for weekly or termly instruction.
Targets and goals are specified
The individual educational plan specifies the targets and goals that a student will
achieve within a given time frame. It should be noted that the term educational is used
in its broadest sense and goals can include social targets, self-help skills, attendance
goals as well as targets for academic learning and cognitive development.
Specifies teaching methods/supporting strategies
The individual education plan also specifies how these targets and goals will be taught
in terms of the methods and resources that will be used to support the learning.
Reviewed regularly
An IEP needs to be monitored and reviewed, not least to gauge whether or not it is
being effective. Systems for doing this can vary widely and there is no doubt that a
key adult needs to take responsibility for co-ordinating information to ensure that
reviewing is effective. In my experience, in the mainstream context this is an
important role for the specialist teacher.
Shared with the student
A really effective IEP is one that the student understands and to which he or she is
committed. Depending on the student’s level of skill, he or she can be engaged in the
process from the very beginning, from planning through to self monitoring and review.
Mary Nugent NEPS, June 2005
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Parents participate
Parents play a crucial role in helping to develop meaningful goals and in implementing
aspects of the agreed plan. Their involvement and commitment is essential to the
process.
A working document
Most of all a meaningful individual educational plan is a
working document, which
can be modified in light of experience and must be responsive to changing situations.
It is always discouraging to hear any of these key participants say that an IEP exists,
but they are not sure what it says or where it is. This suggests that the IEP exists in
paper only and is without meaning or value. It should be a guide to which students,
teachers and parents refer on an on-going basis.
Section 2
Why Have an IEP?
There are very good reasons to have IEPS and these are summarized below and then
described more fully in this section.
•
Makes best use of assessments
•
An opportunity to share information
•
Establishes priorities
•
Clarifies expectations
•
Engages parents
•
Motivates students
•
Documents success
•
Facilitates review
•
Provides on-going information
An IEP makes best use of assessments
Most children now attending special educational provision have been assessed by a
psychologist. A comprehensive psychological report should include information about
the child’s learning strengths and difficulties and suggestions for supporting the child
in his or her learning. There are also other valuable sources of assessment information
that can be used, such as teacher evaluations, in class tests, speech and language
therapy reports and information from other professionals. Information from these
sources can be used to plan effectively for a child’s education.
It is an opportunity to share information
This is perhaps one of the most important reasons to have an individual education
plan. Everyone concerned with the child can share information in a planning meeting.
This develops a collaborative approach and encourages participation and commitment.
Mary Nugent NEPS, June 2005
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It establishes priorities
Sometimes when we work with a child with special educational needs, those needs can
appear quite overwhelming. For example, a child may have articulation problems,
difficulties making friends, poor skills in addition, a weak pencil grip, unhealthy
eating habits, an inability to concentrate for more than ten minutes, attention seeking
behaviour in class etc. In these cases it can seem hard to know where to start.
However, in the context of a planning meeting, the participants can discuss the issues
and agree priorities. This can help teachers and parents to feel less burdened, because
there is some plan of action and a sense of purpose.
It clarifies expectations
The process of developing an IEP helps all parties to be clear about what to expect in
the coming year. In my experience, teachers are often concerned that parents have
different expectations to those held by the school. Sometimes the school experiences
these expectations as unrealistic and feel under pressure. The IEP process allows all
parties to discuss the priorities and goals and usually goes a long way to dispel
anxieties about progress.
It engages parents
For many parents whose children are found to need special education, contact with
schools, psychologists and special education professionals has consisted of
descriptions of difficulty and need and has focussed of negative elements of the child’s
school experience. The IEP process can offer an opportunity to talk about a child’s
gifts and strengths, their hopes and plans and what will be done to help them. It can be
a positive experience, not least because it is highly practical and has a problem solving
focus. Parents who are otherwise reluctant to attend school based meetings, may be
more willing to attend meetings to develop individual plans, because there is a sense
that their unique child is individually valued and that such a meeting is purposeful.
It motivates students
When students have participated in planning their goals and are aware of the
expectations on them, it gives them motivation and direction. For many students,
traditional methods of assessment such as class tests or public examinations are not
readily available to them as benchmarks of success. The individual education plan
gives them specific goals, that are realistic and attainable and allows the students to
have a sense of purpose.
It documents success
For many children with special educational needs progress can be very slow. Again,
the usual mechanisms for documenting success may not be accessible to such students.
For teachers too there can be a sense of a long struggle to teach a concept, without a
defined outcome. The individual education plan allows all parties (parents, teachers
and students) to look back on their work and document the progress made and the
record successes.
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It facilitates review
How do we know if a child in special education has made progress in the last year?
Unless the child’s level of skill has been accurately recorded at the beginning of the
year, it can be very difficult to discern whether, for example, reading or social skills
have actually improved and if so, at what rate. The IEP allows for more thorough
reviews, not just of what the child has learnt, but also of what teaching methods were
found useful. One special school principal who has used an IEP system across the
whole school noted that the quality of school reports improved significantly once the
system was established.
It provides on-going information
As the process of IEPs becomes established in a school, the IEP itself becomes a tool
for planning and reviewing. The previous IEP can, and should, be used to plan the next
IEP and there is an invaluable record of priorities, plans, targets achieved and not
achieved and resources deployed.
Is it useful?
There is no doubt that there has been a great deal of criticism of IEPs in both Britain
and the USA where they are more widely used. The crucial difference between our
experience in Ireland and that of our English speaking neighbours is that, to date,
IEPs in Irish special education are a matter of choice, not compulsion. This has
allowed us enormous flexibility in our approach and encourages us to build on best
practice. This is changing somewhat with the requirements implicit in the Education
for Persons with Special Educational Needs Act 2004. My own experience, both as a
teacher within special education (in special schools and integrated primary settings)
and as an educational psychologist, is that Individual Education Plans can be a
powerful tool for developing excellence in special educational provision. The only
research carried out in Ireland to explore the utility of IEPs, found a resounding 85%
of teachers found the process of IEPs to be useful to them in delivering special
educational services (see Nugent, REACH Vol 15, No. 2, 2002).
Section 3
Getting Started and Organisational Matters
Getting Started
We are in a time of change and development and we need to see the development of
IEPs in schools as an ongoing process and journey that will be refined and improved
in light of experience. In schools where there is little or no experience of devising
IEPs, the tasks of gathering information, organising planning meetings, recording
targets and reviewing can seem very daunting. Inevitably, like any new process, the
first few attempts will be experienced as unfamiliar and there will be elements of
resistance, confusion and difficulty. It should also be remembered that the process will
be far more time-consuming at first and with experience the various elements will not
seem so cumbersome and demanding. My advice to any school is to start small.
Perhaps plan for every teacher in special education to work on developing one or two
Mary Nugent NEPS, June 2005
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IEPs or focus on a particular year group. Schools will probably find it very helpful to
begin this process before the requirements of the Education for Persons with Special
Educational Needs Act 2004 are fully operational, (particularly Section 3), so that the
process of development is given plenty of time.
Training
The next step is to organise adequate training for staff. This could be organised
through your local teacher’s centre, or perhaps through a professional body such as
IATSE/ ILSA. Ideally, initial training of perhaps a half-day duration would be
followed up by some practical support within the first year of implementation. It may
be that there is already expertise within the staff that could be shared with colleagues.
You may also wish to consult with your NEPS school psychologist.
Gathering Information
A key task in developing an IEP is to gather information from relevant sources. It is
important that one adult has overall responsibility for the IEP. This is particularly
important in situations where a child has contact with many people in the course of his
or her school day. Some information can be gathered before a planning meeting takes
place, and particular care needs to be taken to ensure the meaningful collaboration of
parents and children. A planning meeting should not be abandoned just because some
information is not available. For example an up-to-date psychological report may not
be forthcoming. In this situation, accessing such a report may become one of the
targets to include on the IEP.
The Planning Meeting
This is the most crucial component of the process. The IEP planning meeting, with
time, may also become the forum in which an IEP is reviewed. However, given that
most schools operate a planning system that encompasses an academic year (often
with a change of teacher each year) it may be realistic to think of the planning meeting
being convened in late September / early October.
In essence, the people who need to attend this meeting are those involved directly in
the child’s educational provision. Let’s start with the professional staff. In a
mainstream setting this should include the mainstream classteacher, the special
education teacher and ideally the school principal. Other concerned professionals such
as the educational psychologist or speech and language therapist may be invited as
appropriate. In some special schools there may be far larger numbers of people
involved including all the above but with additional staff such as special needs
assistants, nursing staff, child care workers, physiotherapists, vocational instructors,
work experience co-ordinators etc. If possible, parents and the student should be
present, and this is discussed further below.
One person needs to chair the meeting, and ideally, another can make some written
notes. With experience it is possible to have a completed IEP written and ready for
distribution at the end of the meeting.
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A typical agenda could include:
•
Introducing participants
•
Identifying child’s strengths and gifts
•
Identifying child’s needs and difficulties
•
Suggested priorities
•
Suggested targets in key areas, with suggested strategies
•
Agreed actions
•
Review date set
It is most helpful if participants come to the meeting with some ideas and suggestions
prepared. This is particularly important for teachers. Many teachers like to have their
targets and strategies drafted in advance of the meeting.
An IEP should meet the requirements set out in section 9 of the Education for Persons
with Special Educational Needs Act. This specifies the content of the IEP as follows:
• The nature and degree of the child’s abilities, skills and talents
• The nature and degree of the child’s special educational needs and how these needs
affect his/ her progress
• The present level of educational performance of the child
• The special educational needs of the child
• The special education and related support services to be provided to the child
• The goals which the child is to achieve over a period not exceeding 12 months
In the sections below, these terms are integrated into the text, and are shown in italics.
Agreed Actions
During the planning meeting, it is very important that all participants are aware of who
is going to implement which aspects of the IEP. For example, a target that a child
improve attendance so that she /he attends every day, might involve parents who
commit to waking the child, a child who commits to not wasting time in the shops, a
teacher who undertakes to monitor attendance, plus an agreed reward for a week’s
perfect attendance. In cases where information is being sought, such as a hearing test,
it should be clear who will undertake to make this happen and by when.
Also, it is a requirement under the Act that the IEP sets out the nature of the special
educational services that the child is to receive (
the special education and related
support services to be provided to the child). This section might include details about
the name and designation of persons supporting the child and an outline of the
frequency, timing and composition of any additional teaching. For example, Mrs
Murray (resource teacher) will see Leanne for two 30 minute individual sessions
(Monday and Wednesday) and two small group sessions (Tuesday and Thursday).
Section 4
Writing Targets and Strategies
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This is a crucial area and the one that perhaps causes teachers most anxiety. To
support the comments in this section I have included two sample IEPs. For reasons of
confidentiality, I have not reproduced exactly any of the excellent IEPs developed by
teachers. However, these are composite IEPs, firmly based on very real children and
real situations.
Writing Targets
For many people it is the writing of targets that is at the heart of the IEP. Certainly, the
better the IEP is written the more easily it can be implemented and evaluated. Under
the terms of the Act, long term goals, targets and strategies would all be part of the
section ‘
goals which the child is to achieve over a period not exceeding 12 months.’
The first task is to identify the child’s strengths and difficulties (
the nature and degree
of the child’s abilities, skills and talents and
the nature and degree of the child’s
special educational needs and how those affect his/ her progress). It is most important
that information is recorded in precise behavioural terms. The greater the level of
detail at this stage, the more likely that targets will be accurate and relevant. For
example, it is more useful to describe a child as, ‘able to take turns and join in team
games in the yard’ than as ‘has good social skills’. Equally, the term ‘loud and
disruptive’ is rather vague. Details such as, ‘Calls out 10-15 times every morning and
interrupts other students on a daily basis’ is more useful.
It is at this preparation stage that objective data is most useful, because it allows us to
set realistic targets, it gives a clear baseline from which to work and it establishes
clarity about the current level of functioning. If you know that a child is calling out 10-
15 times per session, you will also know that if this child were to call out twice in a
session at the end of the year, this does represent significant progress. Ideally teachers
should prepare a written account of the child’s level of skill in key areas (
the present
level of educational performance of the child).
On the basis of the above information it should be possible to agree a summary
statement about the child’s special educational needs, (
the special educational needs of
the child).
The next step is to talk about priorities and long term goals. It is very useful for a
teacher to ask her/himself, ‘
What do I want this child to be doing at the end of this
year that she/ he cannot do now?’. To foster positive thinking, it can be helpful to say,
‘
It would be great if…’. This question should be explicitly aired at the planning
meeting to have as much consensus as possible. The answer to such a question usually
gives the whole IEP endeavor a focus. For example, a child in a special school for
children with emotional and behavioural difficulties might have a long term goal,
To
return to mainstream education. A child with learning difficulties may have the long
term goals,
To read fluently at level 4 (of a named scheme) and
To participate
regularly in classroom oral activities. Subsequent targets will then feed into the long
term goals.
Mary Nugent NEPS, June 2005
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The next step is to compose some targets. These should relate very directly to the
needs identified in the first section and should also build on the gifts and strengths
identified. Again, precise terms are essential if the targets are to be meaningful. Some
practitioners refer to SMART targets (specific, measurable, agreed, realistic, timed). It
is not necessary to become torturously convoluted and pedantic, but it is essential that
the targets are written in such a way that they can be effectively evaluated. For
example a target ‘to improve his reading’ is virtually useless. A target that specifies to
increase his sight vocabulary to 100 words (baseline 26 words) is far more useful. The
writing of such targets is a discreet skill and teachers sometimes need specific training,
practice and support to develop this skill.
Targets should be expressed in positive terms, and this may mean describing what will
happen when an unwanted behaviour is eliminated. In the case of the child who calls
out continually, it is best to specify what the child should be doing, (putting up his
hand when he wishes to contribute).
Specifying Strategies
This is a vital step in articulating what is special about the special education that the
student is offered. Where relevant, teachers should state the ways in which targets are
to be delivered. For example, the aim to teach a child 20 sight words, should specify
those words and the chosen method (flashcards, individual work with special
education teacher, plus practice at home). Strategies may also include some note of the
place and time when teaching might take place, for example a target to encourage a
child to line up with others would be implemented both in the yard and in the
classroom. When looking at behavioural issues, the strategies needed to support
targets are crucially important. For example, which adults are involved in monitoring
behaviour? What rewards will be offered and by whom? Perhaps the best way of
bringing all these to life is to look at some sample IEPs, and for this reason two are
included at the end of this article.
Section 5
Involving Parents and Students
Parental Involvement
Where the planning meeting involves a large number of professionals, particularly
those who work together and feel relaxed in each other’s company, parents can feel
very marginalised and simply outnumbered. Parents who lack social confidence, are
limited in their literacy skills or have poor experiences of schools generally, may be
very daunted by such gathering and may either not attend or remain passive and silent.
There are many ways to address this. First of all, ensure that parents know that they
can bring a friend or companion with them. Secondly, one familiar person, ideally the
child’s class teacher, should greet the parent outside of the meeting and accompany the
parent to the meeting and introduce him/her to all the participants. Participants should
Mary Nugent NEPS, June 2005
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be invited to describe their role in working with the child, rather than just give a job
title, such as ‘SNA’ which can be unhelpful.
In some situations it may be better if the parents views are sought before the planning
meeting, either by informal meeting, questionnaire or by telephone interview. These
mechanisms need not be overly time-consuming and allow professionals to be aware
of parental issues in advance of the meeting. This also allows parents to have had a
structured framework to work through in advance of the meeting and may help them to
clarify their own thoughts and have some sense of what to expect.
In some cases the parents need not attend the planning meeting, but their contribution
may be recorded, shared at the meeting, and the IEP can be drafted by the
multidisciplinary team and then shared with the parent subsequently in a more
informal meeting. At this point the IEP can be amended and modified in light of the
parental contribution. Parents should always have a copy of their child’s IEP.
Parents do often ask, ‘
What can I do to help my child?’ and teachers should give this
question some prior consideration. Parents may volunteer to undertake a task, such as
listening to a child read every evening. Parents may also be involved in monitoring
behaviour. Most importantly, parents can be engaged in the giving of rewards.
I do not believe there is one set procedure that can be held up as best practice in
parental participation. The point is to maximise this participation, and to make the
experience for parents as positive and supportive as possible.
Student Participation
As described above, very large meetings of professionals may be experienced as
intimidating by students. Some students may be too young or immature to cope with
attendance. In these cases a familiar and sympathetic adult should spend some time
with the student in advance of the meeting, eliciting his/her views. Schools can
develop a very simple proforma prompt sheet with relevant questions and issues. If the
student will not be attending the meeting, his/ her views should be shared with the
group. Some schools have found it useful to ask the student to join the meeting
towards the end of the process. This is then used as a time to congratulate successes,
identify next steps and have clarity about what is expected. Usually, if a child is
capable of writing his/her first name, she/he should sign the completed IEP.
Students, particularly older students, can also be involved in monitoring their own
behaviour. For example, if a target is:
to play co-operatively in the yard, then the child
can be given a card with the target specified and told that when, say, 15 signatures are
collected, the child will earn his/her reward. This places responsibility on the child and
also allows whichever staff is on the yard to be able to give positive feedback in a
structured way.
Mary Nugent NEPS, June 2005
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Section 6
Monitoring and Reviewing
Monitoring
An IEP needs some amount of on-going monitoring. A key member of staff needs to
have an overview of the targets and of the child’s progress. Certainly, staff should not
be doggedly implementing a strategy that does not work, just because it is specified in
the original IEP. Remember the IEP is a working document and it is quite appropriate,
in fact I would argue that it is best practice, to have notes, amendments, and
comments, written and dated in the margins. Sometimes a strategy will need to be
changed, at other times the target will quickly be achieved and a further target will be
needed so that the momentum of progress is sustained.
Reviewing
The Education Act 2004 specifies various requirements in terms of reviewing
education plans in section 11. The guidance here is broadly compatible with those
requirements.
Reviews should actively involve the child and parents, as well as teachers and support
staff. There is a range of different ways of organising reviews. It is usually best if any
system developed fits in as far as possible with existing school structures. For
example, if the school usually have an open day at the end of the school year, this
would be an appropriate forum in which to host reviews. Sometimes one or two key
individuals can collect information from others and feedback to parents. Sometimes
the end of year feedback can take the form of a school report, written in such a way as
to specify which targets have been meet. (School principals will be obliged to report to
both parents and the local Special Needs Organiser at least annually).
There should be some written documentation, even if it is a scribbled, dated note on
the original IEP which notes which targets have been achieved. This will be invaluable
information for the following year when the IEP for the next academic year is being
prepared.
In a formal review meeting key questions which need to be asked are:
•
What progress has the child made?
•
Which targets have been achieved?
•
How successful were the strategies used?
•
What are the next steps?
•
Should alternative strategies be tried?
•
Is a more detailed assessment needed?
•
Is everyone clear about what has been agreed?
•
Who will do what, by when?
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Section 7
Final Thoughts
Where do we find time for this?
If only there was a quick answer to this question! In some ways this brings me full
circle, in the sense that if IEPs are found to be useful to teachers in delivering special
educational programmes, then the time needs to be found to give staff training, hold
planning meetings/ review meeting and develop expertise in engaging parents and
students. The school principal has an important role to play in providing leadership
and assisting teachers in developing their practice.
It works best if a block of time can be identified for planning meetings. Schools will
need to make local arrangements for this. The IEP review can be part of normal school
open days, parent –teacher meetings and school reports.
I would advise to beware of cumbersome systems, which involve a lot of paperwork.
These usually collapse or else are sustained through teacher exhaustion but are neither
helpful to teachers, nor useful to children. It is far more important that the quality of
dialogue during a review meeting is of the highest standard, then that the written
document is pristine. Some solutions; drafted targets can be written on slips of paper
and, if agreed, can be pasted onto a blank document. Do not reinvent the wheel.
Proformas for the IEP planning sheet and the IEP document itself can be gleaned from
relevant sources. With time, most school will probably develop their own system, with
tailor made paperwork, but proformas are certainly a way to get started (two are
included at the end of this article).
Introducing IEPs at first can be daunting, but getting started, even with a small number
of students, is the key. It is hoped that this article is helpful in giving some
encouragement and practical guidance.
Section 8
Sample IEPs
Jack is a child in Senior Infants who experiences learning difficulties and has not yet
learnt to follow classroom routines. He is well liked by his peers. He receives two
hours individual support from a special education teacher per week.
Jack’s IEP just shows the writing of targets and strategies.
Melanie is a first class girl who has great difficulty with her social behaviour. She is
capable of good work, but usually underachieves. Melanie has few friends, but
responds very well to one-to-one attention. Melanie lives in care.
Melanie’s IEP specifically meets the requirements set out in section 9 of the Education
for Persons with Special Educational Needs Act.
Mary Nugent NEPS, June 2005
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Individual Education Plan
For
Jack Murphy
Date Started: 20
th
February 2003
Long Term Goals
For Jack to conform to classroom routines and expectations
For Jack to develop early literacy and language skills
Short Term Targets and Strategies
Target 1. For Jack to give two sentences of news
Strategies
For parents to prepare one or two phrases of news for Jack on his way to school
For adults to give prompts
Participation in weekly language group with peers (resource teacher/ extra support)
Target 2. For Jack to develop a sight vocabulary of 20 words
Strategies
Read Folen’s ‘Magic Emerald’ books
Flashcards and precision teaching methods to learn words, the, is, down, up, not, in, I, can,
Mammy, Daddy, Jack, look, am, play, school, have, went, want (special education teacher,
practice at home)
Also, Jack to be read stories regularly (at home and in school, in special education time and
classroom) without any pressure on him to ‘read’ or recognize words (both for developing his
language skills and promoting his interest in books).
Target 3. For Jack to line up with other students
Strategies
Adults to give minimum attention to inappropriate behaviour. If Jack pushes in the supervising
adult should calmly take him by the hand and redirect him to the back of the line, saying, ‘We
must all take our turn. We do not push in.’ No other argument or discussion should be
entertained.
Special education teacher can explain why this behaviour is important and can role play Jack
being successful and give praise and direction
Adults to notice and praise Jack when he has lined up correctly.
Jack can be rewarded from time to time by being allowed to be first in the line going to PE.
Mary Nugent NEPS, June 2005
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Target 4. For Jack to sit with his group and complete tasks
Strategies
Jack to be seated at table 2, next to teacher’s desk, so that gentle prompts and reminders can be
given
Peers at table 2 to be encouraged to give each other ‘reminders of kindness’ to conform to
routines
Jack to have rewards, on reward chart for doing his work. Teacher to put smiley face for each
successful session. Rewards to be given by parents at home. 5 smiley faces = treat, 10 smiley
faces = trip to cinema.
Target 5. For Jack to correctly form the letters of the alphabet and be able to write his
own name
Strategies
All staff to concentrate on letters c, o, g, a , d and q at first
Jack to use Rol n’ Write for letter formation (with special education teacher)
Jack to use individual worksheets in classroom
Write own name with tracing and copying techniques
Note:
Jack is waitlisted for speech and language therapy. Once this assessment is completed, Mrs
Murphy will ask for a report and specific advice for the school.
Review Date: May 2003
Signed _______________________________________________________________
Parent
Teacher
Child
Mary Nugent NEPS, June 2005
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I.E.P. Planning/Review Sheet
Name of Student Melanie O’Donoghue Class First Class
Progress to Date/ Strengths
(the nature and degree of the child’s abilities, skills and talents)
Melanie has settled well into her new classroom and has begun to understand what is
expected. She relates well to the class teacher and responds to praise and encouragement.
Melanie loves music and singing. She also enjoys individual attention and will work well
in a one to one setting. Melanie is socially interested in others.
Melanie is improving her basic skills in reading and spelling and takes pride in completed
work.
Areas for Improvement/Presenting Difficulties
(The nature and degrees of the child’s special educational needs and how those needs
affect his/ her progress)
Melanie tends to dominate others and to want to be in control of situations. She is
unwilling to share equipment with others at her table and will snatch equipment, hoard
items and refuse to return items. Melanie is socially isolated at present. She is quick to
highlight the weaknesses of others. On the yard Melanie is frequently involved in conflict
(at least 3 incidents every week). She will quickly resort to physical aggression if she
cannot have her own way (kicking, pushing or hitting others). In class, Melanie usually
does not complete her work, usually through lack of application. This is causing her to
underachieve.
(The present level of educational performance of the child)
Melanie’s recent Micra-T and Sigma-T results indicate that she is functioning at the 12
th
-
16
th
percentile.
Summary of Special Educational Needs
(The special educational needs of the child)
Melanie experiences emotional and behavioural difficulties. She attends the child
guidance services. A report from the multi-disciplinary team is on file.
Special Educational Provision
(The special education and related support services to be provided to the child)
Melanie goes to Ms Mooney (resource teacher) for 4 sessions (45 minutes each) per
week. Two sessions are individual and two are as part of a small group.
Further Information
Melanie came into care eight months ago. She is currently living in 55 The Beeches care
home, but her situation is being reviewed with a view to a more long term placement in a
family. There has been a query about Melanie’s hearing and Melanie’s carers will seek an
urgent review with her GP. Melanie attends Dr Meade at the child guidance clinic.
Mary Nugent NEPS, June 2005
17
Individual Education Plan
Name:__Melanie O’Donoghue
Class: First Class
Priorities/Long Term Goals
For Melanie to develop new friendships.
For Melanie to complete assigned tasks in school.
Targets and Strategies
(the goals which the child is to achieve over a period not exceeding 12 months)
Target 1. For Melanie to play co-operatively in the yard
Strategies
Participation in weekly social skills group with resource teacher.
Participation in whole class Circle Time
Melanie to be supported by her 6
th
class buddy
Care staff also to encourage friendships by allowing Melanie to invite a friend to join in activity,
such as bowling
Target 2. For Melanie to share equipment at her table
Strategies
Whole class to be encouraged to share
Care staff to provide Melanie with new pencil case and full set of equipment
Classteacher to include this in daily behaviour monitoring chart
Target 3. For Melanie to speak kindly to other students
Strategies
Resource teacher to work with Melanie on appropriate ways of expressing disappointment/
anger.
Class teacher to monitor as part of reward chart
Target 4. For Melanie to have tasks completed within given time
Strategies
Melanie to be told explicitly what is expected of her at beginning of session.
If work is finished ahead of time, Melanie can go to reading corner or help Mrs Duff in the office
(Mon, Tues & Thur morning only).
If work is not completed Melanie will do it for homework (note in school journal to care staff).
Target 5. For Melanie to realise that her work can be of a very good standard
Strategies
Encourage Melanie to notice when she has done well objectively (spellings all right)
All staff to comment positively when Melanie produces good work, to include telling her directly
that she is clever, bright, talented etc. (Staff should avoid adding negative comments, such as, ‘If
only you did work like this all the time’, which will detract from the positive message).
Melanie to be sent to show her good work to the principal when she has done particularly well.
Care staff to display Melanie’s good work on kitchen fridge.
Mary Nugent NEPS, June 2005
18
Rewards for reward chart will be negotiated with school staff and Care staff and reviewed
regularly. The day is divided into three sessions, morning, after break and afternoon. Melanie
has three targets on her chart, (speak nicely, share equipment and do my work) For the moment,
every time Melanie earns 15 ticks, she will get a star for table 2 and 10 minutes special computer
time.
Signed Staff:
Date:
Parent:
Date:
Student:
Date:
Proposed Review Date:
Mary Nugent NEPS, June 2005
19
I.E.P. Planning/Review Sheet
Name of Student
Class
Progress to Date/ Strengths
(the nature and degree of the child’s abilities, skills and talents)
Areas for Improvement/Presenting Difficulties
(The nature and degrees of the child’s special educational needs and how those needs affect
his/ her progress)
(The present level of educational performance of the child)
Summary of Special Educational Needs
(The special educational needs of the child)
Special Educational Provision
(The special education and related support services to be provided to the child)
Further Information
Mary Nugent NEPS, June 2005
20
Individual Education Plan
Name_________________
Class_____________
Long Term Goals
Targets and Strategies
(the goals which the child is to achieve over a period not exceeding 12 months)
Signed Staff:
Date:
Parent:
Date:
Student:
Date:
Proposed Review Date:
Mary Nugent NEPS, June 2005
21
Mary Nugent is an educational psychologist working with the National Educational
Psychological Service (NEPS). The opinions, policies and practices expressed in this article
are those of the author and do not necessarily reflect those of NEPS.
