Fillable Printable Individual Education Plan (IEP): Annotated sample

Individual Education Plan (IEP): Annotated sample

Queensland Curriculum & Assessment Authority August 2014 | 1Individual Education Plan (IEP): Annotated sample

Template Designed for electr onic use

John Smith’s Individual Education Plan Page 1 of 3

Individual Education Plan (IEP)

Child’s information

Family name Given name Date of birth

Days attending

kindergarten

Kindergarten

start date

Smith John 3/1/2010

Mon, Tues and

alt Wed

31/01/2013

Service information

Name of service

Browns Road Kindergarten

Address

34 Browns Road, Brisbane

Phone

07 3842 0978

Email address

admin@brownsroadkindy.com

IEP prepared by

Mary Harrison

Director/Teacher signature Date

5/03/2013

Medical and support information for child

Diagnosis or disability

Down syndrome

Intellectual impairment

Medical notes

John is unsteady when walking

John has medication daily for epilepsy

Support staff/agencies

Occupational Therapist — Lana Jones,

Disability Services Queensland, Inclusion Support

Attendance at

Early Childhood

Development

Program (ECDP)

Days and times

Fridays 9:00–2:30pm

ECDP contact

details

Sarah Green — Wynnum ECDP

Contributors to IEP

Name Agency/Relation to child Contact number Signature

Kay Smith

Mother

Brad Smith

Father

Lana Jones

Occupational Therapist

Mary Harrison

Kindergarten teacher

Michelle Black

Kindergarten assistant

Sarah Green

ECDP teacher

Include the child’s

full details.

Individual Education Plan (IEP):

Annotated sample

Specify service

details, including

the name of the

teacher or person

preparing this IEP.

Gather information

including:

• diagnosis and

any relevant

medical notes

• other support,

including

health

professionals

and educational

agencies.

ECDP staff can

assist kindergarten

teachers to write

the IEP.

Gather information

from:

• parents/carers

• all involved

professionals.

Queensland Curriculum & Assessment Authority August 2014 | 2Individual Education Plan (IEP): Annotated sample

Template Designed for elect r onic use

John Smith’s Individual Educat i on Plan Page 2 of 3

Child’s profile

Parents/carers expectations

For John to:

• communicate effectively, using spoken language and assistive technology

• make friends and be happy at kindergarten.

Health and safety information — including a copy of a health plan if applicable

• Epilepsy health plan is available for reference at kindergarten on the kitchen wall and in his personal

file.

• Medication is not required at kindergarten.

• John’s last seizure was over 12 months ago but monitoring is required.

Skills, strengths and interests for learning

John:

• enjoys active play, books, trucks, and exploring the environment. He is fascinated by bubbles

• enjoys peer interactions and peer modelling

• participates in most activities with adult support and enjoys adult attention

• responds to routine instructions, e.g. “Pack-up time”

• is developing communication skills, and beginning to use visual cues to assist his communications.

Educati on a djustments and inclusive strategies

Adjustments Strategies for John

Timing

• additional time to allow him to process information

• short, simple directions with visual cues

• repetition, additional prompts and redirection

Scheduling

• structure and predictable routines with adult support throughout the day

• consistent expectations

• repetition of directions and modelling to reinforce new skills

Setting

• quiet spaces within the learning environment if fatigued

• flexibility of outdoor environments, e.g. climbing equipment, to allow access

Presentation

• visual cues and assistive technology to support communication and

information exchange

• modelling, repetition and adult facilitation to assist skill development

• support for interactions with peers and adults, including during group learning

experiences

Response

• simple instructions and/or questions

• visual cues to assist him to communicate his thoughts and ideas

Ask parents/carers about their

expectations for their child’s learning

in kindergarten. This provides the

basis for relationship-building and

information-sharing.

Document health

issues, including

any medications,

and safety issues

for the child

or others at

kindergarten.

List the

adjustments

required for

the child to

successfully

access all areas

of learning at

kindergarten.

See also the QCAA resource Planning adjustments

available at

http://www.qcaa.qld.edu.au/12974.html under

Inclusion and diversity Children with disability.

Include information

from observations

at kindergarten.

Include information

that supports the

child’s inclusion in

the kindergarten

program.

Focus on their

specicskills,

interests and

strengths.

Queensland Curriculum & Assessment Authority August 2014 | 3Individual Education Plan (IEP): Annotated sample

Template Designed for electr onic use

John Smith’s Individual Educat i on Plan Page 3 of 3

Planning learning goals

QKLG learning and

development areas

Key focus for John

Identity

• a sense of being safe, accepted and supported

• organising self and belongings, and managing routines

Connectedness

• skills for conne cting with and relating to others

Wellbeing

• interest in others and desire to interact with others

• ways to manage personal hygiene and self-care

Active learning

• ways to contribute to learning conversations

• using tools and technologies in play and active learning

Communication

• exploring and expanding ways to use language

Specific learning goals

(highlight QKLG l earni ng and

development areas as applicabl e)

Strategies and intentional teaching

practices

Evaluation and review

notes (dated)

John to use visual cues to

communicate his needs

during routines and

transitions at kindergarten.

Identity | Connectedness |

Wellbeing | Active learning |

Communicating

Develop and use:

• a book of visual cues that assist John to

communicate his needs. (Use photos

of the kindergarten room and some of

the card symbols he uses at home)

• a communication book to share

information about John’s learning and

successes with parents.

1/5/13

John:

• waits his turn when

playing in a small group

• signs “my turn next”,

demonstrating an

understanding of

waiting.

John to participate in group

learning.

Identity | Connectedness |

Wellbeing | Active learning |

Communicating

Staff to:

• encourage participation through

modelling/signing and encouraging

responses

• use songs familiar to John to include

him in group time.

1/5/13 update:

• allow John to communicate song

choices.

1/5/13

• John requires explicit

support to participate in

group learning.

John to respond

independently to questions

by adults and other children

throughout the kindergarten

day.

1/5/13

John to respond

independently and verbally

to questions

Identity | Connectedness |

Wellbeing | Active learning |

Communicating

Staff to:

• model appropriate responses

• use signing/visual cues to support

verbal responses.

1/5/13

John:

• responds (without

support) to questions

using hand cues

• attempts to use

language 70% of the

time.