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•What are your sources of supporting information for the profile process?

Resources: SIG for Schools and Profile Assist Tool

https://content.sdp.education.vic.gov.au/media/disability-inclusion-profile-supporting-information-guidance-schools-1414

https://content.sdp.education.vic.gov.au/media/profile-adjustments-and-supporting-information-summary-tool-2086

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•What does a 'good quality' look like at Level 2 of the IEP quality Rubric?

•How are these being developed, monitored and used by your staff?

Resources: IEP policy/guidance and IEP quality Rubric

Individual Education Plans (IEPs): Policy | education.vic.gov.au

https://content.sdp.education.vic.gov.au/media/iep-quality-checklist-rubric-pdf-1935

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Policy

The purpose of this policy is to outline the requirements of an Individual Education Plan (IEP) and to assist government schools identify when an IEP is required to support a student with their education.

Summary

IEPs are required for:

students in statutory Out-of-home care (OOHC)

students supported under individualised disability funding programs including the and

students in youth justice (custody and community)

IEPs are also recommended for:

students not achieving to their potential

students at risk of disengagement

any other students determined by the school as needing an IEP.

Details

IEPs assist students who require a range of supports with their education.

An IEP is a written statement that describes the adjustments, goals and strategies to meet a student's individual educational needs so they can reach their full potential. An IEP is essential as it helps you plan and monitor a student's unique learning needs.

IEPs are also known as individual learning plans, individual learning improvement plans and Koorie education learning plans.

An IEP:

outlines clear educational goals for the student

encourages to allow the student to engage and take part in their own learning

is strengths-based with a focus on the student's potential to achieve positive educational outcomes

is age appropriate, holistic in its approach, supports cultural needs and safety, and is flexible and future orientated

includes short-term goals that will lead to the achievement of long-term goals

communicates individual and shared responsibilities

includes a record of important decisions, actions and student progress

is reviewed regularly in accordance with the timeline as agreed by all members of the SSG (or at least once per term for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC)

acknowledges and celebrates the achievement of student progress.

Teachers already undertake many activities that personalise learning experiences for students. Research has shown that when schools use a planning approach that supports personalised learning, the academic achievement of all students improves.

Students who need an individual education plan

IEPs are required for:

students in statutory OOHC

students supported under individualised disability funding programs including the and

students in youth justice (custody and community)

IEPs are also recommended for:

students with additional needs

students not achieving to their potential

students at risk of disengagement

any other students determined by the school as needing an IEP.

Refer to the for advice on how to develop an IEP.

Relevant legislation

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The purpose of this policy is to outline the requirements of an Individual Education Plan (IEP) and to assist government schools identify when an IEP is required to support a student with their education.

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•Who in your school is supporting this work?

•How are you all working together to share information?

•What are your systems and processes?

Resources: Disability Inclusion Profile - PAL guidance

Disability Inclusion Profile: Preparing for a Disability Inclusion Profile meeting – roles and responsibilities | education.vic.gov.au

Disability Inclusion Profile: Participating in the Disability Inclusion Profile meeting – roles and responsibilities | education.vic.gov.au

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Disability Inclusion Profile: Participating in the Disability Inclusion Profile meeting - roles and responsibilities | education.vic.gov.au

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•How are you upskilling staff?

•What do teachers know, how do you plan and how is knowledge being sustained?

Resources: PAL resources to support schools to build capacity and capability, SWVR placemat of supports

Disability Inclusion Funding and Support: Resources | education.vic.gov.au

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Disability Inclusion Funding and Support: Resources | education.vic.gov.au

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DI team at school: Who in your school is supporting this work?

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DI team at school: Who in your school is supporting this work?

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DI team works with wellbeing. Teachers have access to allied health to put the supports in place. 8 profiles done. - Coburns PS

SSS heavily involved at Coburns. ST does language assessments. Recommendations provided.

Aintree - Tier 1 upwards approach. Upskilling everbody. Everybody is part of the DI team.

Staughton - DI LT and coordinator. External allied health utilised. Sessions done on sight. Debriefing with external services done.

Strathtulloh - Changes within DI/Well-being space. Enrichment AP and 2 DI, LTs. Getting documentation and processes down on paper. Looking at tier 1 and having teachers understand that they are part of the DI space. Had 1 DIP.

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DI team at school: How are you all working together to share information?

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DI team at school: How are you all working together to share information?

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Staughton - Live documents updated by everyone involved. ES, Well-being, Allied Health, Teachers filling in adjustments to the documents.

Aintree - ES have been instrumental. Access to IEP goals. Filling in live documents. Having discussions with them using the terminology that is needed. Building familiarity with the language.

Coburns - ongoing body of work.