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I had some challenges trying to determine the goals from what the student and parent voices.

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I needed help with the student voice and turning it into a goal. I went to Anastasia and she was very helpful!

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I had to check in with my PLC team weekly and agenda it to ensure I connected with them and see if they were on the right path.

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I loved the process (e.g., parents and students had more involvement this time round and it was great to see). I do wonder if we could review the goal structures for next time as I felt my team weren't able to connect the long and short term goals, but maybe this could be a focus for next PL that is provided.

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Personally, I really enjoyed the new process of writing the IEPs as well as recording the notes of the SSGs.

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I found it so much easier than previous years. I enjoy the structure. The way it was presented to staff was very helpful.

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Once I completed one, I shared with staff my example. Anastasia was very helpful in supporting me completing the first one.

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The new process was effective and consolidated the SSG meetings, the minutes and the goals to be developed for students. There was less stress for teachers around 'finding' a goal in a particular area, and the goals in my opinion were richer and more relevant to the individual student, than in previous years

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I found the process really valuable. Not all of my parents attended their SSG’s, however I was able to use information gathered in 2023’s SSG meetings to establish students goals from parent voice

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I initially thought it was complicated and very different from what we’re used to. The staff meetings were extremely helpful, as were the PLC leaders meetings. I think everything was laid out for teachers, with guidelines and expectations, as well as timelines. I think the timeline could have been reiterated a few times, as some teachers were still anxious.

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I found the new process made our SSGs more structured and focused on gathering input from families for setting learning goals and improving student learning. It really emphasised including student voice into the process which I feel may have been missed in the past. Simplified goal structure make goals more relevant and gave the capacity to prioritise. Positivity of staff increased too.

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Some of the PLC members were still confused the difference between long term goal and short term goals. They do not know what to include in the adjustments. They wished that in writing the IEPs the tasks were broken down into small steps, for example, write the long term goal then edit, then short term goals write then edit.

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Some of the PLC members were still confused the difference between long term goal and short term goals. They do not know what to include in the adjustments. They wished that in writing the IEPs the tasks were broken down into small steps, for example, write the long term goal then edit, then short term goals write then edit.

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The process had been helpful in such a way that it is focused on really getting to onow our students and their families. The parents/carers were quite confronted with questions about goals and aspirations for their chikdren as they probably haven't thought about it that far into their children's lives. It was challenging on the other hand to really draw out student voices especially in my kind of cohort, them being non verbal and still in the initial level of engagement. It had been a learning experience for me..

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The new specialist overview process is much simpler than the previous process. It was welcomed by most staff in our team. It was a clearer process.

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I was able to follow along and relay information to my PLC. I did find that there were some questions I was not able to answer, but I would bring these up in our PLC leaders meeting. I liked those meetings, as I was able to reflect with other leaders about how it went, how to improve, etc.

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It was beneficial that the fact that VPC is different was acknowledged and leadership autonomy was allowed to work with my team and present how we feel it would work. Once the team had their structure finalised and approved it seemed a straightforward process.

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The PLC team has been checkin in and consulting one another, making calrifications and asking questions. I always refer bavk to the presentations from Anastasia and examples given. I have shared the goals I have created as an example. It was a shared learning experience for everyone.

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I completed an overview and read it out to my team during a meeting as well as clearing up any confusion based around the wording. In a meeting, we also shared our overviews.

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We used worked examples and format templates to ensure that there was consistence across the PLC and the school community.

There were opportunities in each PLC meeting to check in on how the team was going and answer any questions as they were raised.

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I felt confident to support my team, and there were a number of teachers who collaborated with me, and asked clarifying questions regarding their IEP developments.

There were plenty of written examples to follow which made life much easier, and I used these as a tool.

Reflection: I would establish a better timeline to check in with new teachers or those finding the process difficult.

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The process was taken step by step. We had a PD then we wrote the long term goals first; however, it was not checked by the PLC leaders or there was no requirement of having it done. Similarly, in short term goals, we had a PD the PLC leader checked in, but again it was not a requirement for teachers to finish their short term goals. In the end, I believe teachers rushed their goals.

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The process was taken step by step. We had a PD then we wrote the long term goals first; however, it was not checked by the PLC leaders or there was no requirement of having it done. Similarly, in short term goals, we had a PD the PLC leader checked in, but again it was not a requirement for teachers to finish their short term goals. In the end, I believe teachers rushed their goals.

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I need to further develop my ability to check in and SEE the work as it is being completed in stead of trusting that it is being done correctly

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I feel confident about our specialist overview's and the writing process. Maybe some extra guidance around explaining to my team around the wording and why we are using it this way. Past tense etc.

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I need to extend my ability to answer and support in problem solving the 'what if' scenarios for teachers

To allocate and schedule the time to check in with teachers who I think may need some additional support and time.

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I found drawing out student voices and creating goals using both information from parents and students a challenge. The parents have shared so many goals and a few of them have been lost in terms of their priorities.

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I think I just need more info on what a ‘good’ IEP looks like and one that needs more work.

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In our VPC group, we have yet to translate our goals into the finalised SSG/IEP template because it needs finalising to fit our agreed structure. Now that we have structures set up, it will be greater clarity for expectations and timelines going forward. Anastasia and Lachlan's training made expectations clear, however having a discussion with T&L team at our VPC PLC meeting could have helped adapt to VPC structure.

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I have always referred back to Anastasia or Lachlan when I had questions or when my PLC needed clarification. I also collaborate with other PLC leaders to see if I am on track..

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During this process I went to my other PLC Leaders for collaboration initially and discussed if there were similar issues in their PLC's.

If I needed additional clarity, then I directed questions to Anastasia who was able to assist me.

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I kept redirecting teachers back to the documents that were provided by the Teaching and Learning team, as well as the PowerPoint presentations. If their questions weren’t answered then I suggested emailing or meeting with Anastasia.

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the goals formula

Prompts used in long term and short term goals

Curriculum links not matched with the goals

Most of the short term goals were written in more than one sentence with multiple skills

The goals are missing not all 3 areas were covered: personal and social; communication and learning

Missing information with the adjustments, for example, there is a visual prompt on the short term goals, but no adjustment mentioned about it

How to fill out the template so that everyone is uniform

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I had a meeting with Lachlan to clarify what our overviews need to look like and then shared the information with my team. The specialist team then either collaborated with each other and then asked questions.

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My team worked with me in PLC meetings, from that I put together an IEP proposal and organised a meeting with the Teaching and Learning Team to present. Process seemed to work quite well.

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First, to the Anastasia then PLC leader down to co-teachers ( clarify the goals of some students)

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First, to the Anastasia then PLC leader down to co-teachers ( clarify the goals of some students)

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Process is easy, but maybe because the process is easy, I lacked structuring my time management. Maybe have smaller goals throughout the whole process.

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Anastasia, Sally and Lachlan.