Three factors were identified as being critical to the process. Each of these factors, (professional learning, collegial support and time) was seen as being equally important to the process of developing an effective IEP.

To address these needs efficiently, the cluster’s Teacher Learning Support Leader organised professional learning sessions for teachers of students requiring an IEP to frame their learning. The aim was to provide workshop-style sessions that allowed time for individual working time on IEP documentation alongside colleagues and with ‘at-the-elbow’ support. Sessions were aimed at classroom teachers with responsibility for developing individual education plans.

Invitations were sent out to encourage teachers to make the most of these opportunities. A sample flyer [Word 32KB] is attached.

The initial session was broadly focused for any school or teacher who felt an IEP was necessary for one of their students. Senior staff and support teachers attended to work side by side and pool their knowledge of a given student.

Another professional learning session was held early in the following year, aimed more specifically at teachers of students on the Register of Students with Severe Disabilities. Relief for the teachers was provided by the cluster. In that session, a similar process occurred. Presentation was workshop style in which teachers could work through the department's Guidelines for Individual Education Planning (IEP) as they put together the details of the IEP for their student. Discussions were held with parents during the parent / teacher interview period.

A second half-day session with a reporting focus was held towards the end of the year to assist with the Assessment and Reporting process and to update the IEP for following year’s teacher.