Purpose:

Curriculum is designed to suit the specific learning needs of each student at Laburnum Primary School. Curriculum Documents are planned as part of the Professional Learning Communities (PLC) cycle to meet the needs of all learners. The use of an Individual Learning Plan (ILP) is an additional way that specific learning goals and strategies can be recorded to best support student learning outcomes.

At Laburnum Primary School, teachers write ILPs for some students who require a range of support with their education. An ILP 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 ILP is essential as it helps teachers plan and monitor a student’s unique learning needs. It is usually devised by the teacher in consultation with parents/carers, to address a particular learning area. Parents are asked to support these goals at home and the ILP is signed off as completed when the goals have been achieved. ILPs are for a 5 week cycle (2 per term).

Guidelines:

An ILP is usually created when a student is assessed as being 6 months or more below the expected standard (Victorian Curriculum - Learning Areas or Capabilities), or if the teacher has other concerns. It can also be used to support students who are working well above the expected level.

Developing an ILP is an opportunity to recognise and discuss student learning concerns. The ILP should:

• outline a meaningful educational program that addresses the concern/s
• be educationally appropriate, holistic in its approach, flexible and future orientated
• establish one short-term goal that will lead sequentially to the achievement of long-term goals
• clearly state the strategies used to support the student
• clearly state individual and shared responsibilities
• be a useful transition tool between year levels
• be reviewed every five weeks and tracked by Leadership Team staff
• include student background information, using information from the Student Voice document as set by DET to engage students in their own learning.

ILPs are also written for students who:

• are funded under the Program for Students with Disabilities, and are a focus of Student Support Group (SSG) meetings. Teachers should refer to DET SSG guidelines for these ILPs.
• for any student who is in Out-of-home care (OOHC). Teachers should refer to DET guidelines for ILPs.
• for Koorie students (as required by Marrung — Victorian Aboriginal Education Plan 2016 – 2026)
• for other students including students in youth justice (custody and community) and students with a re-engagement program contract

Stage 1: Identifying the student’s needs

Teachers bring to an ILP their expertise in designing and delivering a teaching and learning program. Teachers are also able to identify and meaningfully consult with others (e.g. parent/guardian/carer, consultants) when profiling a student’s strengths, skills, learning preferences and abilities, and identifying the most appropriate learning style.

Stage 2: Determining adjustments that need to be made to the curriculum

An ILP can be used for short-term educational goals for students with academic challenges. When setting goals for students, a teacher should, in consultation with the parents, consider these principles:

• goals should allow the student to participate in their classroom programs
• goals should be based on curriculum content and experiences similar to those for their cohort
• goals should align with the classroom program, where possible
• goals should also be a priority for the student
• goals should build upon the strengths and skills of the student
• goals should be S.M.A.R.T - Specific, Measureable, Achievable, Relevant and Time bound
• short-term goals need to be specific to a prioritised need

Stage 3: Completing and implementing an Individual Learning Plan

An ILP typically defines what needs to be taught, priorities for the content to be taught, and appropriate pedagogies (ways of teaching). It is assumed in an ILP that the learning may occur in the classroom and at home.

Stage 4: Monitoring and Evaluation

Assessment and the development of revised strategies for teaching and learning is a core area of expertise of teachers. Monitoring and evaluation for students enables progress to be measured, the effectiveness of the program to be assessed and new goals to be developed. Where a student’s progress does not seem to be occurring within the anticipated time frame goals, targets, activities and methods will be reassessed. Other professionals may be consulted, if this has not already occurred, including school-based student services or recommendations for external assessments.

Related Links and resources:

Teachers should refer to the ‘Implementation for Teachers’ information, available in the staff manual.

Department of Education and Training: Support for Students with Special Needs:

• http://www.education.vic.gov.au/school/parents/needs/Pages/supportgroup.aspx

Victorian Curriculum and assessment Authority (VCAA)

• http://victoriancurriculum.vcaa.vic.edu.au/

Australian Curriculum and Assessment and Reporting Authority (ACARA)

• https://www.acara.edu.au/

Laburnum Primary School Student Wellbeing and Engagement Policy

Evaluation:

This policy will be reviewed every four years or as required.