Secondary/High School

Individual Education Plan

Term ………. 201….….. Strictly Confidential
Student Details
Family name Student Photo

Given name(s)

Date of birth

Ethnic background

Languages spoken at home

Current address

School Information
School Name

Enrolment details #: Date of admission Year/Grade Level

Date of this plan Date of next plan

Authorised person to sign for student

Professionals involved in supporting this plan

Name Contact At meeting
Student
Carer
Class teacher
Child protection officer
Agency case worker
Social worker
Other designated teacher
Learning mentor
Student Support Services Officer
Health Promotion Nurse
Other

Other services involved

Length of
Worker Role Organisation Phone involvement

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Personal qualities of student

Interest/hobbies

Strengths/abilities

Social skills &

relationships

Trigger Points

Supports that work well

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Factors affecting education progress

History of attendance

Details of time without

school placement (if any)

History of interventions
(educational and social)

Other comments

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 Name of Student……………………………………………………………..……………………
Cultural Identity Plan

Areas of Consideration (if any)

Cultural Identification

Physical Environment

Cognitive/Sensory

Social/Emotional

Plan

Student At School At Home

Goal/Outcome (I will) (Teacher, SSO) (Parent/Carer) Links to curriculum

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 Name of Student……………………………………………………………..……………………
Achievements in English

Learning improvement Barriers to Strengths related Strategies to Actions, resources

Entry skill goal/desired outcome achieving goal to goal achieve goal and timeline Exit skill

Data collection: For example:

Student mapping tool
Teacher observations
Formal assessments
Work samples

Additional home supports

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 Name of Student……………………………………………………………..……………………
Achievements in Mathematics

Learning improvement Barriers to Strengths related Strategies to Actions, resources

Entry skill goal/desired outcome achieving goal to goal achieve goal and timeline Exit skill

Data collection: For example:

Student mapping tool
Victorian Curriculum Sequence Content Descriptions
Teacher observations
Formal assessments
Work samples

Additional home supports

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 Name of Student……………………………………………………………..……………………
Achievements in Other Subjects

Subjects taken Learning improvement goals/desired outcomes Achievement measures

Strategies to ensure student

enjoyment and success action/s Person responsible Timeline Success criteria
required

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 Name of Student……………………………………………………………..……………………
Achievements in Personal and Social Capabilities Learning

Learning improvement Barriers to Strengths related Strategies to Actions, resources

Entry skill goal/desired outcome achieving goal to goal achieve goal and timeline Exit skill

Data collection
For example:
Student opinion survey
PAT Wellbeing survey
Attendance data

Additional home supports

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Educational Resource Matrix (ERM)

Children and young people with disabilities should have access to resources to support their educational program, just as other students do. The ERM can be used at a student’s
Student Support Group or Care Team meeting to anticipate expenses that may be incurred and to identify funding sources/responsibilities.

Is this a Who has the primary What other financial supports can be Who will follow
barrier? responsibility to provide this? sought? this up?
Carer Carer
Item (non-home- (home- Dedicated
Y/N School based care) based care) NGO’s Fund Other Responsibility
Uniform and shoes, including school sports uniform
etc.

Excursions, camps and extracurricular activities

organised through the school

Textbooks, stationery, specialist art materials, Design

& Technology materials etc.

Computer/Laptop

Software including access to some educational

websites

Internet access outside of school hours Use of public

(supervised/unsupervised?) library?

Other: ____________________

Other: ___________________

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Education Needs Assessment (ENA)

Type of Assessment Name of Assessment Date of Assessment Assessor’s name Report/notes location

Paediatric assessment

Cognitive assessment

Hearing assessment

Vision assessment

Speech & language assessment

Academic/achievement assessment

Physical pragmatics assessment

Phonological awareness assessment

Behaviour assessment

Observation

Counselling

Case management

Social work

Occupational Therapist

Vocational (if appropriate)

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Supporting transitions

Does the student require a plan for transition from another setting? Yes ☐ No ☐

Previous school/s

Previous School Reports

Previous School Behaviour Support Plan

Previous school Student Support Services Officer contacted

Previous school Student Welfare Coordinator contacted

What supports are in place?

Transition plan

(Consider extra pre-transition visits, half or full days, visit with wellbeing staff, who will meet the student on the first day,
what extra supports are needed etc.?)

Designated teachers from both schools should attend the Transition Student Support Group Meeting

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Action Plan

Long term goals:

Attendance goals:

Summary of student’s
achievements:

Action Responsibility

What the school can

do:

What the carers can do:

What an involved
agency can do:

Plan Review and

Revision:

Teacher’s comments:

Carer’s comments:

Student’s comments:

Carer/Guardian signature Date

Principal/nominee signature Date

Date of next review and actions required: Date

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Attachment 1 - Student’s view

How do you feel about school? Student’s comments

1 2 3 4 5
☐ ☐ ☐ ☐ ☐

How do you feel about reading? Student’s comments

1 2 3 4 5
☐ ☐ ☐ ☐ ☐

How do you feel about writing? Student’s comments

1 2 3 4 5
☐ ☐ ☐ ☐ ☐

How do you feel about numeracy? Student’s comments

1 2 3 4 5
☐ ☐ ☐ ☐ ☐

How do feel about friendships? Student’s comments

1 2 3 4 5
☐ ☐ ☐ ☐ ☐

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Attachment 1 - Student’s view (continued)

What do you like most about school?

What are your aspirations for your future career (what job you would like to do)?

Is there anything that worries you about school?

What do you think your goals should be?

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