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    Individual Learning Plan Template

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    Angan-angan Nacar Oliver
    This document provides a template for an Individual Learning Plan (ILP) to capture evidence of students' needs, adjustments, and review activities for the Nationally Consistent Collection of Data (NCCD). The template prompts the inclusion of a student's assessed needs arising from their disability, adjustments to address those needs, and records of monitoring those adjustments. It is designed to align with evidence requirements for the NCCD and document a student's needs, supports, and reviews over at least a 12 month period.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Individual Learning Plan Template

    Uploaded by

    Angan-angan Nacar Oliver
    112 views7 pages
    This document provides a template for an Individual Learning Plan (ILP) to capture evidence of students' needs, adjustments, and review activities for the Nationally Consistent Collection of Data (NCCD). The template prompts the inclusion of a student's assessed needs arising from their disability, adjustments to address those needs, and records of monitoring those adjustments. It is designed to align with evidence requirements for the NCCD and document a student's needs, supports, and reviews over at least a 12 month period.

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    Individual Learning Plan template

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    This document provides a template for an Individual Learning Plan (ILP) to capture evidence of students' needs, adjustments, and review activities for the Nationally Consistent Collection of Data (NCCD). The template prompts the inclusion of a student's assessed needs arising from their disability, adjustments to address those needs, and records of monitoring those adjustments. It is designed to align with evidence requirements for the NCCD and document a student's needs, supports, and reviews over at least a 12 month period.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    112 views7 pages

    Individual Learning Plan Template

    Uploaded by

    Angan-angan Nacar Oliver
    This document provides a template for an Individual Learning Plan (ILP) to capture evidence of students' needs, adjustments, and review activities for the Nationally Consistent Collection of Data (NCCD). The template prompts the inclusion of a student's assessed needs arising from their disability, adjustments to address those needs, and records of monitoring those adjustments. It is designed to align with evidence requirements for the NCCD and document a student's needs, supports, and reviews over at least a 12 month period.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    USER GUIDE – INDIVIDUAL LEARNING PLAN TEMPLATE

    ABOUT THE INDIVIDUAL LEARNING PLAN TEMPLATE

    An Individual Learning Plan can also be referred to as an Individual Education Plan (IEP) or an
    Individual Adjustment Plan (IAP). This template has been designed to capture evidence of students’
    assessed individual needs, areas of adjustment, and planned review activities for each student
    included in the school’s NCCD data submission. While most schools already have a version of an
    Individual Learning Plan template, this template has been designed to specifically document the
    general areas of evidence outlined in the NCCD Guidelines.

    HOW TO COMPLETE THIS TEMPLATE

    A few things to be mindful of when completing this document:


    ● There is no set duration for the template. It can be completed each term, semester or
    year. However, one of the purposes of this template is to capture evidence of the ongoing
    monitoring and review of adjustments provided in the 12 months preceding the relevant
    reference date for the year (page 4). In order to demonstrate this monitoring and review of
    adjustments, it is recommended that the Individual Learning Plan is created at the start of
    the school year and reviewed at least once before the commencement of the third term (i.e.
    prior to the reference date in early August).
    ● The template accommodates multiple teachers where applicable (for example,
    secondary school students or students in separate support class). It is recommended
    that the Individual Learning Plan is created collaboratively where possible to capture all
    adjustments being provided to support the student’s individual learning needs.
    ● The template prompts the person(s) completing the document to align the student’s
    individual needs to the ‘educational and support needs’ as defined in the NCCD
    Guidelines (page 2). These education and support needs include Key Learning Areas,
    Communication, Participation, Health and Personal Care, and Movement, and provide the
    necessary link between the student’s disability and functional impact of the disability on their
    education. Definitions for these terms have been provided in the template.
    ● The template prompts the person(s) completing the document to consider specific
    points when capturing the adjustments to be provided (page 3). Aligning responses to
    these prompts will not only allow the school to more effectively design, deliver, and review
    adjustments, but will also support decisions around the category and level of adjustment
    under which a student is included in the NCCD data submission (page 5).
    GENERAL AREAS OF EVIDENCE COVERED BY THIS TEMPLATE

    General areas of Evidence covered


    evidence
    Assessed individual needs of ● Evidence that the student has a disability as defined by the DDA.
    the student ● Evidence that the school has assessed the functional impact of the student’s
    disability in relation to their education.
    ● Evidence of consultation with the student and/or their associate in
    planning adjustments to support the student’s needs.

    Adjustments being provided ● Evidence of adjustments being planned to support the student’s needs
    to the student to address their arising from a disability.
    assessed needs associated
    with disability
    Ongoing monitoring and ● Evidence of review of the impact and effectiveness of the adjustment(s)
    review of the adjustments being provided to the student.
    ● Documentation of any outcomes or changes to adjustment(s) from the
    monitoring and review.
    ● Evidence that the review occurred within the NCCD reference period and
    with the student and/or their associates.
    Consultation and ● Evidence of consultation and collaboration with the student and/or their
    collaboration with the student associate about the student’s assessed individual need and the
    and/or associates adjustments to be provided to support this need.
    ● Evidence that the consultation occurred within the NCCD reference period.

    GENERAL AREAS OF EVIDENCE NOT COVERED BY THIS TEMPLATE

    General areas of evidence Evidence not covered Suggested template(s)

    Adjustments being provided ● Evidence of delivered adjustments for 10 ● Student observation


    to the student to address weeks or more (including the frequency and templates
    their assessed needs intensity of adjustments)
    associated with disability
    Principal sign-off and ● Evidence of moderation employed by the ● The NCCD Moderation
    moderation school, approved authority, and/or the template (click on link
    representative body. below to access this
    ● Evidence that the school Principal has
    document on the NCCD
    verified that there is evidence to support
    the inclusion of each student on the NCCD website)
    data submission.
    ● Evidence that an approved authority has
    verified the data prior to submission to the
    Department.

    FOR GUIDANCE ONLY


    Individual Learning Plan

    Consultation and collaboration

    Name Signature

    Student name Teacher(s)

    Student ID Parent(s), carer(s), or


    guardian(s)

    Grade/Year Other key school team


    members e.g. Learning
    Support Coordinator,
    Principal etc.
    Creation date

    Overview of the
    student and their
    strengths
    Student's educational needs arising from a disability

    In the box below, outline the needs of the student arising from a disability, the functional impact of the needs on their education, and associated short or long-term goals. Educational needs could include:
    • Key Learning Areas (curriculum): Changes required in curriculum and teaching practices to enable the student to achieve the learning outcomes described in syllabus documents.
    • Communication: The student’s ability to receive and understand information being conveyed by others (receptive language) and the student’s ability to convey a message to others (expressive language).
    • Participation: The student’s ability to engage in successful interactions and participate effectively in the full school program (social competence) and the management strategies required to ensure the student’s safety (safety and
    wellbeing).
    • Health and Personal Care: Essential hygiene routines which require intensive individual management to support participation (hygiene), eating/drinking/dietary needs which require individual management (eating and dietary), and the
    procedures specified in an individual health care plan which require specialised support (health care procedures).
    • Movement (mobility): The student’s level of functional independence in mobility and positioning (mobility and positioning) and the student’s ability to use the hand motor skills required to participate in learning activities (hand motor
    skills).
    Overview of adjustments to be provided to address the student's needs

    In the box below, outline the adjustments to be implemented to address the student's individual needs. Consider:

    • The frequency and intensity of the adjustments


    • The persons responsible for the design and implementation of the adjustments
    • The timing of the adjustments (start date, end date)
    • When the adjustments will be reviewed
    • How you will record the delivery of the adjustments for a minimum of 10 weeks in order to meet the 10 week evidentiary requirement
    • Any external consultations or appointments relating to the student's disability.

    Consultation template | Version 2.0 | February 2020 3


    Records of monitoring and review of adjustments and consultation and collaboration

    Review date Notes from discussion Outcomes/actions from discussion

    Attendees

    Names Signatures

    Review date Notes from discussion Outcomes/actions from discussion

    Attendees

    Names Signatures

    Review date Notes from discussion Outcomes/actions from discussion

    Attendees

    Names Signatures

    Consultation template | Version 2.0 | February 2020 4


    NCCD information

    Does the student have a diagnosed Diagnosed disability Imputed disability


    disability or imputed disability as
    defined in section 4 of the Disability
    Discrimination Act 1992 (DDA)?
    Please provide supporting details.

    Prior year NCCD submission: Initial assessment for current plan: Submitted in the NCCD:

    Please select the disability category Cognitive Cognitive Cognitive


    that requires the greatest extent of
    adjustment. Physical Physical Physical
    Social/Emotional Social/Emotional Social/Emotional
    Sensory Sensory Sensory

    Please select the level of Not included in NCCD submission Not included in NCCD submission Not included in NCCD submission
    adjustment being provided to the
    student. QDTP QDTP QDTP
    Supplementary Supplementary Supplementary
    Substantial Substantial Substantial
    Extensive Extensive Extensive

    Please provide commentary around


    the changes in the disability
    category and level of adjustment
    outlined above.

    Consultation template | Version 2.0 | February 2020 5

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