[insert school logo]

Student thumbnail
This is the ‘About me’ information

Student thumbnail profile

Hobbies/interests
[add here]

Favourite subject
[add here]

Likes
[add here]

[Student’s]
IEP Team

I am… [Name] [Name] ‘I will…’

My role is… Class teacher School team Parent, whānau Specialist services Student Return to here when the new IEP
(specialist teacher, SENCO, goals have been agreed to say
teacher’s aide, other) who, what and how for each team
member.
List any other team contributors –
who, what and how?

425680916.doc 1 March 2012 Page 1 Guidance notes

 I will… Actions, agreement and
responsibilities
The IEP team agrees: How we will
make it work. Agree about joint
planning, programming,
assessment, review -
when/who/where?
Who is going to do what? How are
they doing it and by when? Are
there any specialist services we
need to access? How will we
Present
communicate with each other/let
Actions each other know how things are
going?
Agreement
Responsibilities

Meeting date: Review date: Apologies:

Looking back Looking back

Input from all the team members
Current achievement across all aspects of life
What has gone well?
What were the learning successes? What were the learning challenges? What was challenging?
[add here] [add here]
Current achievement
If this is a first IEP consider where
student is currently within the New
Zealand Curriculum – assessments
completed, specialist reports etc.
Goal Review – How successful? Comment Action
1 Goal
Goals from previous IEP
2

3 How successful?
How successful were we in
4 meeting each goal?

425680916.doc 1 March 2012 Page 2 Guidance notes

Looking forward
Vision | Dreams | Hopes

Vision | Dreams | Hopes Learning priorities for team What do we need to plan towards
– are there any changes coming
[add here] [add here] up? for the student ? in the
team?

Learning priorities
What are the main areas of
learning you would like to see
some development in? for the
student, family/whānau and team?

School/classroom programme for term School/classroom programme

What is the school and classroom
programme for the next term(s)?
What are the learning activities that
accompany the school/ class
Learning tasks programme?
including key What are the learning opportunities
competency Teaching and learning for for this student that these contexts
Learning area development Learning opportunities differentiation/adaptation Priority provide?
What IEP format do we want to use?
[add here] [add here] [add here] [add here] [add here]
Learning area
Consider learning areas of New
[add here] [add here] [add here] [add here] [add here] Zealand Curriculum - What are our
priorities for this IEP? – is there any
information we need? Are any
assessments needed?

Learning tasks
Class/school/community-based
activities. Provided by classroom
teacher

Learning opportunities
Skills/learning opportunities for
student generated by the team

Differentiation/adaptation

425680916.doc 1 March 2012 Page 3 Guidance notes

 Need for any differentiation to be
successful? Need for adaptation to
promote access/responding? Are
there any assistive technology
needs?

Priority
Will it be one of the 3-4 goals?
Goals should reflect an immediate
learning priority

New goals What will success look like? Key teaching and learning (T&L) strategies How to… guides
How to write a goal.
[Add here] [add here] [add here]

What will success look like?

How will success be shown?

Key T & L strategies

This is the place to signal team goals
and needs. Brief overview only
(additional planning/ specific
programming added /attached e.g.
SLT programme).

425680916.doc 1 March 2012 Page 4 Guidance notes