{"id":4977,"date":"2026-02-03T05:29:40","date_gmt":"2026-02-03T05:29:40","guid":{"rendered":"https:\/\/edison.academy\/as\/?page_id=4977"},"modified":"2026-02-03T05:39:10","modified_gmt":"2026-02-03T05:39:10","slug":"individual-educational-plans-ieps-policy","status":"publish","type":"page","link":"https:\/\/edison.academy\/as\/individual-educational-plans-ieps-policy\/","title":{"rendered":"individual educational plans (ieps) policy"},"content":{"rendered":"\t\t
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individual educational plans (ieps) policy<\/h2>\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\u201cA goal without a plan is just a wish\u201d<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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\nAntoine de Saint Exupery<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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A06: INDIVIDUAL EDUCATIONAL PLANS (IEPs) POLICY<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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\u201cA goal without a plan is just a wish\u201d \u2013 Antoine de Saint Exupery<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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1 - Rationale\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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At Edison International Academy, it is understood that some students may have difficulty managing the curriculum content at their year level, or may have special needs which require the class programme to be adapted and targets set so they will make progress in all areas \u2013 academic, social, emotional and physical. The Individual Education Plan is designed to guide the teaching team to manage these students in the classroom and to be able to chart progress.<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Use of Individual Educational Plans (IEPs)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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What is an IEP?\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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An Individual Educational Plan, commonly known as an IEP, is a personalised plan and record of activities undertaken to ensure that students with additional needs to those of their peers are fully included in Edison International Academy\u2019s learning community and have equal opportunity to fulfil their potential.<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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IEPs at the school are written and implemented according to the following principles:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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4 - All students who have the attendance of less than 80% throughout an academic year.\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  1. IEPs should be working documents with a practical value in the present moment \u2013 they should not be a \u2018paper exercise\u2019.<\/li>
  2. IEPs should act as a profile outlining a student\u2019s particular strengths and difficulties.<\/li>
  3. IEPs should actively involve the student, parents, colleagues and where necessary, external agencies.<\/li>
  4. IEPs should work towards the outcome of \u2018every teacher is a teacher of special needs<\/em>\u2019 as well as specific outcomes for Learning Support staff.<\/li>
  5. IEPs should outline action additional and different<\/em>to everyday classroom practice, taking into account what the student can already do independently.<\/li>
  6. IEPs should be accessible to all involved \u2013 using \u2018Plain English\u2019, avoiding jargon and \u2018information overload\u2019.<\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    . Who is entitled to an IEP?\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\tThose students clearly identified as currently underachieving or having underachieved within the past 12 monthsat well below their expected level are assigned an IEP.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\tFor students who present with milder difficulties, a shortened IEP may be used to outline the nature of their additional needs and strategies (including equipment if necessary) for teachers to implement in the classroom.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\tAll past and current IEP information, and all related documents will be kept in each student\u2019s individual folder.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    . How is an IEP created and maintained?\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\tThe following process is adhered to in the creation and maintenance of IEPs:\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    1. The Class Teacher, in cooperation with the school psychologist\/Counsellor, and\/or the SENCo, identifies the additional needs of the student through filling out a referral form that will contain information from all core subject teachers, screening\/standardised assessments, and\/or referral to external agencies.<\/li><\/ol>
      1. The IEP team inform the school principal and\/or Deputy Principal who arranges an IEP Meeting to develop an appropriate draft IEP for the student. Parent\/s, involved colleagues and\/or any involved external agency will then be invited to meet and discuss this draft IEP.\u00a0 Invitations to the meeting are sent a minimum of one week prior to the proposed date.<\/li><\/ol>
        1. One of the IEP team will chair the IEP Meeting withthe invited relevant parties, in which additional needs are explained\/discussed, outcomes and action agreed \u2013 involving the student where appropriate.<\/li><\/ol>
          1. The IEP team then finalises the IEP based on the notes from the IEP Meeting.<\/li><\/ol>
            1. Where necessary, the IEP is sent to relevant parties to agree on content. The IEP is saved under the student\u2019s name and year group (i.e. Abdulla Mohammed, Year 4), then distributed to all staff working with the student.<\/li><\/ol>
              1. Each IEP is to be reviewed once every term by the Class Teacher and IEP team. An IEP meeting is called if necessary.\u00a0<\/em><\/strong><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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                . How is the effectiveness of an IEP reviewed?\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\tEach Individual Educational Plan begins by outlining the intended outcomes of the action undertaken. For most students, the intended outcomes will be specific and detailed, running in addition to curriculum attainment targets. For students with milder difficulties, there will be a more generalised outcome focused on granting full access to teaching and learning in the classroom and any other opportunities for development and achievement. Fulfilment of intended outcomes will be measured through consultation with colleagues, Monitoring Forms,screening\/standardised assessments andIEP Meetings.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                individual educational plans (ieps) policy \u201cA goal without a plan is just a wish\u201d Antoine de Saint Exupery A06: INDIVIDUAL EDUCATIONAL PLANS (IEPs) POLICY \u201cA goal without a plan is just a wish\u201d \u2013 Antoine de Saint Exupery 1 – Rationale At Edison International Academy, it is understood that some students may have difficulty managing […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-4977","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/pages\/4977","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/comments?post=4977"}],"version-history":[{"count":7,"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/pages\/4977\/revisions"}],"predecessor-version":[{"id":4989,"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/pages\/4977\/revisions\/4989"}],"wp:attachment":[{"href":"https:\/\/edison.academy\/as\/wp-json\/wp\/v2\/media?parent=4977"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}