Transcript Slide 1

Education Adjustment Plans
EAPs
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
The Purpose
To enable educators, families and learners to
jointly develop appropriate adjustments to the
curriculum- based on the
Northern Territory Curriculum Framework and
Northern Territory Certificate of Education,
taking into consideration the needs of the
learner.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
The EAP is part of the obligations of Schools
“All students have the right to appropriate assessment
and the development of an individualised education
adjustment plan, which is negotiated and reviewed
annually” and School Principals “ensure that the
school develops, implements, evaluates and reviews
the Education Adjustment Plan for the student” (DET
Students with Disabilities Policy 2008).
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Key Points
• The EAP is part of a collaborative, ongoing five stage
process
• The EAP is not a plan of total instruction for students.
Other curriculum areas are covered in the general
programming of the class, records of which are kept
by the class teacher.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stages of an EAP
Stage 1
Stage 5
Stage 2
Stage 4
DEPARTMENT OF EDUCATION AND TRAINING
Stage 3
www.det.nt.gov.au
Stage 1
Information Gathering
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 1 - Establish and brief the
‘Student Support Team’
• Student Support Team
– All persons who regularly work with the student
– Core team members
– Other stakeholders
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 1 - Baseline Information
• Information gathered could include:
– level of competence across the learning areas- NTCF
– data from past EAP’s
– NAPLAN data
– assessments-diagnostic and standardised
– student work samples
– preferred learning style
– talents, interests and aspirations
– the need for specialized equipment and/or resources.
– school based assessments: e.g. Torch, Neales Analysis,
ESL assessments, Sensory Profiles, etc
– Special Needs Profile data
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 2
EAP Meeting
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 2: EAP Meeting
• Prepare the team
– Review previous information
– Ensure all stakeholders are invited and informed
• Ensure a successful EAP meeting by:
– having an agenda and following it
– ensuring all participants have the opportunity to
contribute
– keeping the meeting short
– keeping paperwork to a minimum
– documenting information in an easily understood
format which is available to all involved
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 2: EAP Meeeting
• Outcomes of the EAP meeting should include:
– clarification of family expectations and future
aspirations
– prioritized learning for the next six months (goals)
– identification of environments where the learning
will occur
– identification of teaching and learning strategies
– identification of individual team member
responsibilities
– date of review and additional tasks (e.g., transition
preparation).
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3
Designing the Learning
Journey (EAP)
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3 – Designing the Learning Journey
• The EAP should:
– be holistic
– reflect high expectations for the student
– support high achievement by the student
– detail educational provision that is different or
additional from other students
– be a working document
– be connected to the class teachers program and
the curriculum
– be accessible, achievable, manageable and
understandable to all involved in the process.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3: Designing the Learning Journey
• An EAP should identify
– the student's strengths, interests motivations,
hopes and dreams
– current concerns, needs and barriers to learning
– what adjustments/accommodations need to be
made, so the student access and participate
– what teaching strategies will be used?
– what assessments are appropriate?
– parent input, student input and relevant information
about social, emotional and behavioural issues
– any agreed actions.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3: Designing the Learning Journey
• Goals need to:
– identify the student 's targeted learning outcome e.g., skill,
activity, knowledge (clear description of the end point)
– outline the condition/s where the student will demonstrate the
learning outcome e.g., using a visual timetable, with verbal
prompting or which specialized equipment will be used, the
activity, or the environment
– set criterion or standard which will demonstrate that the
learning outcome has been achieved e.g., the number correct,
the level of accuracy, the period of time, the amount of support
required, types of support, e.g.: on 3 out of 5 occasions, over a
4 week period…with verbal prompts…
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3: Designing the Learning
Journey
Writing Goals
Targeted
Learning
Outcome
Condition
DEPARTMENT OF EDUCATION AND TRAINING
Criterion
Goal
www.det.nt.gov.au
Sample Goal 1
Targeted
Learning
Outcome
Condition
Criterion
Goal
To develop keyboarding skills of 20 words per minute with
80% accuracy during...class, using one handed typing
program and a small keyboard.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Sample Goal 2
Targeted
Learning
Outcome
Condition
Criterion
Goal
Using picture recipe cards to independently prepare three
different snacks in home economics class.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 3: Designing the Learning Journey
• Resources need to be linked to the strategies and
adjustments identified in the EAP.
• Consider the frequency of implementation, plan for
reducing the level of support and increasing
independence and plan for data collection.
• Consider the types of teaching and learning
adjustments that can be made and incorporated into
class teacher programs:
• quality teaching practices
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Reasonable Adjustments
Changes and / or alterations to provide an equal opportunity in relation to access,
participation and achievement for a learner with a disability
Adjustments can be categorised into 4 areas:
Presentation:
Response:
Setting:
Timing:
assessment, teaching and
learning may include
learners could respond in a
variety of ways
assessment, teaching and
learning may occur in
different settings
adjustments may need to be
made to the time allocation
for assessment, teaching
and learning activities
•alternating new learning
with opportunities for
practice
•repeating instructions
•cue cards
•tapes, videos, DVDs
•reading aloud
•large print
•magnification devices
•interpreters
•signing
•braille
•verbally
•by drawing
•by using word processors
•through photos
•with videos
•by another person
scribing
•using model making
•using voice activated
software
•by signing
•through a communication
devise
•using a braille machine
•in small groups
•in class with peer support
•in a separate venue or
room
•with additional equipment
such as sloping desk-top
or thicker pencils
•extend the waiting time
for answers
•extend the time to
complete tasks
•reduce the number of
tasks
•alter the time of day the
task is done
•allow breaks during the
activity
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 4
Implementation
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 4: Implementation
• Data collection
– Data collected should be the minimum necessary to
provide regular, effective monitoring, it needs to be
accurate and sufficient to determine effectiveness
and highlight changes that may be necessary.
• Monitor progress
– Collecting the data provides the means for
assessing student progress and effectiveness.
– Data should be reviewed by classroom teacher,
special education teacher and SESO/SESA,
regularly (e.g. every 6 weeks) to determine if
changes need to be made to the EAP.
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 5
Evaluation
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 5: Evaluation
• The evaluation stage:
– contributes valuable information for future
planning
– serves as the basis for reporting to team
members, including parents
– enables new priorities to be considered as part
of the continuing EAP process.
– To be shared across the team
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
Stage 5: Evaluation
• EAP effectiveness needs to be evaluated
in terms of:
– student performance
– implementation issues (e.g., time or staffing
available)
– team coordination issues
– additional outcomes:
• positives (e.g., enhanced social skills)
• negatives (e.g., time required to complete task).
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au
For Information or Support
• See the examples on staff site.
• Contact you Education Advisor at Student Services
Division. 08 8999 8787or 08 8999 4242
DEPARTMENT OF EDUCATION AND TRAINING
www.det.nt.gov.au