Individual student achievement is directly related to progress towards the outcomes set in the children’s Individual Education Plans (IEPs). In Term 1, parents and carers are invited to meet with teachers and relevant support staff to review the students’ progress and agree on the student learning goals.
Learning Area academic objectives are determined and written into the IEP. In addition, some objectives included in individual plans might be more related to behaviour, health, hygiene, eating and social needs and these objectives also fit within one of the learning areas such as Health and Phys Ed.
IEPs form the basis for ongoing assessment and recording during the period, with teachers using a range of assessment tools such as formal and informal testing, check sheets, staff observation, anecdotal records, collaboration with therapists and outside agencies and parent notes. Teachers use photo recording to show progress where relevant – eg physical, social and academic skill progression. Teachers use Photostory to make eportfolios of photos showing the students engaged in a wide variety of activities during the year which are sent home to parents on thumb drives.
Although the IEP is reported on at the end of each semester, the students’ progress is communicated to parents regularly during the week through the students’ communication diary and personal contact. Feedback during formal meetings indicates that this process is valued by parents and caregivers.
In addition, we are using in-house developed assessments, the Numeracy and Literacy Checklist and the Independence Checklist which are very fine grained assessment tools specifically for our students and which allow us to chart the progress of individual students as well as give us an overview of class and school performance.