Education Adjustment Plans EAPs

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Education Adjustment PlansEAPs
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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.

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• 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).

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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.

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Stages of an EAP
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Stage 1

• Information Gathering

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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

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Stage 1 - Baseline Information

• Information gathered could include
• level of competence across the learning areas-
  NTCF
• data from past EAPs
• 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

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Stage 2

• EAP Meeting

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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

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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).

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Stage 3

• Designing the Learning Journey (EAP)

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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.

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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.

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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 periodwith verbal prompts

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Stage 3 Designing the Learning Journey

• Writing Goals

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Sample Goal 1

• To develop keyboarding skills of 20 words per
  minute with 80 accuracy during...class, using
  one handed typing program and a small keyboard.

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Sample Goal 2

• Using picture recipe cards to independently
  prepare three different snacks in home economics
  class.

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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

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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 assessment, teaching and learning may include Response learners could respond in a variety of ways Setting assessment, teaching and learning may occur in different settings Timing 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
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Stage 4

• Implementation

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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.

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Stage 5

• Evaluation

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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
•  

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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).
  

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For Information or Support

• See the examples on staff site.
• Contact you Education Advisor at Student Services
  Division. 08 8999 8787or 08 8999 4242