Inclusive Education Support Program (IESP) - Julia Goldsworthy & Sophie Scott Senior Advisers Inclusive Education Support Program - SERU
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Inclusive Education Support Program (IESP)
September 2019
Julia Goldsworthy & Sophie Scott
Senior Advisers
Inclusive Education Support Program
Overview of Today’s Presentation:
Topic: Learning Intentions – better understanding of…
What is the IESP? • Intentional design, inclusion principle & approach
• Information about the model & allocation of funding
• Eligibility criteria
• Link with NCCD and One Plan
What does this mean for • How the funding can be used
my child? • How it works in schools and preschools
• The application process
• Funding allocation and review dates
What does this mean for • Parent participation
parents/caregivers? • Who can I talk to?
The intentional design of the IESP
The Vision
That ALL children/students in SA public preschools/schools
receive the support they need to;
• Belong to their preschool/school community,
• Engage purposefully in learning
• Experience academic success
• Attend their full entitlement.
Inclusion principles and approach
One eligibility and Change from Improved Consistency of Alignment with other
funding model for label/deficit child/student allocations work, including
preschools/schools, process to outcomes and (central panel), Department improvement
replaces multiple functional growth focus, streamlined commitments and national
funding models and need/level of including; process funding/reform agendas.
process adjustment
Focus on personalised level of adjustment; starting with the needs of the child
WORLD CLASS EDUCATION SYSTEM: growth/success for ALL children
What is the IESP Funding Model?
The Inclusive Education Support Program is a
functional needs‐based funding model for
preschool and school students with disability.
Functional needs = supports/skills/strategies
the child needs in order to access education on
the same basis as their peers.
Allocative mechanism of new model
Extensive ‐
Preschool
IESP Categories 1‐9
Grant ‐ School
How is funding determined?
Funding is allocated based on the documented adjustments
that have been described in the child’s/student’s personalised
plan to address their functional needs.
This new funding model relates to the actions the
educators will take to help the child have equity of
access to learning experiences (these actions are
documented in the child's learning plan).
My example… C
‐ Early diagnosis of celiac disease
‐ Extremely fussy eater
‐ Early speech and language difficulties
‐ High level sensory reactiveness (clothing!!!)
‐ Highly emotional reactions to seemingly small things
‐ Difficulties managing change
‐ Socially reliant on older sister
School suggested investigating Autism.
‐ Speech intervention prior to assessment
‐ Targeted social skills program
‐ Modified teaching approach to manage language
processing difficulties.
‐ Sensory profile and planned adjustments
Most adjustments are “quality differentiated teaching practice” – things that can be
done without specific funding required.
Is my child eligible ? IESP Eligibility Criteria
The following criteria have been set to
support the identification of those students
who are presenting with functional needs
that may require a funded level of support.
Each of these criteria have been developed Extensive ‐
in line with current research and best
Preschool
practice guidelines (national/international)
IESP Categories
1‐9 ‐ School
Grant
Cognitive Delay (Early Intervention) (up to 7yrs11mth), Communication
Pre/school determines who can access
(Early Intervention) (up to 6yrs11mth), Intellectual, Language (7 years of
the IESP grant (including students with
greater), Physical, Vision, Hearing, Autism Spectrum, Complex
learning difficulties such as dyslexia
Social/Emotional (behaviour), Complex acute health care.
and/or communication difficulties).The new criteria
Criteria has been updated to include those described in the
Disability Discrimination Act.
• Complex Social/Emotional (Behaviour) Needs
• Complex Acute Health Care Needs.
Complex Social/Emotional (Behaviour) does not need diagnostic evidence.
This also brings it into line with the criteria used for
reporting to the Nationally Consistent Collection of Data
(NCCD) on School Students with Disability.The new criteria Autism criteria ‐ moving from dual diagnosis to a single diagnosis. This will remove delays being experience by students/parents/carers to access much needed support. Complex Social/Emotional (Behaviour) category is likely to capture those who cannot get a diagnostic assessment due to long waitlists or lack of service/assessment availability where they live (i.e. regional/remote).
NATIONAL
NCCD
Captures the students receiving IESP AND ITS LINK
an adjustment due to disability.
It uses teacher judgement to
determine the level of
WITH NCCD AND ONE PLAN
adjustment and broad category
of disability.
One Plan
Captures detailed information
about the child’s functional
needs and the supports they are
receiving to meet those needs
IESP
Funding is provided where there
is an assessed need beyond
intentional teaching (preschools)/
SA QDTP (schools).
Funding is accesses via the IESP
Grant funds or via the centralised
panel processWhat are the functional needs of the child?
Quality learning plan + ‐ Information from the child,
targeted resources + parents/caregivers, specialists, educators,
intentional use of funding assessments, reports, etc.
= learner growth Review
Are goals achieved? Do we
have the right adjustments?
The right needs identified?
What do we need to do
differently?
Documented Adjustments
What is it that the adults
are having to do differently
to, for and with that child in
order for them to be
successfully engaged?
Funding Application
Pre/School completes
Central Panel online application for
Moderation of applications, funding to support
allocation of funding, adjustments.
information emailed to school Preschool ‐
and parents/caregivers. Extensive
School ‐
Categories
1‐9IESP process: needs‐based, site‐led, parent/caregiver‐supported Parents/Caregivers can support sites to understand or explore the functional needs of their child/student or to provide professional advice around best match of interventions and adjustments. Pre/school determine inclusion to access IESP grant or, where required, submits an application for a category of funded support (schools 1‐9, preschools – Extensive). It is not about ‘cracking a code’ but rather targeting interventions and support for the very best learning outcomes. Funding without a plan is ineffective.
The process Thriving?
If not? Why not?
Discussion – teacher‐initiated, parent/caregiver‐initiated.
What do we need to know?
Information gathering – multiple sources and may involve
specialist services (with your consent).
What does your child need?
What needs to be adjusted?
What will the adults do differently to meet
these needs?
School will plan and document. This may result in provision
of IESP Grant funds or an application for a category of
funding .
Review – share success, celebrate, adjust as
needed.The application process • Application covers all three types of application (preschool – extensive, school – categories 1 to 9 and special option – RAAP). • Application is completed by pre/school. • Application requires parent/carer notification. • Applications are assessed and moderated by a panel of 40 education and discipline specific professionals. • Each application is assessed by 3 moderators. If not in agreement, additional moderation occurs. • In 2020, the panel will meet twice per term in weeks 4 and 8. • The school, parents/carers receive an email informing them of the outcome.
Funding allocation review dates
Every child who is allocated a category of funding is
assigned a “review date” which represents the date the
funding ends. If the child requires continued
adjustments, the school can submit a review of their
plan and an updated application, any time prior to the
review date.Parents/Caregivers can assist in the process by: • Becoming an active participant in the personalised planning process. • Sharing information with the school about your child’s difficulties and the strategies that have been found to be effective. • Always making an appointment when you want to discuss something regarding your child. • Working in partnership with the educators to review the goals and adjustments in your child’s personalised plan.
Who to talk to?
Class teacher
Learning Coordinator
Leadership
Advocate
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