Spencer Park Primary School Documented Plan Policy (reviewed 2020)
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Spencer Park Primary School
Documented Plan Policy (reviewed 2020)
POLICY STATEMENT
At Spencer Park Primary School, we are committed to ensuring that children achieve at or above their expected
year levels. We believe, therefore, any child enrolled in Kindy to Year 6 who
has an undiagnosed learning difficulty AND/OR is achieving 18+ months below expected year level (see note
below regarding Kindy and Pre-Primary Students),
is in care AND has an undiagnosed learning difficulty AND/OR is achieving 18+ months below expected year
level
has a diagnosed disability,
has significant behavioural needs,
has a consistent (two or more terms prior) attendance rate less than 80%,
has a social/emotional difficulty,
is experiencing chronic, long term or significant health care needs,
or a combination of these
could be at educational risk and may require a documented plan that addresses their learning, social/emotional and
behavioural needs.
KINDY AND PRE-PRIMARY
A great number of students entering the Kindy and Pre-Primary programs may commence their formal schooling
18+ months behind expected year level but make gains very quickly. It is recommended therefore, that a
documented plan be created only when the student’s difficulty is impeding his or her learning progress, particularly
in relation to attendance and behaviour difficulties.
DEPARTMENT OF EDUCATION POLICY
The following DET policies and programs state that particular students require a Documented Plan:
The Attendance policy for those students whose attendance requires an individualised approach.
The Behaviour Management in Schools policy for those students with significant behavioural needs who require
an individualised management program or who are subject to an exclusion order.
Schools Plus Resourcing Informed Practice for those students with disabilities who are eligible for or are
receiving supplementary resource provision.
RELATED SCHOOL POLICIES
Students at Educational Risk Policy (reviewed 2018)
Reading Policy (reviewed 2020)
Assessment and Reporting Policy (reviewed 2018)
DEFINITION
Documented Plan is an umbrella term for student plans that address individual needs, such as individual education
plans (IEPs) and individual behaviour management plans (IBMPs).
CREATING DOCUMENTED PLANS
Documented plans should be developed/reviewed at a minimum of two times per year:
Semester 1 (by mid T1) – creation and parent consultation
Semester 2 (by mid T3) – review and parent consultation
Documented plans are created and stored online in the Reporting to Parents (SEN Planning) module on the
Department of Education’s Ikon portal (ikon.education.wa.edu.au). A cheat sheet is available on staff desktops for
reference on how to use the SEN Planning module of Reporting to Parents.
Documented plans need to address the following:
A student profile detailing:
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 1 the student’s presentation at school, likes/dislikes; should be positive in nature
a brief statement detailing the reason for the documented plan
starting points; these may be statistical in nature or observational anecdotes
Quantifiable SMART targets
Specific (target a specific area for improvement)
Measurable (quantify or suggest an indicator of progress)
Assignable (who will do it)
Realistic (results can be realistically achieved given available resources)
Timed (when the results will be achieved)
The learning goal or outcomes/objectives desired
The strategies that will be employed to achieve targets and objectives
The method of assessment
See Appendix 1 Sample Documented Plan for an example of a documented plan. Please note, the number of
objectives provided in the sample is not indicative of expectation.
PARENT CONTACT
Parents/caregivers need to be informed:
Upon creation of the documented plan (Semester 1), and
Upon review of the documented plan (Semester 2).
A minimum of two meetings per year should be conducted with the parent/caregiver of a student requiring a
documented plan. These meetings should be documented as a record of this contact.
Parent sign-off is imperative and a signed copy of the documented plan should be stored in either the
students’ buff files or SAER files. Telephone meetings are acceptable, but must be minuted as a record of
conversation. Where a parent meeting and sign-off has not been possible, an electronic copy of the documented
plan, and, where relevant, recount/confirmation of a telephone conversation, should be emailed to the parent. A
copy of this email should be stored, stapled to the documented plan, as proof of communication. This process
applies to semester 1 AND 2 documented plans.
Electronic versions of documented plans should always be PDFs.
RECORD KEEPING
Record keeping is integral to the success of this policy and the Documented Plan process.
It informs teacher judgements as to strategies on a year to year basis.
It provides evidence of the school’s measure of intervention and addresses accountability.
The following documentation needs to be included in the student’s buff student file*, stored in the classroom:
Gold Profile card containing summary of parent contact, support provided, referrals (if any) made, student
progress (SA Spelling test, PM Benchmark, Neale Analysis [if conducted], NAPLAN progress, attendance rate)
Current documented plan, with evidence of being followed
Copy of referral forms
Copy of any reports received from support service providers
Work samples, including core assessments (SA Spelling test, PM Benchmark, Neale Analysis, writing sample,
maths assessments)
* If a student has a diagnosed disability OR undiagnosed learning difficulty AND/OR is achieving +18 months below
expected level, then the documentation mentioned above should be stored in a separate file, previously referred to
as a Green File. This is for the ease of collation and viewing of progress over time.
MONITORING AND REVIEWING
Documented plans should be developed/reviewed at a minimum of two times per year:
Semester 1 (by mid T1) – creation and parent consultation
Semester 2 (by mid T3) – review and parent consultation
Reviews should follow the same format as followed at plan creation, highlighting semester 1 targets achieved, any
new starting points and SMART targets. See Appendix 2 Sample Reviewed Documented Plan for an example of a
reviewed documented plan. Please note, the number of objectives provided in the sample is not indicative of
expectation. A cheat sheet is available on staff desktops for reference on how to use the SEN Planning module of
Reporting to Parents.
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 2As documented in the Reading Policy (2014), students experiencing difficulties in Literacy are to be
PM Benchmarked every term.
Teachers can track student progress through the following:
PM Benchmarking
One-on-one assessment – where fine grained information can be gained about the individual.
Standardised testing – from which comparison to age appropriate benchmarks can be made.
Anecdotal observations – teacher judgements made when behaviour is observed.
A variety of profiles – as outlined in assessment plans to aid continuity and progress on achieving benchmarks.
Work Samples – common assessment tasks or samples that demonstrate student progress towards targets.
Self-Reflection – students can self assess against common criteria set for a task possibly using rubrics or
checklists.
Peer Appraisal – students assess peers against common criteria set for a task possibly using rubrics or
checklists.
Formal Testing – teacher created or sample formats to assess student learning.
Informal Testing – at point of need by classroom teacher.
Diagnostic Assessment – formative assessment that drives teaching and learning.
School-wide data is collected yearly includes:
PAT Maths, Reading, Science (Y3 to 6)
SA Spelling Test (Y1-6)
Neale Analysis Test (for students experiencing difficulties in Literacy in Y1-6)
PM Benchmark (PP-Y6)
It is expected that students with a documented plan for learning difficulties will progress by an average of 7 months
in both SA Spelling and Neale Analysis tests each year.
MANAGEMENT OF DOCUMENTED PLANS
It is acknowledged the preparation of documented plans can be a time consuming task. Therefore:
Consideration of students requiring a documented plan will be factored into class compositions.
The number of documented plans being implemented by a classroom teacher will remain manageable or
assistance will be provided.
TEACHER SUPPORT
Support is available to teachers to ensure Documented Plans are kept up to date on an as-needed basis. This can
be accessed by meeting with the school’s Student Services Coordinator (usually a Deputy Principal).
DECIDING WHEN A STUDENT NO LONGER REQUIRES A DOCUMENTED
PLAN
Following the teacher’s initial judgement that a student is no longer at educational risk, a meeting is held between
the teacher and the Student Services Coordinator (usually a Deputy Principal). During the meeting, the teacher’s
observations as well as school based assessment data and/or standardised testing results are discussed and a
decision is made whether to remove the student from Student Services Register, as monitoring is no longer
required and/or the need for a documented plan is no longer appropriate.
If a decision is made to cease documenting adjustments, a parent/caregiver discussion needs to be conducted,
during which the teacher’s observations and assessment data should be discussed.
REFERENCES
School Based Department of Education
School Business Plan SAER policy
School Development Plan Behaviour Management in Schools policy
School MSB Policy Documented Plans, Supporting Education for All;
Curriculum Policies Guidelines for Implementing Documented Plans in Public
Procedures File Schools
School Attendance
Enrolment Policy
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 3Spencer Park Primary School
Documented Plans Policy (reviewed 2020)
APPENDIX 1 – SAMPLE DOCUMENTED PLAN
SPENCER PARK PRIMARY SCHOOL
Documented Plan
Semester 1 2020
Student: D.O.B: Gender:
John Smith 25 May 2011 Male
Teacher(s): Year Group: Start Date:
Mrs N. Jones Year 4 3 February 2020
Profile/Background
Current age: 8y 9m
John is a polite and friendly student who always arrives at school with a ready smile. He can sometimes seem
anxious about his work but gives his best effort at all times.
John participates in a number of literacy intervention sessions. He received Literacy Support:
* Spelling Mastery (B) – 30 mins/sessions, 4x p/week
* Minilit (reading instruction session) – 30 mins/sessions, 4x p/week
During Maths, John receives in-class small-group (1:5) interventions with an assistant; 90min sessions, 4x p/wk.
2020 Starting Points (tested 12/09/2019, age 8y 3m)
Reading: PM Benchmark Level 7 (5-6y)
Spelling: SA Spelling 6y 1m
Neale Analysis - Reading Accuracy 6y 2m
Neale Analysis - Comprehension 5y 9m
NAPLAN 3 - Above benchmark in Language Conventions (tested May 2019, approximate age 8y 0m)
NAPLAN 3 - Below benchmark in Reading, Spelling and Numeracy (tested May 2019, approximate age 8y 0m)
Magic Words: Spells the first 100 with 70% accuracy
Magic Words: Reads the first 300 with 50% accuracy
Current attendance level: 97% (14/03/2020)
SMART TARGETS
By the end of semester 1, 2020 John will read the 200 magic words with 90% accuracy.
By the end of semester 1, 2020 John will spell the 100 magic words with 90% accuracy.
By the end of semester 1, 2020 John will read PM Benchmark level 9 with 90-95% comprehension.
By the end of semester 2, 2020 John will read PM Benchmark level 12 with 90-95% comprehension.
By the end of semester 2, 2020 John will read the 400 magic words with 90% accuracy.
By the end of semester 2, 2020 John will spell the 300 magic words with 90% accuracy.
English
Strategies
-30% whole-class content specifically aimed at John’s learning level
-Daily phonemic awareness practice using IWB warm-ups
-STARS and CARS
-Magic 100 words
-Spelling Mastery (B) – 30 mins/sessions, 4x p/week
-Minilit (reading instruction session) – 30 mins/sessions, 4x p/week
-Questioning, who, when, where, why, what, same/different
-Sequencing concepts, beginning, middle and end-providing logical steps (first/last)
-Oral retell of events that have happened
-Explicit teaching of basic writing punctuation (capitals, full stops)
-Verbal activities, following 2 step instructions
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 4Reading and Viewing
PD10.R.01 Differentiates between narrative and informational texts; eg. knows that narratives are pretend
and informational texts are telling you things. (ACELA1463)
PD08.R.04 Able to identify final sounds in some spoken works; eg. cat, sand. (ACELA1439)
PD09.R.07 Isolates and pronounces all the sounds in a word; eg. What are the (three) sounds in fish? /f/ /i/
/sh/. (ACELA1457)
PD10.R.04 Applies strategies when reading; using knowledge of letter patterns to identify unknown words;
eg. sh, ing, ar, ou. (ACELA1471)
PD10.R.07 Applies strategies when reading; using knowledge of blends and word segments to identify
unknown words; eg. brain, train, rains. (ACELA1471)
PD10.R.10 Identifies main idea of a story read independently; eg. It was about a boy who didn't tell the truth.
(ACELY1670)
PD10.R.12 Reads common words without hesitation or error. (ACELY1669)
Writing
PD10.W.01 Attempts to use varied punctuation; eg. full stops, capital letters, commas, exclamation marks,
question marks. (ACELA1465)
PD08.W.03 Recognises that capital letters and full stops signal the beginning and end of sentences; eg.
when writing a story uses capital letters at the beginning of the sentence and a full stop at the end.
(ACELA1432)
PD08.W.09 Writes initial phoneme or the letters for dominant sounds in an increasing number of words; eg.
ct for cat. (ACELA1820)
PD13.W.07 Uses specific vocabulary to indicate when and where times and events happen in the text.
(ACELA1512)
PD13.W.08 Spells words using knowledge of phonics, common letter patterns and high frequency words.
(ACELA1513)
PD10.W.02 Links ideas in compound sentences using conjunctions; eg. and, but, so, because.
(ACELA1467)
PD10.W.05 Spells and uses an increasing bank of known words correctly; eg. high frequency words,
personal word lists. (ACELA1823)
PD10.W.07 Discusses the purpose of different texts; eg. a narrative entertains, a report gives information.
(ACELT1590)
Speaking and Listening
PD10.SL.03 Offers comments, or volunteers answers, to questions during whole-class discussions.
(ACELA1462)
PD11.SL.12 Makes decision that might be different from others and discusses with them. (ACELT1596)
PD11.SL.10 Discusses issues or problems that arise due to differing opinions of others in the group.
(ACELT1596)
Mathematics
Strategies
-30% whole-class content specifically aimed at John’s learning level
-in-class small-group (1:5) interventions with an assistant; 90min sessions, 4x p/wk.
-manipulates offered
Number and Algebra
PD09.NA.03 Recognise, model, read, write and order numbers to at least 100.
PD09.NA.04 Say or sign number names in sequence to 100 during counting activities.
PD09.NA.07 Bundle objects into groups of 10 and counts by tens. (ACMNA012)
PD09.NA.09 Solve simple addition problems using a range of strategies including counting on, partitioning
and rearranging parts. (ACMNA015)
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
PD09.NA.20 Recognise and continue patterns on a 100 square. (ACMNA018)
PD10.NA.01 Sequence numbers during counting activities from any starting point; eg. twos, threes, fives,
and tens. (ACMNA026)
PD10.NA.02 Increase and decrease by number sequences; eg. twos, threes, fives and tens. (ACMNA026)
SIGNATORIES
Parent/Caregiver Date:
Teacher Date:
Principal Date:
Other Date:
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 5Spencer Park Primary School
Documented Plans Policy (reviewed 2020)
APPENDIX 2 – SAMPLE REVIEWED DOCUMENTED PLAN
SPENCER PARK PRIMARY SCHOOL
Documented Plan
Semester 2 2020
Student: D.O.B: Gender:
John Smith 25 May 2011 Male
Teacher(s): Year Group: Start Date:
Mrs N. Jones Year 4 20 July 2020
Profile/Background
Current age: 9y 3m
John is a polite and friendly student who always arrives at school with a ready smile. He can sometimes seem
anxious about his work but gives his best effort at all times.
John participates in a number of literacy intervention sessions. He received Literacy Support:
* Spelling Mastery (B) – 30 mins/sessions, 4x p/week
* Minilit (reading instruction session) – 30 mins/sessions, 4x p/week
During Maths, John receives in-class small-group (1:5) interventions with an assistant; 90min sessions, 4x p/wk.
2020 Starting Points (tested 12/09/2019, age 8y 3m)
Reading: PM Benchmark Level 7 (5-6y)
Spelling: SA Spelling 6y 1m
Neale Analysis - Reading Accuracy 6y 2m
Neale Analysis - Comprehension 5y 9m
NAPLAN 3 - Above benchmark in Language Conventions (tested May 2019, approximate age 8y 0m)
NAPLAN 3 - Below benchmark in Reading, Spelling and Numeracy (tested May 2019, approximate age 8y 0m)
Magic Words: Spells the first 100 with 70% accuracy
Magic Words: Reads the first 300 with 50% accuracy
Current attendance level: 97% (14/03/2020) 86% (21/08/2020)
SMART TARGETS
By the end of semester 1, 2020 John will read the 200 magic words with 90% accuracy. ACHIEVED
By the end of semester 1, 2020 John will spell the 100 magic words with 90% accuracy. ACHIEVED
By the end of semester 1, 2020 John will read PM Benchmark level 9 with 90-95% comprehension. ACHIEVED
By the end of semester 2, 2020 John will read PM Benchmark level 12 with 90-95% comprehension.
By the end of semester 2, 2020 John will read the 400 magic words with 90% accuracy.
By the end of semester 2, 2020 John will spell the 300 magic words with 90% accuracy.
English
Strategies
-30% whole-class content specifically aimed at John’s learning level
-Daily phonemic awareness practice using IWB warm-ups
-STARS and CARS
-Magic 100 words
-Spelling Mastery (B) – 30 mins/sessions, 4x p/week
-Minilit (Reading instruction session) – 30 mins/sessions, 4x p/week
-Questioning, who, when, where, why, what, same/different
-Sequencing concepts, beginning, middle and end-providing logical steps (first/last)
-Oral retell of events that have happened
-Explicit teaching of basic writing punctuation (capitals, full stops)
-Verbal activities, following 2 step instructions
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 6Reading and Viewing
PD10.R.01 Differentiates between narrative and informational texts; eg. knows that narratives are pretend
and informational texts are telling you things. (ACELA1463)
PD08.R.04 Able to identify final sounds in some spoken works; eg. cat, sand. (ACELA1439)
PD09.R.07 Isolates and pronounces all the sounds in a word; eg. What are the (three) sounds in fish? /f/ /i/
/sh/. (ACELA1457)
PD10.R.04 Applies strategies when reading; using knowledge of letter patterns to identify unknown words;
eg. sh, ing, ar, ou. (ACELA1471)
PD10.R.07 Applies strategies when reading; using knowledge of blends and word segments to identify
unknown words; eg. brain, train, rains. (ACELA1471)
PD10.R.10 Identifies main idea of a story read independently; eg. It was about a boy who didn't tell the truth.
(ACELY1670)
PD10.R.12 Reads common words without hesitation or error. (ACELY1669)
Writing
PD10.W.01 Attempts to use varied punctuation; eg. full stops, capital letters, commas, exclamation marks,
question marks. (ACELA1465)
PD08.W.03 Recognises that capital letters and full stops signal the beginning and end of sentences; eg.
when writing a story uses capital letters at the beginning of the sentence and a full stop at the end.
(ACELA1432)
PD08.W.09 Writes initial phoneme or the letters for dominant sounds in an increasing number of words; eg.
ct for cat. (ACELA1820)
PD13.W.07 Uses specific vocabulary to indicate when and where times and events happen in the text.
(ACELA1512)
PD13.W.08 Spells words using knowledge of phonics, common letter patterns and high frequency words.
(ACELA1513)
PD10.W.02 Links ideas in compound sentences using conjunctions; eg. and, but, so, because.
(ACELA1467)
PD10.W.05 Spells and uses an increasing bank of known words correctly; eg. high frequency words,
personal word lists. (ACELA1823)
PD10.W.07 Discusses the purpose of different texts; eg. a narrative entertains, a report gives information.
(ACELT1590)
PD12.W.11 Locates or identifies information in text for a research project. (ACELY1694)
Speaking and Listening
PD10.SL.03 Offers comments, or volunteers answers, to questions during whole-class discussions.
(ACELA1462)
PD11.SL.12 Makes decision that might be different from others and discusses with them. (ACELT1596)
PD11.SL.10 Discusses issues or problems that arise due to differing opinions of others in the group.
(ACELT1596)
Review/Comment
John has worked well to achieve all his Semester 1 targets. While his reading fluency is still below year level,
he has shown significant improvement and is beginning to demonstrate improved comprehension results.
John’s writing has shown improvement also and he can reliably commences sentences with capitals; he is
yet to master the use of full stops. John is now working towards his Semester 2 targets.
Mathematics
Strategies
-30% whole-class content specifically aimed at John’s learning level
-in-class small-group (1:5) interventions with an assistant; 90min sessions, 4x p/wk.
-manipulates offered
Number and Algebra
PD09.NA.03 Recognise, model, read, write and order numbers to at least 100.
PD09.NA.04 Say or sign number names in sequence to 100 during counting activities.
PD09.NA.07 Bundle objects into groups of 10 and counts by tens. (ACMNA012)
PD09.NA.09 Solve simple addition problems using a range of strategies including counting on, partitioning
and rearranging parts. (ACMNA015)
PD09.NA.09 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a
number line
PD09.NA.20 Recognise and continue patterns on a 100 square. (ACMNA018)
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 7PD10.NA.01 Sequence numbers during counting activities from any starting point; eg. twos, threes, fives,
and tens. (ACMNA026)
PD10.NA.02 Increase and decrease by number sequences; eg. twos, threes, fives and tens. (ACMNA026)
Review/Comment
John’s number skills have improved and, with prompting, he recognises, models, reads, writes and orders
numbers to 100; he needs to develop independence with this skills. John’s counting has improved also and
he can say most numbers to 100 and place them on a number line.
REVIEW
Review Date: 21 August 2020
John has achieved Semester 1 Smart targets.
Current attendance 86%
SIGNATORIES
Parent/Caregiver Date:
Teacher Date:
Principal Date:
Other Date:
S:\AdminShared\E5422S01-Spencer Park PS\Administration Staff\100 Administration\109 Policy\Working Documents CURRICULUM & PEDAGOGY\Documented Plan (reviewed 2020).doc 8You can also read
