Student Services > Learning and Disability Support > Disability Support > Individual Education Plans (IEP's) > Stages of the process >

Evaluation

Student progress and achievement

It is important for those implementing the program to regularly share information about the student's progress and achievement of the goals.

All students receive twice yearly formal academic reports. The team can decide on the most appropriate means for providing feedback and reporting on how the student is progressing and achieving in the IEP goals. In Queensland state schools, goals entered into OneSchool and marked as 'reportable' will appear on the student's formal academic report card. Feedback on 'non-reportable' goals may be provided to parents/carers using a range of other strategies.

Program effectiveness

Program 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).

The evaluation stage:

contributes valuable information for planning
serves as the basis for reporting to team members, including parents/carers
enables new priorities to be considered as part of the continuing IEP process.

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