Wellbeing and Inclusion

News and information from our Wellbeing team, Jamie Roberts & Josh Beaton.
Artwork by Alkina Edwards' Creations.

Individual Education Plans & Student Support Group Meetings - Term 1

During week 10, Student Support Group (SSG) meetings will take place for students who are on an Individual Education Plan (IEP). If your child was on an IEP in Term 4, you will be required to book in an SSG with your child's current teacher through the Compass portal to discuss their goal progress and new goals for 2025. For new families at Ceres Primary School, you will be informed by your child's classroom teacher if you are required to make an SSG booking.

Bookings will open in Week 6, with teachers allocated to selected times. Bookings are first in best dressed basis. If you are unable to attend the times allocated, please ensure you reach out to your child's teacher to make alternative arrangements.

To book an SSG on Compass, please see the attachment and follow the steps.

Parent_How_to-_IEP_SSG_Bookings (1).pdf

DET Guidelines for Individual Education Plans:

IEPs assist students who require a range of supports with their education.

An IEP is a written statement that describes the adjustments, goals and strategies to meet a student’s individual educational needs so they can reach their full potential. An IEP is essential as it helps you plan and monitor a student’s unique learning needs.

IEPs are also known as individual learning plans, individual learning improvement plans and Koorie education learning plans.

An IEP:

outlines clear educational goals for the student
encourages student voice to allow the student to engage and take part in their own learning
is strengths-based with a focus on the student’s potential to achieve positive educational outcomes
is age appropriate, holistic in its approach, supports cultural needs and safety, and is flexible and future orientated
includes short-term goals that will lead to the achievement of long-term goals
is developed in consultation with the student (where appropriate) and their parent/carer/guardian. A Student Support Group (SSG) is required for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC, and strongly encouraged for any students with additional learning needs
should be used (along with SSG minutes and documentation demonstrating student progress against agreed IEP goals) as supporting information for students participating in a Disability Inclusion Profile
communicates individual and shared responsibilities
includes a record of important decisions, actions and student progress
is supported and informed by other relevant plans such as a cultural plan or behaviour support plan
is reviewed regularly in accordance with the timeline as agreed by all members of the SSG (or at least once per term for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC)
acknowledges and celebrates the achievement of student progress.

Teachers already undertake many activities that personalise learning experiences for students. Research has shown that when schools use a planning approach that supports personalised learning, the academic achievement of all students improves.

Students that require an IEP:

students in statutory OOHC
Koorie students (as required by Marrung – Victorian Aboriginal Education Plan 2016 to 2026)
students supported under individualised disability funding programs including Disability Inclusion
students in youth justice (custody and community)
students in re-engagement programs under contract arrangements with another school or provider
students undertaking FLOs.

IEPs are highly recommended for:

students with additional needs
students not achieving to their potential (this may include high-ability students, where appropriate) – further guidance is available from the department’s High-ability toolkit)
students at risk of disengagement
students who are young carers (where appropriate)

What is an SSG?

An SSG is a partnership between schools, parents/carers, the student and relevant agencies. The group works together to plan and support the educational, health, social, cultural and emotional wellbeing of students with diverse learning needs. This may include students:

with a disability or additional learning needs, including, but not limited to, students supported by Disability Inclusion
in OoHC
who are Aboriginal and/or Torres Strait Islander
with a behaviour support plan
from refugee or migrant backgrounds
who attend two schools (for example, a mainstream and a specialist school)
on youth justice orders or having transitioned from the youth justice system
who are identified as young carers
who are involved in the department’s Navigator Program.

Schools must establish an SSG:

for students supported by Disability Inclusion
for every child and young person in OoHC.

Role of a student support group

An SSG is responsible for developing and implementing an Individual Education Plan (IEP). An IEP:

outlines clear educational goals for the student
encourages student voice to allow the student to engage and take part in their own learning
is strengths-based with a focus on the student’s potential to achieve positive educational outcomes
is age appropriate, holistic in its approach, supports cultural needs and safety, and is flexible and future orientated
includes short-term goals that will lead to the achievement of long-term goals
is developed in consultation with the student (where appropriate) and their parent/carer/guardian.
should be used (along with SSG minutes and documentation demonstrating student progress against agreed IEP goals) as supporting information for students participating in a Disability Inclusion Profile
communicates individual and shared responsibilities
includes a record of important decisions, actions and student progress
is supported and informed by other relevant plans such as a cultural plan or behaviour support plan
is reviewed regularly in accordance with the timeline as agreed by all members of the SSG (or at least once per term for students supported under individualised disability funding programs including the Disability Inclusion and those in OOHC)
acknowledges and celebrates the achievement of student progress.

Members and their roles

An SSG includes:

Principal or Inclusion Coordinator and their responsibilities

setting up SSGs
supporting members to take part
coordinating and chairing meetings
ensuring meetings are held at least once a term in the case of students supported by the Disability Inclusion
ensuring notes of meetings are taken and provided to all members.
ensuring efficient and effective meeting arrangements are in place.

Teacher/Year Level Coordinator and their responsibilities

keeping the SSG updated on the student’s progress
assisting in determining future educational goals
ensuring that the student has access to the school’s educational programs
implementing the classroom content of the IEP
coordinating other staff working with the student in the classroom.

Parent/carer(s) and their responsibilities:

providing a holistic view of their child
providing information on the effectiveness of past strategies and programs
contributing to the development and monitoring of the goals and strategies of their child’s teaching and learning program
choosing an advocate if required.

Advocate

It is the right of parent/carer(s) to have an advocate. Advocates can help with:

sharing the parent/carer(s)’ knowledge about the student
discussing any difficulties the parent/carer(s)' may have in the SSG
developing a cooperative relationship between parent/carer(s) and the school community
assisting parent/carer(s) to understand the Department’s procedures
linking parent/carer(s) with relevant services.

The SSG Meeting process

Meetings should be held on a regular basis, at least once a term for students supported by Disability Inclusion and those requiring differentiated/supplementary supports each semester (twice per year). Additional SSG meetings can occur, if circumstances change throughout the year.

Minutes are recorded and uploaded with the IEP to Compass, which provide a summary of the meeting discussion and detail agreed actions.

If you require any clarification or have any questions, please reach out to myself, Jamie Roberts (Inclusion Coordinator).