Evolution of Tier 1 Individual Education Plans (IEPs
At St Helena Secondary College, we are committed to providing high-quality, inclusive education that meets the learning needs of all students.
The Department of Education mandates that students in Out of Home Care, Indigenous students and students funded by the Disability and Inclusion program have an Individual Education Plan – for school purposes known as Tier 2, Tier 3 or Tier 4 IEPs. There will also be a small number of students with complex needs who do not meet these categories but who also require a formalised Tier 2 or Tier 3 IEP.
Of course other students in our classrooms bring a range of backgrounds and learning needs that require teachers to make accommodations and adjust their teaching to support students to achieve their learning goals. In the past, some of these students have been provided with Tier 1 IEPs – which largely consist of universal strategies.
In 2025 we implemented a Universal Design for Learning (UDL) model – an evidence based approach which translates into specific classroom support strategies that teachers use for a broad range of educational needs. This approach ensures that the diverse needs of all students are considered at the point of curriculum design, reducing the need for multiple individualised plans. UDL principles promote flexible teaching methods, differentiated assessment, and multiple means of engagement, allowing teachers to proactively support a wide range of learners within the classroom environment.
From 2026 the UDL model will replace our documented Tier 1 IEPs. IEPs typically include a limited number of strategies to support an individual. UDL encourages teachers to draw on a broader range of strategies to better meet the needs of every student in their class, including those with identified additional learning needs.
Under the UDL model:
Students who would previously have been identified as requiring a Tier 1 IEP will now have a student profile pinned to Compass, providing teachers with brief, clear, accessible information about their learning needs. Teachers will continue to meet the needs of these students through high-impact teaching practices, differentiation, and adjustments embedded in everyday instruction.
Teachers have been provided with a range of strategies to meet particular learning needs, for example dysgraphia or ADHD, and we will continue to provide professional development regarding effective strategies for the spectrum of educational needs in our classrooms.
Formalised IEPs (as required by the Department) will remain for students requiring Tier 2, Tier 3 or Tier 4 supports, where ongoing targeted intervention, significant learning accommodations, monitoring, and review are essential.
This change aligns with best practice in inclusive education which enhances the quality of classroom practice.
Ultimately, this shift ensures that every student’s needs are clearly understood and effectively supported through teaching practices that are purposeful, responsive, and embedded in everyday learning.