SET Planner

For Special Education Classes

Sometimes real superheroes live in the hearts of small children fighting big battles.

Anonymous

Table of ContentsSAMPLE

SEN Supports

A teacher affects eternity.

They can never tell where their influence stops.

Henry Adams

Name of student

Date of birth School

Date file opened

Date file closed

ACADEMIC SUCCESS

School Support Plus for a Few

School Support Plus for Some

SOCIAL, EMOTIONAL & BEHAVIOURAL COMPETENCE

Developing a student support plan is the outcome of a problem-solving process, involving school staff, parent(s)/ guardian(s) and the student. We start by identifying concerns, we gather information, we put together a plan and we review it.

Whole-school & Classroom Support for All

Date Actions

Support Checklist

Name: Age: Class:

General information

Date Comments

16. Other interventions put in place in school?

Action needed

Helpful references: SEN: A Continuum of Support: Resource Pack for Teachers, pp. 13-16, 18 to 20; BESD: A Continuum of Support, p. 7; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp. 32-36; Student Support Teams in Post-Primary Schools, p. 20

Looking at Our Schools

Rate your school’s performance in each of these areas.

Discuss with a partner – where have you agreed, where have you disagreed?

1. Does your school’s mission statement reflect an inclusive ethos?

2. Do management and teachers support adopting a wholeschool approach to the education of students with special educational needs?

3. Does the school plan include references to realistic and practical provision for students with special educational needs?

4. Does your school’s admissions policy accommodate the admission and participation of students with special educational needs?

5. Is your school’s discipline policy/code of behaviour suitably flexible to take account of individual difference?

1. Do your students have access to broad, balanced, relevant curricular experiences?

2. Are curriculum documents and materials related to provision for students with special educational needs readily available to staff?

3. Are co-curricular activities that support and enhance learning and extra-curricular activities open and accessible to all students?

4. Are the needs and interests of all students taken into account when determining the range of subjects, levels and programmes offered?

1. Is there a direct link between the school plan and the learning and teaching programmes provided for students?

2. Are all teachers aware of a variety of teaching strategies and methodologies that take account of the range of student abilities, needs and interests, e.g., activity learning, mind mapping, use of ICT?

3. Do teachers effectively use and vary their teaching strategies and methodologies to meet the needs of all students?

4. Are all students challenged and motivated by teaching and learning activities that are appropriate in level and pace?

5. Does your school offer an appropriate, safe and stimulating environment for all students, e.g., sense of belonging and security, work displayed on walls, appropriate physical arrangements?

6. Is there an agreed whole-school approach to assessment, recording and reporting that includes reasonable accommodations for certificate examinations?

7. Is the learning and teaching process – including the use of Education Plans – monitored in a regular and meaningful way?

NOTES: Please record here any observations/reflections on any aspect of the above.

DAILY SCHEDULE

Pupil Information

It is not what is poured into a student that counts, but what is planted.

Linda Conway

Class Details

Name of the class:

Class teacher:

Special needs assistants:

Parent/Guardians Pupil

Monthly Planner SAMPLE

Weekly Planner SAMPLE

Do Not Forget Ideas

Do Not Forget Ideas

Observations SAMPLE

In learning you will teach, and in teaching you will learn.

Phil Collins

Behaviour Frequency Tracker

Pupil:

Behaviour being tracked: Week

Meetings

Nine-tenths of education is encouragement. Anatole France

Record of Communication

Pupil Name:

School Year:

Class Teacher: Date & Time Type of Communication

7.9.22 11am – 11:20am

Class visit from S & L therapist

Notes

Observation carried out in class and S&L therapist spoke to class teacher regarding X’s progress, specifically in relation to receptive language.

X responded well and greeted therapist warmly with a smile and wave, displaying recognition.

Date: Time: Location:

People present:

Reason for meeting:

Pupil(s) to which meeting pertains: (n/a if not pupil related)

Minutes of meeting: (Please attach and sign any additional paper if required.)

Decisions and/ or agreed actions from meeting:

All of the above is true and correct. Signed (by all present):

Person(s) responsible:

Parent-Teacher Meeting Record

Pupil ID / Name: Date & Time:

Attendance: People present:

Care needs:

Literacy/Numeracy/Oral Language:

Behaviour/Socialisation:

Other curricular areas:

Last year’s IEP targets:

Primary concerns from home:

Suggested targets for IEP:

Notes from meeting: