On the 18th of November, I attended on-site training about One Plan. Previously known as One Child One Plan and shortened to OCOP, the Department for Education’s aim is to have a One Plan written for every child attending preschool/school by the end of June 2021.
The purpose of this project, organised by the Department for Education, is to combine the current required documents for individual students, which are Negotiated Education Plans (NEPs), Individual Education Plans (IEPs) and Individual Learning Plans (ILPs). NEPs are used for students with a verified disability, IEPs for students under the guardianship of the minister and ILPs for Aboriginal learners. Guess which paperwork I have the most experience with 😉 While the plan can be used for any student, the priority groups requiring a plan are:
- Students with verified disability
- Aboriginal children and young people
- Children and young people in care (GOM)
- Children in preschool with extensive adjustments (previously high support needs)
I like the intention behind combining several documents to keep information together as well as being able to access it online, but I’m feeling a little overwhelmed with the length of time required (current rumour is 8 hours), especially as One Plans can’t be accessed off-site. The given workaround to this is to complete a word template when at home, then copy & paste the information once back at school. This to me is double-handling and I’d be really hesitant to use this strategy. I started a One Plan last week, using one of my current students, spending 4 hours and feel I could get it done to a satisfactory level in 6…but I can type relatively quickly, which does give me an advantage. What about teachers who don’t have this skill or aren’t computer-literate? What length of time is it going to take them? Why am I even asking this question?
During the morning, we were shown the steps to create a One Plan for a student:
- Login to LearnLink, then access the Education intranet
- Select My Students, then Student Lookup from the drop-down menu
- Enter student name or EDID in the search field
- Click on the Learning Plan tab
- Child/Student background
- Aims and Goals (SMARTAR) and Adjustments
- Notes/Agreed Actions
Site Owner: Name of School
Plan Owner: Class teacher (this can be transferred to another teacher e.g. non-instructional time teacher, BUT it can’t be transferred back and it can’t be shared between two teachers)
Plan Created By: Class teacher
Plan Created On: auto-filled
Planned Interim Review Date: something that needs to be decided by the site’s leadership team. Currently, I hold reviews in Term 3.
Actual Interim Review Date: can see this being useful, especially if it happens later than planned
Annual Review Date: auto-filled
Plan rationale: reasons for creating the plan for the student. (Question mark leads to examples)
Early Years Learning Framework (EYLF)/Australian Curriculum (AC)/South Australian Certification of Education (SACE)
- One Plans have been designed to be used for students throughout their schooling life, select the relevant framework, leave what’s not blank.
- ABLES hasn’t been approved by Acara yet-still need to use Australian curriculum
- Click the question mark to be given the required headings to copy and paste. Why can’t I just click and have them inputted?
Learning Area: English-Foundation Year Achievement Standard (working within) Currently what needs to be used, hopefully the A-D levels of ABLES can eventually be used.
- Repeat the same process for Numeracy, Social/Personal section.
The speaker stated that this section was where we could include information from the Speaking and Listening strand of English, however, examples show that this part is used to comment on what kind of communication is used by the student e.g. ‘Student is mostly non-verbal, using Augmentative and Alternative Communication (AAC) devices such as ProloQuo2go and Pragmatic Organisation Dynamic Display (PODD)’
Objectives for the student, written in informal language e.g. ‘To develop functional communication-to convey his needs, wants and feelings appropriately.’
Auto-filled. Not printed due to privacy.
Section to include what therapy the student is accessing at school, the agency they’re from, the service provision, start and end dates. I think this section could be better completed by the service providers themselves and am thinking that I’ll ask them specifically via email when having to complete plans.
Drop-down menu to select perspectives from Guardian, Parents/Carers, Service Provider, Students, Teacher(s) with the following sections:
- Aspirations (including Pathways)
- Aims and Goals are two separate things, which took me forever to figure out and I had to ask for help.
- Add new aim-broad goal, then add new goal (SMARTAR)
- Also within this section, is space for Adjustments-Curriculum, Environmental, Instructional
Section for support staff, the focus areas for support, support frequency and total weekly support. Drop-down menu to select different roles, including Aboriginal Community Education Officers (ACEO), Aboriginal Secondary Education Transition Officer (ASETO), Bilingual School Services Officer (BSSO), Student Support Officer (SS), Early Childhood Worker (ECW), Interpreter (Auslan), Other and Teacher.
- Use information from role statement written for support staff to complete the focus areas for support. Completing this section made me realise just how hard and how much my SSO’s do in the classroom and I only had time to complete the information for my 1:1 SSO’s
Drop-down menu to add different types of notes/actions: assessment, background, communication, medical, transition, other. Suggested to add ABLES assessments to this section and exemptions from NAPLAN and other tests. Currently can’t add attachments to One Plans. Hopefully this changes. This section is where teachers can add information like parents not showing up to meetings, really specific notes on assessment reports from psychologists and any agreed actions by parents/teachers such as personal care goals.
I’m someone who likes attention to detail, but I like those details to be relevant. To me, not all of these sections are. If I was reading a One Plan, I would look very carefully at Student Background, to gain information on culture, health care needs, attendance, diagnosed disability, care arrangements, custody details and behaviour. I’d probably skim over services-mostly to see if I was familiar with the therapist. In the overview section, I’d look more specifically at the mode of communication and growth points. The perspective section would be useful, especially for a student I didn’t know. Likely the section I would read most carefully would be the Aims/Goals section. In the past, I’ve written NEPs with 30-40 goals included. One Plan encourages 2-3. I’m finding this a little difficult to let go of. The notes section would be useful, but this depends on how much detail the previous teacher gives or whether it’s a new plan. I guess I could say that about every section though.
- Complete the One Plan I started
- Next year, spend a little time each afternoon working on One Plans so that they’re not completing taking up my NIT.
Your information is helpful and thank you. I am about to support my staff in writing One Plans, our training has been interrupted due to the current situation. Your response to the section below is the area I am confused about: Would you be able to further clarify or I would appreciate an example. I want to ensure I am supporting my teachers with accurate information. I find the format very confusing around the Aim and the Goals!!
Aims and Goals are two separate things, which took me forever to figure out and I had to ask for help.
Add new aim-broad goal, then add new goal (SMARTAR)
Also within this section, is space for Adjustments-Curriculum, Environmental, Instructional