The Individual Educational Plan

1. The Individual Educational Plan

2. The Individual Educational Plan Definition: working document that guides the worker and the child through the achievement of results The Quality of Substitute Care 2006-2008

3. The Individual Educational Plan Use • The plan should be drawn up when the child enters substitute care • The plan should be updated following the real needs of the child and the changes incurred in the relationship The Quality of Substitute Care 2006-2008

4. The Individual Educational Plan Essential characteristics: • Concreteness • Comprehensiveness • Utility • Participation The Quality of Substitute Care 2006-2008

5. The Individual Educational Plan To achieve the maximum level of cohesion and concertation among the different actors involved through transparent and comprehensible agreements The Quality of Substitute Care 2006-2008

6. The Individual Educational Plan Structure • Personal data • Information about the child’s placement in substitute care • Assessment of needs • Formulation of objectives • Resources and actors available for achieving the goals • Actions • Assessment measures The Quality of Substitute Care 2006-2008

7. Structure of the Individual Educational Plan Personal data • Elements useful to know the child’s story, his/her family or relative relationships or other persons of contact that can be helpful • This area should contain all the meaningful personal data that can be supportive for the intervention The Quality of Substitute Care 2006-2008

8. Structure of the Individual Educational Plan Information about the child’s placement in substitute care • This part contains all the information provided by the authorities/services that have decided to place the child in substitute care, the analysis, first diagnosis, outlines of the intervention and reasons of the intervention. The Quality of Substitute Care 2006-2008

9. Structure of the Individual Educational Plan Assessment of needs • This section contains the starting elements observed through the relationship with the child. Detection of the child’s needs and/or problems, according to the skills and scientific background of the team members, and indication of the observation tools used for the detection • Attachment the possible documentation provided by the services network The Quality of Substitute Care 2006-2008

10. Structure of the Individual Educational Plan Objectives • Identification of the macro-objectives related to the needs/problems. It is very important that the objectives are well formulated (clear, achievable, meaningful and measurable) according to the competences and responsibilities of the worker The Quality of Substitute Care 2006-2008

11. Structure of the Individual Educational Plan Resources and actors available for achieving the goals • Identification of the professionals and agencies that can be involved in order to achieve the goals. The Quality of Substitute Care 2006-2008

12. Structure of the Individual Educational Plan Actions Description of the concrete operations to carry out. Designation of the actions directly addressed to the child/adolescent and those aimed at strengthening the local network and the relationships within the system The Quality of Substitute Care 2006-2008

13. Structure of the Individual Educational Plan Assessment measures • Description of indicators and standards that show the achievement of the results The Quality of Substitute Care 2006-2008

14. Structure of the Individual Educational Plan • Process for working out the Individual Educational Plan • Observation • Identification of the stakeholders • Formulation of macro-objectives • Provision of information to the actors involved • Negotiation of the objectives with actors • Formalisation of the agreements • Identification of actions and professionals able to tackle specific problems • Drawing up the Individual Educational Plan • Monitoring and adjustment of the Individual Educational Plan The Quality of Substitute Care 2006-2008