- Start with strengths and what matters to the student and family.
- Choose a few meaningful goals each term.
- Name specific adjustments and who does what.
- Review regularly with the family.
What goes into a good plan?
| Section | What to include |
|---|---|
| About the student | Strengths, interests, how they communicate, what helps |
| Priority goals | Two to four clear, measurable goals for the term |
| Adjustments | Visual timetable, breaks, seating, extra time, sensory supports |
| Who does what | Teacher, teacher aide, family, therapists |
| Review | When and how progress will be checked |
How do I write goals?
Make each goal specific and observable: "Using a visual timetable, Sam will move between classroom activities within two minutes in 4 out of 5 transitions by the end of term."
Good goals often focus on communication, independence in routines, participation and wellbeing, and they should matter to the student and family.3
How do I involve the student and family?
Schools must consult students and families about adjustments.12 In practice:
- Ask families what works at home
- Ask the student what helps them, in their own way
- Share a short draft before the meeting
- Agree how you'll keep in touch
What makes plans work in practice?
- Adjustments everyone can see and use daily
- Sharing the plan with relief teachers and aides
- Short progress notes each week
- Long plans nobody reads
- Goals copied from another student
- Reviewing only at the end of the year
What can I do this week?
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