Policy
The purpose of this policy is to outline the requirements of an Individual Education Plan (IEP) and to assist government schools identify when an IEP is required to support a student with their education.
Summary
IEPs are required for:
- students in statutory Out-of-home care (OOHC)
- Koorie students (as required by Marrung – Victorian Aboriginal Education Plan 2016 to )
- students supported under individualised disability funding programs including the Program for Students with Disabilities and Disability Inclusion
- students in youth justice (custody and community)
- students in re-engagement programs under contract with another school or provider
- students undertaking Flexible Learning Options (FLOs).
Details
IEPs assist students who require a range of supports with their education.
An IEP is a written statement (up to 3 pages in length) that describes the goals, adjustments and strategies to meet a student’s individual educational needs so they can reach their full potential. An IEP helps to plan and monitor student progress towards prioritised goals. IEPs are also known as individual learning plans, individual learning improvement plans and Koorie education learning plans.
Schools have an obligation under the Disability Standards for Education to provide reasonable adjustments for students with disability regardless of individual disability funding eligibility. Schools must consult with parents/carers about reasonable adjustments. It is recommended that schools keep records of consultations to ensure consistency and continuity of adjustments. There are many ways schools can keep records (for example, via school administration systems or Student Support Group [SSG] meeting minutes).
An IEP:
- outlines clear educational goals for the student
- encourages student to allow the student to engage and take part in their own learning
- is strengths-based with a focus on the student’s potential to achieve positive educational outcomes
- is age appropriate, holistic in its approach, supports cultural needs and safety, and is flexible and future orientated
- includes short-term goals that will lead to the achievement of long-term goals
- is developed in consultation with the student (where appropriate) and their parent/carer. A Student Support Group (SSG) is required for students supported under individualised disability funding programs including the PSD and Disability Inclusion and those in OOHC
- should be used (along with SSG minutes and documentation demonstrating student progress against agreed IEP goals) as supporting information for students participating in a Disability Inclusion Profile
- communicates individual and shared responsibilities
- includes a record of important decisions, actions and student progress
- is supported and informed by other relevant plans such as a cultural plan or behaviour support plan
- is reviewed regularly in accordance with the timeline as agreed by all members of the SSG (or at least once per term for students supported under individualised disability funding programs including the and Disability Inclusion and those in OOHC)
- acknowledges and celebrates the achievement of student progress.
Teachers undertake many activities that personalise learning experiences for students. Research has shown that when schools use a planning approach that supports personalised learning, the academic achievement of all students improves.
Students who need an individual education plan
IEPs are required for:
- students in statutory OOHC
- Koorie students (as required by Marrung – Victorian Aboriginal Education Plan 2016 to )
- students supported under individualised disability funding programs including the and Disability Inclusion
- students in youth justice (custody and community)
- students in re-engagement programs under contract with another school or provider
- students undertaking FLOs.
For students outside these cohorts who may benefit from tier 2 or tier 1 intervention, see the Targeted Literacy and Numeracy Intervention – Small Group Learning policy.
Refer to the Guidance tab for advice on how to develop an IEP.
Records management
All records created or kept because of this policy must be handled in accordance with the Records Management policy and recordkeeping guidelines.
- IEPs must be stored securely, with access controlled to those who need to know
- Store any hardcopy IEPs in a secure location as per the Records Management
- Schools must retain completed IEPs as per the School records retention guide (XLSX) (staff login
Advice on records management is available from archives.records@education.vic.gov.au.
Privacy and personally identifiable information
All personal information, including personally identifiable information, collected as part of this policy by staff, contractors, volunteers and service providers at Victorian schools, must be handled in accordance with the schools' privacy and protecting personally identifiable information guidelines.
Information collected and shared throughout the IEP process must also comply with:
- Privacy and Information Sharing policy
- Family Violence Information Sharing Scheme
- Requests for Information About Students policy
Advice on privacy is available from privacy@education.vic.gov.au.
Related policies
- Disability Inclusion Funding and Support
- Flexible Learning Options
- Koorie Education
- Privacy and Information Sharing
- Records Management
- Student Support Groups
- Student Support Services
- Students with Disability
- Supporting Students in Out-of-Home Care
Relevant legislation
Reviewed 23 January 2026