What is an Individual Support Plan (ISP)?

South Africa’s policy on provision of learning support for children is outlined in the POLICY ON SCREENING, IDENTIFICATION, ASSESSMENT AND SUPPORT, published by the  Department of Basic Education in 2014. This envisages that schools will be responsible for developing an Individual Support Plan (ISP) for those learners who require additional assistance to succeed academically.

The ISP details a learner’s needs at school level, goals to be achieved, as well as the strategies, interventions, and resources needed to help a learner achieve his or her potential. For highest likelihood of success, the learning needs in an ISP are best linked to what are called SMART goals which are Specific, Measurable, Achievable and Time-Bound.

Assessment is then central both to the processes of planning and implementation of learning support for children.

Purpose of an ISP

The primary goal of an ISP is to ensure that learners with diverse needs, including those with disabilities or special needs, receive tailored support to fully participate in the educational environment and reach their full potential.  For this reason, both the planning and implementation of an ISP then needs to be done in ways that the needs of the child are catered for as far as is possible through curriculum differentiation in the school and in the classroom.

For this reason, it is envisaged that ISP’s are developed through a collaborative effort involving teachers, parents, and a school-based support team. This can include professionals such as speech therapists or psychologists. 

The work done by my practice as a psychologist links directly with the process which needs to be undertaken in schools.  I specialise in diagnostic and response to intervention assessments. I also specialise in the development of individualised learning programmes for children which can be used side by side with the school curriculum to address difficulties in reading, writing, phonics and spelling, as well as mathematics.

For children with intractible and long-term difficulties in these areas, assessments are then undertaken for concessions and accommodations. 

How Evidence from Diagnostic Assessments can be used in Developing ISP’s

In terms of government policy, an ISP is normally developed at school level through a process of consultation but needs to be assessment and evidence-based to be effective. How evidence from the steps involved in the diagnostic assessment process can contribute to developing ISP’s is outlined in the paragraphs below.

The value of diagnostic assessment is that it can be used to provide specific evidence on a child’s strengths as well as learning needs. This can then be linked to particular resources (e.g strategies, methods and materials for developing reading, writing, spelling and phonic skills).

The methods involved in each step in the diagnostic assessment process can contribute to the process involved both

• in planning individualised learning programmes (ILP’s)for children linked to particular strategies, methods and materials likely to be effective, as well as
• in providing evidence concerning whether interventions have been effective.

The process of diagnostic assessment in developing a child’s individualised learning programme (ILP) can thus provide the detailed evidence necessary for the individual support plan (ISP) developed at school level to be both targeted and effective.

How this can be done step by step is summarised as follows:

Step One

Assemble Evidence from Tests, Questionnaires, Rating Scales, the Teacher’s Lesson Plans, Classroom Reports for Parents, Previous Assessment Reports and Observation of the Child’s Work

In developing a child’s individualised learning programme (ILP) based on diagnostic assessment, information from diagnostic testing can be combined with information from:

• questionnaires (e.g. the parent questionnaire completed prior to diagnostic testing)
• rating scales (e.g. teacher ratings of a child’s performance in reading, writing and spelling compared to the profiles of other learners in the class as a whole
• the teacher’s lesson plans based on principles of inclusivity within the class as a whole
• classroom reports for parents (e.g. the child’s school reports)
• previous assessment reports and
• observation of the child’s work in relation to the work of other learners in the class (e.g. a child’s written work in his or her school books or a child’s creative writing).

In Step One, information from these various sources is assembled. This enables a profile to be constructed of the child’s history as well as his or her performance at school. Based on areas of need identified through this initial screening, diagnostic testing is then undertaken.

Step Two

Use Profile Analysis to Establish Areas of Strength and Learning Need

In Step Two, diagnostic testing is undertaken in the areas of need identified in Step One. The results of the diagnostic tests are first profile analysed to identify the child’s areas of strength as well as areas of learning need relative to the profiles of other children in the classroom.

With a battery of test results, a profile is normally created by converting the age scores into a graph. This can be using a programme such as Excel, which enables the graph to then be used as the basis for giving feedback on the test results to parents. Errors made by the child in the diagnostic tests and the phonic inventory are also grouped, classified and then profiled.

This evidence is then discussed with the child’s parents. This can be done face to face or online, using the profiles as the basis for discussion and then prioritising areas of intervention.

Based on the discussion, the different areas of difficulty are identified and then prioritised. The tests are then error analysed in Step Three to yield information concerning the child’s areas of functional difficulty which then form specific targets for instruction.

Step Three

Use Error Analysis to Identify Aims/Objectives and Specific Targets for Instruction

Up to this point, there has been a process of diagnostic assessment which has involved

• gathering of information concerning the child’s progress,
• linking this with evidence from testing,
• constructing profiles of highs and lows, strengths and weaknesses as well as
• grouping and classifying the types of errors made by the child.

Based on the areas of strength and learning need and the priorities identified through profile analysis, aims/objectives and specific targets for instruction are then created.  Once this has been done, individual errors and types of errors made by the child in the diagnostic tests and the phonic inventory are related to specific methods and materials.

Based on this process, the aims, objectives and targets for instruction can be specified, as well as the learning strategies, methods and materials which will be used to address the child’s learning needs and functional difficulties. Being evidence-based, this evidence can contribute to the development of an individualised learning programme (ILP) which is specific and linked to measurable objectives and outcomes.

Step Four

Develop an Individualised Learning Programme based on Aims, Objectives and Instructional Targets, linked to Learning Strategies, Methods and Materials which can be used to address the Child’s Areas of Need

An Individualised Learning Programme (ILP) is normally developed using a hierarchy of educational intentions. This proceeds from broad aims to specific objectives and targets for instruction. These are then linked to use of particular strategies, methods and materials.

This is done by first outlining the child’s strengths and learning needs based on the results of diagnostic testing, prioritising these and then by linking each area of need with broad aims, specific objectives, and concrete targets for instruction. In the hierarchy, aims are developed first. These outline the general purpose of a learning experience.

Objectives are then used to specify what students should be able to do after the experience, and targets to define measurable outcomes within a specific timeframe. 

These are then linked to learning strategies as well as particular instructional methods and materials to address the child’s areas of difficulty.:

Aims and Objectives

Aims are broad, overarching statements of intent that describe the general direction of learning. They express the overall purpose of a program or module, often from the perspective of the instructor or institution. 

Aims are not usually measurable, but they provide a framework for developing more specific objectives, which are more focused statements that describe the specific knowledge, skills, or attitudes students should acquire or demonstrate as a result of instruction. 

The aim is to work in an ILP with objectives which are specific, measurable, achievable, relevant, and time-bound. These can then be linked to particular instructional targets which are achieved through use of particular strategies, methods and materials.  

Targets for Instruction

In essence, aims in the ILP guide the overall direction of instruction, objectives to define the specific learning outcomes, and targets for instruction to provide the measurable evidence of those outcomes. 

Targets are thus the most specific and concrete elements of instruction. They represent observable and measurable outcomes which indicate whether an objective has been achieved, and whether the learning strategies, methods and materials used in the ILP have been effective in addressing the child’s difficulties.

Learning Strategies

Once specific targets for instruction have been set, the learning strategies which will be used to assist the child in learning effectively are also outlined in the ILP. Essentially, learning strategies are tools that will be used to enable the child to optimise his or her learning process and enhance scholastic performance. 

Learning strategies encompass various study skills and methods, including organizing information, using memory aids, and actively engaging with the material. They include use of activity-based learning, use of techniques to help the child plan and monitor his or her progress, identify areas of difficulty, and use time effectively. They also include techniques and approaches that will be used to enable the child to absorb, retain, and recall information, based on his or her individual learning style and learning preferences.

The aim is to create an ILP which is a detailed plan for intervention and action to address a child’s areas of difficulty. The intervention is then tied to use of particular methods and materials as well as to a timeline which can then be used to evaluate progress made.

In-service training may also need to be provided so that all stakeholders (and particularly those people implementing the ILP with the child) are familiar with what needs to be done, as well as competent to work on the strategies, methods and materials necessary to make the ILP workable in practice.

Step Five

Prioritise and Plan a Sequence of Activities based on use of particular Strategies, Methods and Materials

Based on the ILP as a plan for intervention which links policy to practice, particular strategies, methods and materials can be linked to different areas of learning need. These areas are first identified and then prioritised. A sequence of activities using particular strategies, methods and materials is then specified.

In using our methods and materials, for example, if a child had made good progress in his ot her classroom reading but is still not a fluent reader, reading fluency work is normally initiated as the first priority. This involves work with phonically based reading fluency books and is linked to work on reading comprehension.

As reading fluency difficulties are normally linked to difficulties with phonemic and phonic skills, work on phonic skills is then initiated side by side with the reading fluency work. This focuses on the types of errors made by the child in his or her spelling tests, on the phonic inventory and in his written work.

Once this work is well underway, work on developing writing and spelling fluency is then initiated, at the third level of priority. If the child’s writing is poorly developed, work on writing skills is also undertaken.

Once progress is noted in each of the above areas, work on working memory for individual words and working memory for words in sequence can be initiated. Learning strategies and methods are used which link to the child’s learning style, in order to develop the skills to write and remember the spelling of individual words as well as to write words accurately in sequence. This is combined with work to develop both language usage and written output.

Work is done in individual sessions with the child using materials downloaded from my website, combined with published materials. This is supported by work done by the child’s parents in short 20 minute sessions at home.

Step Six  

Implement Activities using the Action Research or Clinical Teaching Cycle

The action research or clinical teaching cycle is a process used to improve both instruction and quality of teaching through reflection and iterative action. It typically involves four main stages: plan, act, observe, and reflect/evaluate.

This is done with the aim of continuous improvement of both planning and implementation, in the following sequence:

1. Planning:

Identify a problem or area for improvement in the ILP and develop a plan to address it. This involves defining the issue, setting goals, and developing strategies.

2. Implementation:
Implement the planned actions or interventions. At this stage the theoretical plan is put into practice in the real-world setting.

3. Observation:
Gather evidence and observe the effects of the implemented actions. This could involve various methods like surveys, interviews, or recoding of observations.

4. Reflection/Evaluation:
Analyse the evidence, reflect on the outcomes, and draw conclusions about the effectiveness of the actions. This stage is crucial for identifying what worked, what didn’t, and what needs to be adjusted for the next cycle.

The action research or clinical teaching cycle is then repeated, with the insights from the reflection/evaluation stage informing the next planning phase. This iterative process ensures that the processes of replanning and implementation is constantly refined and adapted based on real-world experiences, observation and feedback. 

In working with poor readers, for example, action research or clinical teaching would involve planning, implementing, observing and evaluating the effects of instructional sessions planned on the basis of diagnostic assessment. The process as a whole would be evidence-based and linked to specific areas of need identified through assessment, with the cycle of planning, implementation, observation and evaluation being repeated.

The process involved would be evidence-based and continuous. Each iteration would be informed by the previous action research or clinical teaching cycle, with the aim of achieving continuing gains and measurable improvement. 

Step Seven

Conduct Response to Intervention Assessment to Establish Gains, Ongoing Instructional Needs as well as Accommodations Necessary

Response to Intervention (RTI) Assessment involves systematically monitoring student progress in each of these three tiers. This is done to establish gains made as well as ongoing instructional needs and accommodations necessary, with the aim of

• ongoing learning support being provided to students in areas of difficulty,
• more intensive learning support being provided if necessary and
• accommodations and concessions being offered in areas which have not responded to treatment.   

RTI Assessment is mainly used in our individualised learning programmes to evaluate the gains made by children using our methods and materials in third level (individual session) work, to establish ongoing needs for instruction and to determine whether classroom accommodations (e.g. for spelling and punctuation, for reading and understanding instructions in classroom tests or for rate of work) are necessary. This is done through:

• pre and post test analysis of diagnostic test profiles in reading, writing and spelling
• analysis of gains made in phonic skills as well as ongoing phonic errors
• evidence from parents concerning children’s progress in reading, writing and spelling as well as rate of work in completing homework tasks
• evidence from school reports concerning children’s performance and rate of work in the classroom.

This evidence is then combined with

• analysis or secondary analysis of cognitive test (e.g, IQ test) profiles, and
• observation of learning strategies applied by the child.

This is done to determine a child’s learning preferences and learning style.

Step Eight

Conduct Summative Assessment to Identify Intractable Learning Problems and Concessions Needed  

An estimated 22% of all South African children do not read fluently. This percentage is very high compared to other countries, and indicates a problem with literacy levels affecting the progress of many children in school.

Based on international evidence, it is estimated that 15% of all children are likely to need assistance to read, write and spell sufficiently well to be able to achieve their intellectual potential. 9% of all children are likely to have long term difficulties with reading, writing and spelling affecting their progress at school.

As in other countries, the answer to South Africa’s literacy problem would appear to lie in providing targeted learning programmes directed at improving each child’s ability to read, write and spell fluently, followed by response to intervention (RTI) assessment to identify the 9% of children with intractible problems. Firm diagnosis of learning difficulties or dyslexia would then be based on summative assessment which includes not only the history of the learning difficulty, but also both previous assessments and targeted interventions which have been taken to improve the child’s reading, writing, spelling and rate of work at school.

Concessions and accommodations to level the playing field in tests and examinations would then be recommended to enable those children with intractible difficulties in reading, writing and spelling to achieve their potential. This would be linked to a firm diagnosis of learning disability, based on the nature of the difficulty. Other children who had achieved a high level of literacy as well as children who had been provided with successful interventions, would not need concessions.

This process involved in RTI assessment and how this can be used to enable firm diagnosis of learning difficulties is outlined in the following publication. This has been widely read internationally, and can be downloaded from the publisher’s website by clicking on the link below:

http://mts.intechopen.com/articles/show/title/dyslexia-dysgraphia-and-dyscalculia-a-response-to-intervention-approach-to-classification

The pdf can also be downloaded free of charge at:

https://www.intechopen.com/chapters/79900

Key Take-Aways from this post:

• South Africa is not alone in its policies on inclusive education and the need to plan individualised support for children.

• There are both international and South African resources available which can assist in the process of planning and implementing individualised support for children.

• South Africa’s policy on ISP’s envisages that learning support is developed through a school based and collaborative process. This involves different stakeholders at school level and also takes place step by step, based on screening, identification, assessment and support.

• In linking policy and practice, each of the above steps needs to be evidence-based to be effective.  In addition, each step in the diagnostic testing process can contribute the evidence on individual children necessary to plan and implement effective learning programmes as well as effective learning support.  

• The work in which I specialise relates to diagnostic assessment, the development of individualised learning programmes (ILP’s) as well as response to intervention (RTI) assessment relating to learning needs in reading, writing, spelling and phonics, as well as mathematics. The practice also undertakes the assessments necessary to motivate for concessions and accommodations. 

What this means is that the assessments we do as educational psychologists in the practice can provide specific evidence relevant to each of the processes of screening, identification, assessment and support referred to in the policy on developing ISP’s in South Africa. We can also provide training in the methods of implementation necessary to make policy workable in practice.