Empowering Families: Understanding Documented Plans in a Child's Education

When a child experiences challenges in the classroom—be they academic, emotional, behavioural, or social—it can be a confusing and overwhelming time for families. Understanding how schools can formally respond through structured support is an essential step in ensuring every child’s needs are recognised and met.

Documented Plans (DPs) are one of the most effective tools used by school staff to support young people who require additional help, particularly those in special education or those exhibiting behaviours of concern.

This article explores the different types of documented plans commonly used in educational settings, such as Individual Education Plans (IEPs), Personal Learning Plans (PLPs), and Behaviour Management Plans (IBMPs). Each plan plays a distinct role in tailoring support to a child’s unique learning and behavioural needs, providing clarity and consistency for families, educators, and allied professionals.

With the help of expert resources like the Documented Plans Used in Education Handbook by Dolly Bhargava—available as a free PDF download alongside this article—we aim to empower families with knowledge. You’ll learn who is eligible for a documented plan, how these plans are developed in collaboration with the child's teacher and other professionals, and how they can make a real difference in a child’s education journey.

Crucially, this article also offers practical advice on how parents and carers can advocate for their child in a constructive, respectful way—working in partnership with school staff, care staff, and healthcare providers to build an environment where every young person can thrive.

First let's consider what documented plans are and look at the different types available:

What Are Documented Plans?

Documented plans are written frameworks designed to outline the specific supports, strategies, and adjustments required to meet a child’s individual learning, behavioural, or wellbeing needs. They serve as a shared point of reference for everyone involved in a young person’s education—parents, school staff, and allied health professionals—ensuring consistency and accountability across all settings.

Each plan is tailored to a child’s unique circumstances and may target different areas, such as learning goals, behaviour management, risk reduction, or social development. While the type and structure of a documented plan can vary, their purpose remains the same: to provide a coordinated, student-centred approach that promotes positive outcomes and supports inclusion within the school environment.

In the following sections, we’ll look at the most commonly used types of documented plans and how each one functions within an educational or care context.

IEP - Individual Education Plan

An Individualised Education Plan, or IEP, is a written document that outlines tailored educational goals, strategies, supports, and adjustments for a student who requires additional support to succeed in school. Typically developed for students with a diagnosed disability, developmental disorder, or learning difficulty, an IEP focuses primarily on academic support and learning strategies, but may also include social, emotional, communication, or behavioural goals if needed.

IEPs are collaborative by nature. They are developed through a team approach involving school staff (such as classroom teachers, learning support coordinators, and principals), allied health professionals (such as speech therapists or educational psychologists), and most importantly, the child’s parents or carers. Where appropriate, the student may also contribute to the planning process, helping to set goals and identify what works best for their own learning.

IEPs are reviewed regularly and have success criteria defined with specific targets.

A well-structured IEP includes:

The student’s current strengths and areas of need
Specific, measurable short- and long-term goals aligned with the curriculum
Adjustments to teaching methods or classroom environments
Support services or resources required (e.g., learning aides, assistive technology, modified materials)
A plan for regular review and progress monitoring

IEPs are not static documents—they should evolve over time. Regular review meetings (usually once or twice a year) allow the team to assess progress, adjust goals, and respond to any new developments in the student’s needs.

When done well, an IEP empowers students by recognising their individual capabilities and building a path toward educational success. For families, it offers a clear, structured way to engage with school staff and advocate for their child’s learning needs in a constructive and supported manner.

Personal Learning Plan (PLP)

A Personal Learning Plan, or PLP, is a flexible, student-centred document that outlines a young person’s individual learning goals, interests, strengths, and preferred learning styles. Unlike an IEP—which is generally developed in response to a diagnosed disability or learning difficulty—a PLP can be used for any student who would benefit from a more tailored approach to learning, not just those receiving support through special education.

PLPs are often used to support:

Students at risk of disengaging from school
Young people in care or experiencing disadvantage
Students returning after long absences (e.g., due to illness or trauma)
Learners with cultural or linguistic needs
Gifted and talented students needing extension activities

While an IEP focuses more on meeting specific needs related to disability, a PLP takes a broader view of the student’s educational journey, including personal aspirations, interests, and future goals. The plan may cover:

Curriculum goals across multiple subjects
Learning preferences and strategies that work best
Cultural, social or emotional considerations
Pathways planning (e.g., career interests, transition to further education or training)

PLPs are created in collaboration with students, families, and teachers, and they encourage student voice and agency—empowering young people to take an active role in shaping their learning experience.

In essence, a PLP is about personalising education to improve engagement, motivation, and outcomes, even if the student does not have a diagnosed learning difficulty. In some cases, a student may have both an IEP and a PLP—especially if they have additional educational needs and broader personal or social goals.

Individual Transition Plans (ITPs)

An Individual Transition Plan, or ITP, is a forward-looking document designed to support young people as they move from one stage of education or care to another. While “transition” can refer to a range of changes—such as starting a new school year or moving between classrooms—ITPs are most commonly used when a student is preparing to leave school and step into further education, training, employment, or adult life.

ITPs are particularly important for students with additional needs, disabilities, or those in vulnerable circumstances. The goal is to ensure continuity of support, reduce anxiety around change, and provide a clear, achievable pathway beyond school.

An ITP typically includes:

The student’s strengths, interests, and future aspirations
Short- and long-term goals related to employment, training, independent living, or community participation
Support services or programs that may be required after school
Practical steps for building life skills (e.g., using public transport, budgeting, self-advocacy)
Timelines and responsibilities for both the student and support network

The planning process involves collaboration between the student, family, school staff, and relevant external services such as disability support agencies, vocational providers, or career counsellors.

While IEPs and PLPs focus on present educational needs, ITPs are all about preparing for the future. They play a vital role in helping young people transition with confidence, dignity, and a sense of direction—particularly those who may continue to need support into adulthood.

Social Competency Plan (SCP)

A Social Competency Plan (SCP) is a targeted support document designed to help students develop the social and emotional skills they need to participate successfully in school and social settings. These plans are especially helpful for students who struggle with social communication, emotional regulation, peer relationships, or who exhibit behaviours of concern in social contexts.

Unlike an IEP or PLP, which may focus more broadly on academic or personal learning goals, an SCP is specifically created to address social development. This includes helping students understand social norms, build relationships, manage emotions, and respond appropriately to everyday situations.

A well-developed SCP may include:

Identified social skill targets (e.g., turn-taking, using appropriate language, recognising emotions)
Strategies and scripts for handling social interactions
Visual supports, social stories, or role-play scenarios
Emotion regulation techniques (e.g., breathing exercises, identifying triggers)
Monitoring tools such as checklists or behaviour charts to track progress
Support staff roles, such as teacher aides or speech therapists, and how they’ll provide assistance

These plans are most commonly used for students with conditions such as autism spectrum disorder (ASD), ADHD, or anxiety, but they can benefit any student experiencing difficulty navigating the social world of school.

SCPs work best when implemented consistently across different settings—classroom, playground, group work—and when parents or carers are also engaged in reinforcing the strategies at home. Over time, the aim is for the student to build confidence, resilience, and independence in their social interactions.

Individual Behaviour Management Plan (IBMP)

An Individual Behaviour Management Plan (IBMP) is a practical, proactive document designed to support students who display behaviours that interfere with their own learning or the learning of others. The plan provides a structured, consistent approach to understanding, managing, and reducing challenging behaviours while promoting positive alternatives.

An IBMP is most effective when developed in response to ongoing or repeated behaviours of concern, particularly when those behaviours have not responded to general classroom strategies. These behaviours may be linked to underlying conditions such as autism, ADHD, trauma, or emotional regulation difficulties—but they may also emerge in students without a formal diagnosis.

A typical IBMP includes:

A clear description of the student’s behaviours of concern
Identification of triggers or contributing factors (e.g., sensory sensitivities, task demands, transitions)
Preventative strategies to reduce the likelihood of behaviours occurring
Positive support strategies that teach and reinforce appropriate behaviours
Response strategies—what staff should do when behaviours occur, including de-escalation and safety planning
Student strengths and motivators that can be used to encourage engagement
Roles and responsibilities for teachers, aides, and support staff
Monitoring and review processes to track progress and adapt the plan over time

IBMPs are developed collaboratively by school staff, specialists (such as behaviour consultants or psychologists), and the child’s family. The best plans are not about punishment—they are about understanding the function of a behaviour and providing the student with the skills and supports they need to succeed.

When implemented well, an IBMP creates a sense of safety, predictability, and fairness for the student. It also gives teachers and caregivers clear guidance on how to respond consistently and constructively.

Risk Management Plan (RMP)

A Risk Management Plan (RMP) is a formal document created to ensure the safety of a student and those around them when there is a known or potential risk of harm. This type of plan is typically developed when a student’s behaviour may pose a physical or emotional risk to themselves, other students, school staff, or the learning environment.

RMPs are often used alongside other documented plans, such as an Individual Behaviour Management Plan (IBMP), especially in complex cases where behaviours of concern may escalate to aggression, self-harm, absconding (running away), or significant distress.

The focus of an RMP is not only on responding to risk, but also on reducing or preventing it through proactive planning. A well-structured RMP includes:

A description of the identified risk behaviours
Known triggers, warning signs, or patterns leading up to risky behaviours
Risk level assessment (low, moderate, high) based on past incidents or likelihood of harm
Clear preventative strategies and environmental modifications
Crisis management procedures including de-escalation steps, safe exits, and communication protocols
Emergency response actions, including when and how to involve additional support (e.g., leadership, wellbeing teams, emergency services)
Staff responsibilities and supervision ratios
Review timelines and criteria for updating the plan

RMPs are developed collaboratively with input from school leadership, wellbeing or behaviour support teams, external professionals (such as behaviour specialists or psychologists), and the student’s family. Consent and shared understanding are critical, as these plans sometimes include actions like restraint or seclusion (where permitted), which must be handled with transparency, sensitivity, and adherence to policy and law.

Ultimately, a Risk Management Plan is about keeping everyone safe while supporting the student in a respectful and non-stigmatising way. It sends a clear message that the student’s wellbeing matters, even when risks are present—and that careful planning can make inclusion possible, even in challenging situations.

Individual Attendance Plan (IAP)

An Individual Attendance Plan (IAP) is a targeted support document developed for students who are experiencing difficulties with regular school attendance. Whether due to anxiety, disengagement, family circumstances, chronic health conditions, or behavioural challenges, irregular attendance can significantly impact a young person’s educational progress, social development, and emotional wellbeing.

An IAP is designed to identify the underlying reasons for poor attendance and put in place personalised strategies to help the student re-engage with school in a safe, supportive, and manageable way. It reflects a commitment from the school and family to work together toward a shared goal: consistent, sustainable attendance.

Key components of an IAP often include:

A summary of the student’s current attendance pattern, including concerns and history
Identified barriers to attendance (e.g., mental health, transport issues, school avoidance, past trauma, bullying)
Short- and long-term attendance goals, with realistic timeframes
A gradual return-to-school plan (if required), such as starting with reduced hours or modified timetables
Support strategies and adjustments (e.g., mentoring, check-ins, designated safe spaces, access to wellbeing staff)
Parent/carer involvement and agreed actions at home
Monitoring arrangements and regular review points

IAPs are most successful when they are non-punitive and strengths-based, focusing on the student’s capacity to re-engage rather than on consequences for non-attendance. Involving the student in the planning process—where appropriate—can help build trust and motivation.

For some students, attendance issues may be closely linked to behavioural or emotional needs. In these cases, an IAP may be used alongside other plans like an IEP, PLP, or IBMP to provide a holistic, coordinated response.

Who Are Documented Plans For — And Why They Matter

Not every child will need a documented plan—but for those who do, these plans can be life-changing. They offer a powerful way to ensure that a child’s unique needs are recognised, respected, and met with thoughtful, individualised support. Rather than being a label or a limitation, a documented plan is a tool for empowerment, designed to help every young person access their education in a way that works for them.

Documented plans are most commonly used for children who:

Have a disability that affects how they learn or engage at school, and who qualify for additional support under special education policies.

Receive special educational provision, either formally identified or through school-based support, to help them access and participate in learning alongside their peers.

Struggle with behaviour management, particularly when behaviours of concern are impacting their ability to participate fully in classroom life.

Experience chronic attendance issues, whether due to anxiety, illness, disengagement, or personal circumstances, and need a tailored strategy to help them reconnect.

Are in foster care, protective care, or living with complex family situations, where additional educational and emotional support can help create consistency and security.

These plans are not just about addressing challenges—they are about building on strengths, clarifying goals, and creating a learning environment where every child can grow and thrive. When created collaboratively—with the child, family, teachers, and any relevant professionals—documented plans become a shared roadmap for success.

They help school staff better understand the child, reduce frustration or misunderstandings, and ensure that everyone is working together in the best interests of the student. For families, they offer peace of mind, clearer communication, and a sense of shared purpose.

Most importantly, documented plans reinforce the belief that every child deserves to feel safe, supported, and capable at school—and that with the right strategies in place, they absolutely can succeed.

The Documented Plan Process: A Step-by-Step Guide for Parents

Creating a documented plan is not something schools do to families—it’s something they do with them. At its core, the process is a collaborative partnership between parents or carers, school staff, and often allied health professionals. Each party brings valuable insight: families know their child best, educators understand the learning environment, and specialists may contribute expertise on specific needs or behaviours.

The aim is to work together to develop a plan that is not only realistic and achievable, but also respectful, inclusive, and centred on the child’s progress, strengths and goals. When families are actively involved in the planning process, the result is more meaningful, more effective, and more likely to succeed.

In the following steps, we outline how the process typically works—so you’ll know what to expect, how you can contribute, and how to ensure your child’s voice is heard throughout.

Step 1: The Case Conference (Initial Meeting)

The process begins with a case conference—an initial meeting where the school invites parents, teachers, and relevant specialists to come together and discuss the child’s needs. This is a valuable opportunity for everyone to share insights and begin shaping a plan that reflects the child’s unique profile.

The purpose of this meeting is to get to know the child, understand what’s working and where additional support is needed, and begin to explore suitable teaching strategies and short-term targets.

As a parent or carer, you can prepare for the meeting by:

Reflecting on your child’s strengths and challenges—what do they enjoy, what helps them feel safe, and where do they struggle?
Gathering reports or notes from therapists, psychologists, doctors, or other professionals involved in your child’s care.
Noting down any effective strategies used at home—these can often be adapted to the school environment.

This first meeting sets the tone for a collaborative and respectful planning process. It ensures that everyone involved is starting from a place of shared understanding, with the child’s best interests at heart.

Step 2: Sharing Gathered Information

Once the initial case conference is underway, the next step involves sharing all relevant information that will help build a clear picture of the child’s current needs and strengths. The school team will present their observations, classroom assessments, and any previous reports that relate to the child’s learning, behaviour, or wellbeing.

This is also the time for families to contribute their own perspective. As a parent or carer, you bring essential insight into your child’s life outside school—insight that helps ensure the plan is truly individualised.

You can take an active role by:

Sharing how your child learns best—what motivates them, how they respond to structure, or which environments help them thrive.
Discussing the strategies that work at home, particularly when it comes to routines, transitions, communication, or behaviour support.
Asking questions about anything that’s unclear or worrying you—your voice is not only welcome, it’s vital.

This open exchange helps the whole team make informed decisions about appropriate teaching strategies and realistic short-term targets. It’s all about building a strong foundation of understanding before moving forward with the plan.

Step 3: Identifying Learning Goals and Outcomes

With a shared understanding of the child’s needs in place, the next step is to set clear, achievable learning goals. These goals form the heart of the documented plan—they give the team a shared direction and provide a measurable way to track progress over time.

The planning team, including parents, will work together to identify short-term targets that are realistic, relevant, and based on the child’s current level of functioning. These goals may focus on a range of areas, depending on the child's profile:

Academic skills
Example: “Jenny will count to 10 with 90% accuracy by the end of the term.”

Social skills
Example: “Joe will greet his peers daily using a sign or verbal cue.”

Behavioural skills
Example: “Francis will use a cue card to ask for a break instead of yelling.”

Each goal is supported by specific teaching strategies that will be used to help the child succeed, and outcomes will be reviewed regularly to celebrate progress and make adjustments if needed.

By focusing on what is possible and meaningful for the individual child, these goals help ensure that learning is purposeful, targeted, and empowering.

Step 4: Setting SMART Goals

To make sure goals are meaningful and effective, they should follow the SMART framework. SMART goals help everyone—teachers, families, and the child—understand exactly what is being worked toward and how success will be measured.

Each goal in the plan should be:

Specific – Clearly define what needs to be achieved.
Example: “Sam will complete a 3-step instruction independently.”
Measurable – Include a way to track progress.
Example: “With 80% accuracy across 5 consecutive days.”
Attainable – Ensure the goal is realistic and achievable for the child’s current level.
Example: A goal that stretches the child, but doesn’t overwhelm them.
Relevant – The goal should be directly connected to the child’s learning or developmental needs.
Example: Focus on skills that will improve participation or independence.
Time-bound – Set a clear deadline or review point.
Example: “By the end of Term 1” or “within 6 weeks.”

SMART goals provide clarity, motivation, and accountability. They make it easier to recognise progress and adapt the plan if needed—and they help the child experience the success that builds confidence.

Step 5: Writing & Approving the Documented Plan

Once the team has agreed on the child’s goals, strategies, and supports, the school will prepare a written Documented Plan. This formal document brings together everything discussed and provides a clear, structured roadmap for supporting the child’s learning and development.

Before the plan is finalised, parents or carers should:

Review the plan carefully—make sure it accurately reflects what was discussed.
Ask for clarification if anything is unclear or uses educational jargon.
Request changes if something doesn’t feel right or needs further adjustment.

You don’t have to sign the plan immediately. Take the time you need to understand it fully. If you disagree with any part of the plan, you have the right to raise your concerns—either directly with the planning team or by speaking to a school administrator or support coordinator.

Your voice is essential, and your approval matters. A documented plan should never feel like a decision made about your child without your input. It should feel like a shared agreement—a plan made with you, in the best interests of your child’s future.

Step 6: Implementing the Plan

With the documented plan approved, it’s time to put it into action. Teachers, learning support staff, and specialists begin using the agreed strategies, supports, and adjustments in the classroom and across the school environment.

Successful implementation relies on consistency, communication, and teamwork. While educators lead the day-to-day delivery of the plan, families continue to play a vital role in supporting their child’s progress.

Parents and carers can support implementation by:

✔ Keeping in regular contact with teachers—short updates or check-ins can help maintain clarity and collaboration.
✔ Reinforcing key strategies at home—using similar approaches or language helps the child experience consistency across settings.
✔ Observing your child’s progress—celebrate improvements and take note of any new challenges or concerns that arise.

The implementation phase is not the end of the process—it’s the beginning of an ongoing cycle of support, reflection, and refinement. Everyone involved is working toward the same goal: helping the child grow, learn, and succeed.

Step 7: Reviewing & Updating the Plan

A documented plan isn’t a “set and forget” document—it should evolve as the child grows and their needs change. Schools are expected to formally review each plan at least once a year, but reviews can happen more frequently if needed.

During these reviews, the team will look at whether goals have been met, what’s working well, and whether any new goals or adjustments are required. This process ensures the plan remains relevant and effective.

As a parent or carer, you can request a review meeting at any time if:

Your child is struggling or showing signs of distress
There are significant changes at home or in the classroom
You feel the current strategies or supports aren’t working

Your insights are essential in making sure the plan continues to serve your child’s best interests.

How Parents Can Advocate for Their Child

Being an advocate means actively participating in your child’s education, working in partnership with the school, and speaking up when something isn’t right. Advocacy is most powerful when it’s respectful, informed, and consistent.

Here’s how parents can take an empowered, constructive approach:

Stay Informed – Learn about your child’s rights, school policies, and the types of support available.
Be Proactive – Don’t wait for the school to raise concerns. If something feels off, initiate a conversation.
Communicate Clearly – Keep communication open, calm, and focused on shared goals. Express concerns without blame.
Document Everything – Keep organised records of reports, emails, plans, and meeting notes. It helps track progress and clarify conversations.
Know Your Rights – If you disagree with any part of the plan, you have the right to request changes or escalate your concerns to school leadership or regional education authorities.

Remember, advocating for your child is not about being difficult—it’s about ensuring they have every opportunity to thrive. Your involvement can make a lasting difference in your child’s educational journey.

Conclusion

Every child deserves a learning environment where they feel supported, understood, and empowered to reach their full potential. For children with additional needs—whether academic, behavioural, emotional, or social—documented plans offer a clear, practical pathway to ensure they are not left behind.

By working together—families, school staff, and allied professionals—we can build tailored, compassionate, and achievable plans that genuinely make a difference. Whether it’s an Individual Education Plan, Behaviour Management Plan, or Transition Plan, the goal is always the same: to give each young person the best chance to thrive.

To support you further, we’ve created a free resource:
Documented Plans Used in Education Handbook by Dolly Bhargava –
A comprehensive, easy-to-understand guide that walks families through each type of documented plan, with practical advice and real-world examples.