IEP meeting tomorrow, what sort of things should I be asking?

[Greensleeves]

DS1's first IEP meeting since starting reception, it's tomorrow after school.

I'm generally very happy with how things are going at school, although I do think home-school communication is their weak point - there wouldn't be an IEP meeting at all if I hadn't asked for one, and I did that because the teacher mentioned to me in passing that there was no point in my attending the sample literacy lesson for reception parents this week, because ds1 wouldn't be there!

She was happy enough to arrange a meeting with me about the IEP once I asked though, and made a few comments about how he is "settling, gradually" but " he's still very hard work". She also mentioned that in the new IEP she's written (I didn't know she had updated it!) she's also put something about his reading. The original IEP was written by his nursery and was entirely about socialisation/personal interaction issues.

So I'm trying to organise my thoughts and not end up kicking myself half an hour after the meeting because I didn't get anything out of her. Should I expect to be shown the IEP/given a copy of it? Should I take a list of points/questions, or will that look like pushy-PITA-mother? Aaaargh [incompetence]

[Dinosaur]

I think you should definitely be shown the IEP and have input into it - I've had several meetings with teachers and SENCO to discuss DS1's IEP (obviously he's a lot further up the school, he's 8 now) and there has only ever been one teacher who was not really receptive to my comments.

The main problem that I have tended to find is the the IEP is too generalised and not specific enough, and is very woolly when it comes defining how a target is met. So I have usually tried to get it tightened up a bit.

Good luck!

[Greensleeves]

bumf

[Greensleeves]

oops, x-posted there dino!

[southeastastra]

they will show you a copy of it and you sign it. you'll then get a copy in a couple of days.

ask as many question as you like, i always do. i've only just had my son's first meeting this term

[Blandmum]

You have to agree on some specific targets for your ds.

The need to be SMART

Specific
Measurable
Achievable
Realistic
and timed

So no crap like 'behave better'

A sample SMART Target would be to listen for the first 5 minutes of the lesson (or if that is too much 2 minutes or whatever he can manage). You then agree on a time frame for him to reach this target, by half term, or by Christmas, in a month, whatever.

when he has met that, you then move to 7 minutes.

It has to be something that the school can measure, so 'Hands up not shouting out at least three times in a day'

You can then agree on the feed back that you and your ds need.....what can work well with younger children is counters in a jar as they meet each target for that day.

The school will need guidance for how to help your ds get to his targets, so an agreed set of reminders, possibly a white board prompt card that they keep by their seat.

You also need to get a date for the next review of the IEP.

IEPs need to be practical, pragmatic working documents , or they are just so much wasted paper.

Good luck.

[Greensleeves]

Thanbks everyone, loads for me to think about there. I'll make a few notes I think, and take a notebook/pen. I wasn't sure whether to or not, but it sounds as though I should try and arrive with some key ideas in mind.

[Whizzz]

if home/school communication is a problem, maybe you could suggest having a small note book that both you & teacher could write down any issues - it would go back & forth with your DS ??

[geogteach]

I generally get a copy of DS's before the meeting so I can comment. agree the targets usually need tightening, also try and anticipate issues to include e.g. one term we had loads of stuff about how DS was going to cope with swimming when it was the first time they did it.

[onlyjoking9329]

when Ds was in MS i always went in to meet with the teacher to set the targets.

[Greensleeves]

I did suggest a home-school notebook Whizz, but she didn't seem keen. I also suggested that perhaps if he was off colour/had had a bad night/tantrum on way to school etc, I could stick a note in his bookbag just to let her know to keep an eye on him (sounds very precious, but his IEP is mainly about interpersonal stuff, so seems logical to me that we should keep each other informed). She said she would rather not, because she preferred to draw a firm line between 'home' and 'school' and to take him as she finds him each day. I have mixed feelings about that really.

[moondog]

I would insist on a home/school book.It's vital in my line of work.
Greenie,ask for a copy of Special Educational Needs Code of Practice (SENCO should be able to tell you where to get it).
It lays out (in very easy to read terms) what should be done,how,when and where.

[moondog]

And the stuff you mention (ie antecedent events at home) are the absolute key to understanding a child with SN of any sort.

When one of 'our' children arrives with a note saying the dog died or they have lost their favourite teddy,we know to be extra easy on them.

How long does it take to write a sentence ffs? It doesn't even have to be filled in every day by school.