My daughter has a statement and so I'm familiar with the routine of setting the targets etc I have always been involved in the setting of them ie discussing the difficulties, the strategies to be used and the results that they hope will be achieved. I always thought this was pretty standard practise as it is what happens with my ds at a different school. DD now attends a different school and in her home school book was a note saying we have been doing IEP work but I have not even seen an IEP much less signed nor discussed one. Can someone tell me what is the standard procedure please?
Mmmm left last school on bad terms when iep due so not one current tbh. The one previous that new school will have a copy of I assume would be one put in place to address dd's anxiety and self harm as a result of classteacher ignoring the statement. So not relevant anyway as dd is happy settled and none of the behaviours are happening now. Very curious, have asked for a copy so will see for myself anyway later but hope that this is a blip and not the usual method.
Misunderstanding thankfully Because Lucy entered in a hurry from a bad experience, school, rather than set a formal iep, implemented confidence building and nurture time rather than pressing Lucy to learn and improve her skills. So it was these activities the LSA was referring to. In a week or two when they feel Lucy is secure in the school I will be included in planning her new iep
It's lovely isn't it? When I looked at the school the head said only when Lucy felt safe and felt happy to be there would they attempt to get her to learn. Nurture time is part of the process of putting her back together again the happy confident little thing she was before that teacher. That's not to say she isn't learning though it's just the focus is elsewhere for now.