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can some one give me an example on a good IEP?

(9 Posts)
verybusyspider Wed 14-Sep-11 09:11:47

ds (yr 1) is SA+, we have his IEP review next week, I know they need to be SMART but could someone give me an example of a good IEP so I have some idea what I should be looking for?
Last year I didn't feel that many of the targets were measurable (target - good listening, how will I know when I have achieved this? guided reading and discussing ideas.... but what about the rest of the time?) We also seemed to spend a lot of time finding 4 targets although we only had 3 - if he only needs 3 is that ok? or do these things have a golden number??
If anyone would share an idea of their dc's IEP, or one they've written, I'd be really grateful. ds's needs are about listening, concentrating and social interaction.

madeupstuff Wed 14-Sep-11 09:20:16

Ha. The novelty of being involved in an IEP process at all. Or even being told that one two? three? were in place at all.

Fecking useless (thankfully ex) School.

madeupstuff Wed 14-Sep-11 09:21:28

And sorry, I realise that it's no use at all. I'd also be interested in what one should look like as well.

verybusyspider Thu 15-Sep-11 19:44:59

anyone? his review is Monday...

BrigitBigKnickers Fri 16-Sep-11 12:21:15

IEPs need to be achievable in the time they are set for (e.g. by next term.) There also needs to be a tangible way of assessing them with either written or observed evidence. My pupils have a target card stuck in the back of their books with the IEP targets in "child speak" to be signed/ given a sticker when observed. Other pupils I know have a sort of tick sheet with space for the date that the supporting TA can sign/ sticker when relevant. Rewards can be given for so many- it's important the child knows what they are supposed to achieve too.

It's not always possible to find four targets- there is no point making them up just to get the"magic" four when relevant areas can be covered by three. We often ask pupils if there is anything they themselves would like to improve and make that part of their IEP. Sort of gives them ownership of the IEP- they need to be involved.

A listening/ concentration target might be- "Child will listen for 5 minutes and be able to repeat one piece of information." A child would have to do this a number of times before the target is deemed to have been achieved. If the target is achieved consistently before the next IEP it could be extended.

Reading-"Be able to read books and show comprehension through discusssion, from the lime band." Tick sheet/ target card signed would be the evidence that could be discussed at next IEP meeting and inform what next target set might be.

Maths-" To know all number bonds to ten and use them when adding mentally."

Each target would need to have strategies for how these were going to be monitored and supported.

This might be of some use.

HTH

verybusyspider Fri 16-Sep-11 13:58:24

Thats great, thanks, and thanks for the link. ds was always involved in his IEP, there is a space for him to sign it but I don't think there was any visible reward chart or similar that you describe, that would be a good idea, I can ask if they have something similar for other children.
now off to read everything on that link!

2blessed2bstressed Fri 16-Sep-11 14:05:04

Had IEP review for ds1 yesterday!
Specific targets within a set timeframe is the way to go I think.
Similar to you, in the "listening better" type thing.....
we agreed with regard to joining rest of class at group table - to be encouraged, model desired behaviour and aim for doing this happily with only one prompt ,three out of five days, by start of January term.
The "academic" stuff is easier to measure. ds1 is to have reached end of level 3 reading material by Easter holiday.
I was actually quite encouraged by this meeting as I have had several not so pleasant experiences since he moved school last year. Did a big sigh of relief when I got out to car park!

verybusyspider Sun 18-Sep-11 21:21:38

thanks, I had a very good and experienced friend give us advice last time but feel like I have forgotten it all! She has loads of work on herself so don't like to ask for a recap - ours was all behaviour last time (he was reception) no academic targets at but that would be helpful (at least only to reassure me he was on the right track)

sayithowitis Fri 23-Sep-11 17:24:54

In this LEA, we use 'I can....' statements. eg: I can say which pairs of numbers add up to ten. ( number bonds) or..' I can play as a member of a team and not get upset if my team doesn't win every time' ( social skills) etc.

Academic targets are really broken down into very small chunks which are constantly reviewed. As each target is achieved, it is noted on the IEP and a new one set. eg, HFW spellings, will have five listed on IEP and when achieved, this is noted and a further five are listed. When it is formal review time, most IEPs here have gone through several small targets. It means that child and parent are always aware of how they are doing wrt targets. It also shows that targets are SMRT! an IEP should not be written and then filed away, to be forgotten until review time. It should be regarded as a working document which is constantly under review. teachers and other staff working with the child should have their own copy and should be able to ensure that successes are recorded on the master copy, either doing so themselves, or passing info to the relevant person.

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