IEP review meeting - what to expect?

[Greensleeves]

Sorry, me again

We have been asked to attend a meeting on Monday to review ds1's IEP. His teacher/keyworker will be there along with the SENCO and the Head. The teacher told me this morning that the meeting will be "quite formal". I'm not overly perturbed, but if anyone has experience of IEP reviews or what is likely to be the format/outcome? He's leaving at the end of term anyway, so it's likely to be the only meeting we have about this particular IEP, isn't it?

Will probably focus on the specific targets (usually about 5 of them on the IEPs in my school) and how far they have been met. Will then most likely suggest future targets, though as he's moving schools this may be left to new school.

Formal probably just means that it'll be structured rather than a more general chat.

Hope the meeting goes well

If they haven't got time to suggest new targets though, I wonder why they think there's any point having a meeting at all .

Still, I expect I'll find out on Monday

Think it is statutory that IEPs be reviewed at least annually.

Is also important for you to know their perspective on how he's progressed with the targets, so that you can reinforce at home, and so that you're clued in for next IEP (in new school)

IEP's need to be reviewed annually the fact that it is formal means that notes will be taken and added to his file, for future reference

He's only had this IEP for about five weeks. And he's leaving to start school at the end of this term. They seem to be kicking up an awful lot of dust around him at the moment - we had a 90 minute meeting with the headmaster and his teacher just a couple of weeks ago about his behaviour and socialisation and his alleged G&T-ness. I'm not complaining, I've been really impressed with how dedicated and interested they are in him and all the time we've been given. I just feel a little bit "on the back foot" because these procedures are all new to me.

That's why I'm trawling for experiences/tips really, I want to be ready and 'armed' when I go in. I know they will be!.

our's are just like informal chats about progress and what targets have been met, then new ones added. they're very positive

Greeny I expect they're gettinga ll the apperwork ready for the new school (Y" is he?) so they can either continue or could if they wished (not saying they will) decide to proceed for a statement with the paperwork in hand

We're due one now, the statement insisted he shoudl have one immediately but they're ignoring- and although he has had no support oput inplace the new garden they couldnt afford yet ahs miraculously appeared a week after the money went into their account...

Its nevcer simple

But the Head leves soon so YAY!

Neeed to start fighting them (again- sigh) but will wait until after School Fete when I have done my bit and have a bit more clout- usually works

God Peachy you must get so sick of it.

I'm pretty happy with what's happening, they are involving me and being very friendly and open about everything. It's just that I didn't expect a meeting so soon after the IEP was put in place, especially after having had a fairly long meeting very recently with two of the three people who are going to be there! But I suppose it's just compartmentalised "system thinking" - that meeting may have contained many of the same elements, but it wasn't The IEP Review Meeting, and nobody thought to invite the SENCO and kill two birds with one stone . I find myself feeling vaguely guilty about the amount of time we are taking up, especially given that he is leaving anyway. The Head missed another meeting on the other side of town because ours ran over last time

Its great that he's getting all the attention Greeny, is there a meeting arranged with the SENCO of the next school? There's supposed to be one arranged for us after Whitsun

Still got ds3's statement to ssort LOL (my input needs typing tomorrow- what am I supposed to say cant really talk, very short attention span and out of it most of the time! They've refused sn school so frankly sdoesmnt amtter what they do it wont help in mainstream, firtunately he's largely too oblivious to care)

I'm institutinalised now! even my Uni project is on ASD provision....... LOL

I'm thinking of making a few notes to take to this meeting about things that maybe could go on the IEP, to make the transition to school easier as I see it. Things like making sure he is reliable about going to the toilet (which he isn't), can eat a meal without completely plastering himself/the table/the floor in food, dressing and undressing himself etc. He is behind in some of these things. The nursery aren't remotely interested in pushing him academically and I don't want them to, he doesn't need it, but would it be considered inappropriate/pushy for me to suggest a few additions to the IEP such as these? It would mirror the things I will be concentrating on at home between now and September.

Any thoughts gratefully welcomed.

Hi Greensleeves
I think it would be most appropriate and welcome for you to make suggestions as to what goes on the IEP and to be working together on joint targets. In my experience, there are too many parents who take no interest whatsoever in their child's schooling, don't see it as an opportunity to work together, and often don't even turn up to meetings. If you came to me well prepared and keen to collaborate I'd jump up and kiss you!!!Well, maybe give you a gold star or something!

Good luck-I'm sure it is just a formality.

Oh thanks noche, that is very encouraging . I'll get it all written down today then.

I think at pre-school level the IEPs tend to be reviewed more frequently. Ds2's IEP is reviewed every 6 weeks or so. Ds1 is at school and his are reviewed termly.

As others have said, it's a good idea to make notes about things that you consider to be important. The new school should hopefully be able to look at your ds' IEPs and get a clearer idea of how your ds has progressed and which methods have worked best for him as an individual.

Ours are usually fairly informal. The people involved sit around a table with a copy of the latest targets and discuss what has happened since they were set. Some will have been achieved, so the SENCO will write down a few details about this. Some will not have been successful so there will be discussions about whether a different method is needed or whether the target itself needs to be broken down into smaller pieces. We then discuss which areas to work on next.

It might be worth asking whether the new school can send over some material for your ds to look at/work on. This is what will be happening for my ds2. The idea is not only so that he has something a little more challenging to do but also to familiarise him with the kinds of things that will be expected of him next year and generally help make the transition easier for him.

Good luck.

That's very useful coppertop, thank you. I will ask for a copy of the syllabus/targets etc for reception just for info. Most of his problems are around social interaction and behaviour though. I might try and arrange to meet his new teacher and maybe ask if he can do a couple of taster sessions (maybe 2 hours in the afternoon or something?) before this erm ends, do you think that would be too demanding? I think he would do better with the transition if he already knew where the the toilets were, what the bell sounded like, how the tables are arranged, the teacher's manner etc. Should I ask the Head/teacher's advice about this tomorrow, or just ring the school and organise it myself?

That sounds like a good idea. Ds1 (now 6) did something similar before he started school. They already had a transition morning/afternoon planned when children could meet their new classmates but ds1 needed more. He spent a morning with the (then) current Reception class and did whatever they did. I had to stay in the classroom with him but stood back whenever possible. I think it really helped. I'm hoping ds2 will get the same opportunity.

If the Head/teacher are usually helpful then I would speak to them first. Otherwise I would speak directly to the school and just ask them.

Cheers coppertop. It's good to know your ds did something similar, I will feel a bit less pushy when I ask for it now

They are generally very helpful indeed, so I will run the idea by them at the meeting tomorrow. They might even offer to arrange it for me.

Just drop into the conversation that it's common practice in other areas.

Good luck!

Interesting that he ahs an IEp actually- Nursery says they can't do one for ds3 (and have also admitted no extra help can or will be implemented for him anyhow)

have applied for a statement but think I will be home edding him for a year

Yes, I was a bit surprised about the IEP, the nursery isn't even attached to a school. On the whole I think it's been a good thing so far though.

Your ds3 doesn't even have an IEP?? It sounds like the nursery staff are lazy @rses who can't be bothered to do anything. Grrr!

Actually they're OK, they just have only 2 of them with 28 kids, and I think (poverheard conversation) that theres an ADHD one amongst them at least, which makes life busy! And another 30 in the mornings!

They do seem to care for DS3- but as he is still (expect it to change any minute) so passive he gets overlooked

there's no other option though- he's still seen a grand total of nobody who can help, bar the BAT and we're due back at Paeds shortly. he's talkinga bit now, but its purely descriptice (he's never said hes cold sad happy hungry wants mroe etc etc- no langauge bar immediate basic) and taking him out is hard now BUT he's never had any mood beyond happy LOL which is a bonus!!

Applying for DLA atm for him, but there's even a waiting list for the form now

It sounds like they've got their hands full. In that case I suppose it's better that they've been upfront about what they can/can't do rather than you finding out later.

There's a waiting time for DLA forms now? They don't like to make things easy do they?!

4 weels LOL

I think it's a great idea to ask for more time for your DS to visit the new school and meet people, become familiar with the setting etc. How about ssing if someone from school ie the SENCO could visit him at his nursery and talk to staff there?
You could also think about writing a "social story" book which talks DS through the new situation in a visual form, with pics of him and places, people he will encounter?
He can carry it with him or you can look at it together regularly, and also add to it as he more situations arrive.

I am a SENCO (although not in pre-school) - we invite parents to "formal" IEP reviews twice a year. This is usually one or both of the parents, with me, and the class teacher. We look at the targets from the previous IEP, and where appropriate, the teacher will show the parents evidence of progress made against the targets. If we agree that a target is being reached, then we will amend the target or take it to the next level. When the new IEP is written we discuss how we can work together to help the child with thier targets, so parents know what the best approach is at home, and so on.

I would imagine that in a situation where the school know that your child will be leaving soon, they want to make sure that thier IEP is as up to date as possible so that the new school don't spend time covering old ground. I think it's a great idea for your current school to have discussions with the new school about your child - I usually do this with the secondary schools towards the end of the Summer term, and will always contact the previous school of a new starter (or the class teacher will)

Also, as stated earlier, if you have ideas about targets, great! Schools generally want to work with parents, not against them, and the kind of things that you have suggested sound sensible and manageable, and would be easy to include as Early Years targets, which are often practical, rather than academic, and are also more tangible and measurable.

Good luck with your meeting, if you need any other help, I would be happy to assist (on Maternity Leave and need to keep my brain ticking over!)