IPP meeting advice

[arabellarubberplant]

So, meeting today. I am ticked with school, but need to approach it carefully.

Ds's most recent school report says he is starting to distract others in maths. I am unhappy with this, obv (I don't give a monkeys if he distracts himself, but if his behaviour is affecting his peer group, I want it sorted).

Any hoo, last year he was grade-skipped for maths until Christmas, and then school stopped it (he was acing the program, but the time tabling was complicated, he has ADD and some aspergers issues, and would 'forget' to go to the classes as it meant remembering and being socially confident enough to get up in the middle of a class and walk out on his own to find the other year group). All good, school decided it was better for him to remain with his year group and get enrichment in his class.

So, his IPP this year said he was supposed to be working on the curriculum for the year above (ie still a grade skip but in the peer group classroom) but it seems that he has just sat through the same curriculum that he did last year, again.

I have asked them to confirm this is the case (he just looks at me blankly and says he is doing exactly the same as everyone else) and if it is, am I right to be a tad pissy? Surely it isn't great to make a gifted kid re-do a curriculum he has already aced? Especially one with a dual ADD diagnosis?

Isn't that, well, asking for him to have issues with distracting himself (and apparently others?)

I am furious with him for causing issues with his peers and disrupting their education, but I am also irritated with school for putting him in that position.

Is there a way I can do this without being That Parent?

I'm having similar issues with an ICP (have a thread here) and I'm starting to get my head around them. You need his IPP in writing with clear statements about what exactly they plan to do (i.e. what part of the curriculum is he supposed to be working on) and how they will measure how this is working (presumably he'll be assessed on it at some point and you can see that assessment result). These plans tend to be woolly conversations - they need to be a written plan that everyone can refer to.

Similarly, we have negative issues to work on that need our parental input (different to yours though). I will vow to work on those (so you can vow to have some sort of reward system for behaviour - that's what I will do) - but I do want to be clear what the ICP/IPP will actually mean for dd in the classroom.