Spelling IEP rolled over

[IndigoBell]

Got DDs IEP review next week.

Once again she has failed to meet her spelling target.

I can't remember the exact working, but it was to be able to spell the suffix 'ed' and 'ing'.

This has been her target all term, and it was rolled over last review meeting ( ie was given in Sep, and rolled over in Nov). And now they want to roll it over again.

But, her spelling has improved vastly this term. Some Quite a lot of what she writes is now decipherable by a reception teacher.

So what shall I say at the review meeting?

(At home I'm doing Apples & pears with her)

I would suggest that the target was too "broad" if she hasn't met it in a full term and needs to be more focused.

It's very hard to hear when to use 'ed', isn't it?

I wanted the target to be 'to put a vowel in every syllable' - but I think the SENCO thought that was too ambitious.

Or to spell all words phonetically. But I've proposed that at every IEP and they've never used it. :)

Here's a sample of her writing - it's improved massively.

To day was a naml day. I vach sun VT & pantd pos with mum one all most fis it's qll & siv

(Today was a normal day. I watched some TV & painted pots with mum. One is almost finished. It's purple & silver)

Would you concentrate on using vowels?
Or writing enough syllables?
Or writing words phonetically?

Nor do I know actually what they're doing, or should be doing, to teach her spelling. She was on so many interventions last year that I asked them to take her off them this year, which they have.

Maybe they could do AcceleRead/AcceleWrite with her?

What would you use?

Shall I just ignore it? Despite failing her IEP her spelling and reading's improved massively. So should I just leave school to get on with teaching her.......

I wonder if 'To hear/identify all the sounds in a word' might be a useful starting point?

Maybe look into using a phonemic awareness computer programme like earobics? Does she have auditory processing problems?

She's done Earobic. I think it did help. :)

She does appear to have auditory processing problems.

There are two CDs as far as I know. From her spelling it does appear that she might not be 'hearing' all the parts of the world, but it's a brief snapshot.

Theres a nice board game called siilly bulls that the children I work with enjoy. I'd almost be tempted to take the target down to being able to segment words with some degree of success.

I would be cautious of ever rolling an Iep target over. If it hasnt been achieved then the child is either on the way and needs to have the skill consolidated or to move the skill on into being more independent, or the target needs to be broken further or delivered in a different manner.

I would agree with Maizie's suggestion Indigo. I think the suffixes can wait until she is writing all the sounds she hears in the word.

DD1 can not hear "ed" we used to get nothing or random "ts" on the ends of words. Sentences change tense in the middle, really frustrating. General lack of phonic knowledge and hearing the sounds in words.
This is the same sodding child who passes singing exams, can hold a tune in her head and sing unaccompanied and tell you there's one note different in two recordings of a tune