Can anyone help me with IEP targets?

[CrunchyFrog]

DS1's are home after a deeply irritating meeting which basically left me thinking, fuck you, I'll get a statement then.

Anyway, in a slightly complicated situation with it, so would really appreciate a PM or MSN or Skype or email or anything conversation really! I need to clarify my thoughts, really.

THanks if anyone can help!

I have PMed you :)

Thanks Shade, have PMd back! xx

Crunchy - IEP targets for what? What are his top 3 problems you want hep with?

I'm a little worried that this is searchable?

They have

1. To sit on the carpet without disturbing others and to look at the teacher when she is talking.

1. To follow instructions given in class.

1. Correct Articlation of Sounds.

That's it verbatim, there are a couple of other targets, one is toileting (to use the toilet independently. He can, if you put a pictorial timetable up to remind him of the sequence. But they are not keen. ) The targets are not measurable or time limited though. Let alone specific.

Just to clarify, he's in P1 (so been in school 2 weeks), top 2% in terms of raw IQ but socially behind, poor speech (but good language) and poor in terms of personal hygeine. He has a DX of ASD.

Basically, I want to rewrite the targets according to the SMART system I was trained in. I suspect this may go down like a lead balloon. (I am a SN teacher in my Other Life, but they are not willing to take any of that expertise on board. And I have no experience of mainstream primary teaching.)
Thanks for any help!

CF

I would seriously consider applying for a Statement for your DS asap. IEPs particularly poorly written ones are not worth the paper its written on.

Invest your energies in applying for the statement application www.ipsea.org.uk are helpful with regards to the whole minefield that is the statementing process.

Like others have said, do go for a statement. Quick thoughts about the IEPs you talk about at 12.26.
They sound a bit too many - 3 (and number 1 is actually 2 things) plus 2 more. If your DS has only just started with IEPs, I'd say perhaps 2 are more reasonable, to see how it goes.
They sound very general, especially 'follow instructions given in class' - what instructions specifically? All of them? Articulate which sounds? and so on.
They don't really specify how the teachers are going to help your DS implement the targets - it sounds a bit like they think IEPs are rules that your DS has to follow, rather than plans they (the teachers) have to implement.
Not keen on visual timetables for toileting if they work for your DS? Having a timetable is not extra work for them - would they rather deal with a child who wets himself?
Oh dear - I'm sorry this sounds all bad, but I must say, perhaps they don't have a lot of experience with this. Even on School Action + they should have professionals coming into the school to help them precisely with the IEPs. Ask to be present at those meetings, to give your input. Good luck!!

The tragic thing is, they have loads of experience, and it is the best school I know of - wonderful, warm atmosphere etc. DD is completely thriving there, issues regarding emotional things and bullying tackled immediately - wonderful. DS1 is one of 3 in his class with an ASD DX, there is at least 1 in every other class in the school. Mainstream teachers are not being trained and supported effectively.

This is what is so upsetting. He doesn't NEED a statement, he needs a couple of small adjustments to make school more accessible. But to get those adjustments, I have to get him statemented, costing the LEA god knows how much... it's just ridiculous.

I'm not convinced at all that he needs a statement. My DS's first IEP was pretty similar to this (minus the articulation of sounds).

This is a terrible IEP. I'm sure you can improve it with all your training. I know they don't listen to us parents - even if we are actually experts. Very very frustrating.

I think 'look at the teacher' should not be a target. It's not hurting him. Just because he's not looking at her he might be taking it all in. So I definitely think you need that removed.

To sit on the carpet he probably needs things like a MoveNSit cushion and fidget toys. Again it is not a realistic target. Instead he needs to be doing OT to sort out the underlying problem which is stopping him from sitting still on the carpet.

To follow instructions? Equally pathetic. If he can't follow the instructions than they haven't been given the right way. ie it's actually the teachers problem.

So what I want to know are what are his problems - not what are the teachers problems. :)

Indigobell, THANKYOU, that is exactly what I was trying to articulate to the SENCO. I am so glad I am not insane!

The IEP should be about what the teacher is supposed to do to assist the child achieve a simple target, not about what the child is supposed to do.

Hi CF,

re your comments:-

"The tragic thing is, they have loads of experience, and it is the best school I know of - wonderful, warm atmosphere etc. DD is completely thriving there, issues regarding emotional things and bullying tackled immediately - wonderful. DS1 is one of 3 in his class with an ASD DX, there is at least 1 in every other class in the school. Mainstream teachers are not being trained and supported effectively".

It may be the "best" school that you know of but is it really the best school for your other child if they are coming out with such poorly written IEPs. The other name for IEPs on here is Individual Empty Promise!. To me at least I don't think they want to do the extra work required.

They are not taking any notice of what you are telling them. Are they aware as well of your profession; if they know this they can use your knowledge actually against you (this happened to a friend of mine).

"This is what is so upsetting. He doesn't NEED a statement, he needs a couple of small adjustments to make school more accessible". But to get those adjustments, I have to get him statemented, costing the LEA god knows how much... it's just ridiculous"

Why do you write that he does not need a statement?. Re cost that's the LEAs problem not yours. I would not even think about costings on that score. If it takes getting him statemented to get him the help he needs so be it. You need to consider the long term as well; junior school and senior school could well be traumatic for him particularly if there was no decent support behind him. My son is now at secondary and I have at first hand seen what has happened when children with additional needs do not get those needs met. Its awful frankly and these children get failed. Do not let that happen to your child.

Truly you are your child's best - and only - advocate.

I don't want him to have a statement, that would be more accurate. He shouldn't need a statement, if people were doing their flaming jobs properly. Outside school too, what with his occasional SALT and mythical OT!

Small progress today, SENCO has agreed to "talk" to the teacher about 1-1. I haven't agreed the IEP, but I have discovered that it is a pro-forma with drop down menus etc, and she found it very hard to twist it to fit him. So this is coming from the LEA, that this is how the IEPs are to be written...

I suddenly feel very, very tired.