Has anybody got a quote for me?

[asdx2]

From the SEN code of practise

I am as certain as I can be that dd's IEP isn't being put in place, I have asked for written evidence and examples of how and when the strategies are being used which I should get tomorrow but I suspect there will be no dates and few examples.

So dd's statement says that it is the school's responsibility to provide appropriate IEPs in consultation with her parents and other professionals BUT I need a quote that the IEP isn't a clerical exercise but a practical one where the progress is documented.

Come on you clever people, my brain is mashed and I've filed dh's tax return today so I'm even more useless than normal.

Section 6:58 ( secondary) but I think the primary iep bit says the same thing from a quick scan.

( happens to have sencop actually on my lap at the moment!)

" strategies employed to enable the pupil to progress should be recorded within an individule education plan (IEP). Information on managing IEPs and group education plans can be found in the SEN toolkit. The IEP should include information about:

the short term targets set for or by the pupil
the teaching strategies to be used
the provision to be put in place
when the plan is to be reviewed
success and/ or exit criteria
outcomes ( to be recorded when IEP is reviewed).

6:61
the IEP should be reviewed at least twice a year. Ideally itshould be reviewed termly, or possibbly more frequently for some pupils.

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not really a fab quote, but it does show that IEPs are more than a paper excersise and success/ outcomes should be shown at review.
If they haven't put IEP in place they will find it difficult to show progress in the target areas ( unless of course they are like our targets and really pants!).

Not sure if that helped or not ?

The IEP was a good IEP because I complained about the one I was offered and so it was written by the HT and SENCO to my approval. When I asked for written evidence of the progress towards the targets the visual supports, that should have been in place since the IEP, appeared in dd's drawer as if by magic. So how can she have made progress when they didn't put the IEP in place anyway and only two days before the review.

Ahh this is almost exactly the issue I have..
I don't know a way around it other than to ask for written evidence of progress, skill success and success that is transerred to other areas or settings.
I asked for my evidence nearly three weeks ago ... I am still waiting.
Now the reason I am waiting for it I believe is because although there is lots of provision on paper.. It doesn't actually happen. I know this because if I ask ds directly " did x happen today " I get a straight answer.... However if he is asked by a group of people he doesn't trust, when they frame the questions in quick fire rounds at him .. And finish off by saying " so your happy with the way that's going" he just says yes because he is confused and overwhelmed!

I'm going with records of progress, records and evidence of transference of progress made... I don't know what else to do...
Because they say it happens, yet ot just doesn't happen.... And there records are all over the place!

Dd told me about the learning card and feelings fan appearing last friday when they were part of the IEP at the beginning of this school year There is also no end of deceit which really pisses me off.

Are you taking parent partnership with you to take minutes?
I just ask because then you could say directly why dd was ' suprised' to see the learning card and fan last Friday... And ask them are you correct in thinking this was the first usage of such things.
And then ask why and how progress can be made with this sort of thing happening.
Put the buggers on the spot and get it minuted!

Or if not PP..anyone else you could take in or maybe a dicaphone.
( I get to use a dicaphone because I use my dyslexia card ( hey it has uses!).. They don't like it but no-one ever likes to say no and put me at a disadvantage! Lol)

I know you're pissed off, and I know why.

But don't get their backs up. Don't go in all confrotational. You will achieve more though flattery and giving them wiggle room....

They will not admit to you that they have screwed up. However if you keep your calm and don't accuse them of anything, they can then address it when you're not in the room without loosing face.

I just had my IEP meeting about DD. Teacher lied to me and said she was reading with DD twice a week. But she had to say this in front of the HT. Since the meeting it has been happening :) So actually I managed to achieve an awful lot by not arguing with them.

So say how pleased you are that the fan appeared on Friday. The SENCO or HT will know what you are really saying, and can tell the teacher off in private when you're not in the room...

(This is a first for me. Normally I go in and accuse them of letting DD down. And normally I get absolutely nowhere...)

They know I'm onto them the TA has stopped writing in dd's book and is conspicuous by her absence. I feel like taking dd out of school altogether tbh because they obviously don't care about meeting her needs or her statement. I'll see if I can get PP to accompany me or if my friend will take notes.

Indigo I might try that tack, after all the HT and SENCO wrote the IEP that the teacher and TA chose to ignore hopefully he will be as pissed off as I am