[senco-forum] writing ieps

the reason is I am retiring in July and traditionally I have met with

annie williams wrote:
> the reason is I am retiring in July and traditionally I have met with 
> parents/teachers of every child on sen register to review and write 
> targets.Iep reviews help me considerably in understanding the sen 
> needs of the children, help me do the provision mapping for the 
> school, provide support and ideas etc.
>
> The HT and DHT feel this would lessen the load for the new inclusiion 
> manager who takes over from me!
>
> Annie
> ----- Original Message ----- From: "Kate Barnes" 
> <kate.senrab at btinternet.com>
> To: "annie williams" <annie41 at blueyonder.co.uk>
> Cc: "senco forum" <senco-forum at lists.becta.org.uk>
> Sent: Friday, September 22, 2006 5:59 PM
> Subject: Re: [senco-forum] writing ieps
>
>
>> annie williams wrote:
>>> I am going to hand over the writing of ieps to class teachers and am 
>>> going to give inset to teachers on Monday. Any suggestions? I do 
>>> know that ieps are not now statutory and can be monitored through 
>>> provision mapping but..........
>>>
>>> annie
>>>
>>>
>> Why?
>> Writing IEPs alone takes away the most valuable part of the process, 
>> the sharing of ideas, expertise and strategies. Writing IEPs with the 
>> SENCo allows the SENCo and teacher and TAs to share expertise, 
>> knowledge of the child from previous years etc and to assess whether 
>> a child is receiving appropriate provision.
>> That said if the decision has already been taken and you have Inset 
>> on Monday here are some practical suggestions!
>> I took a year to hand over writing of IEPs to staff who had 
>> previously had very little involvement ... I dont know how long you 
>> have and how involved your teachers are.Also whether or not you are 
>> using IEP writer or similar .If you re using computer based  IEPs the 
>> practicalities of using the software are the least, not most 
>> important part of the process. IEP writer is valuable for use as a 
>> target bank, but useless if teachers re tempted to use targets s they 
>> stand. I arrived to IEPs which listed resources that were not in 
>> school because noone had read laong the columns. That said, IEP 
>> writer was my lifeline when I started as  a clueless SENCo, used well 
>> it is  god resource! However I think it is crucial to consider each 
>> section , not just the targets. ie achievement criteria, resources 
>> and who is going to do this when.
>> It my be more helpful to start by identifyimg when and how, before 
>> getting bogged down in target detail. At my school we try and avoid 
>> writing targets unless we know we can work on them - this is what 
>> makes IEPs meaningless.
>> Teachers will need to consider how they are going to identify 
>> targets. Do they have the expertise to select finely differentiated 
>> phonic targets? Are targets going to be linked to whole school or 
>> class targets? or "what would you most like x to be able to do by 
>> xmas -even better, what would the *child* like to be able to do by 
>> Christmas?
>>
>>
>>
>>
>
>
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>
    Thought it might be something like that! Maybe you could encourage 
teachers to write  ieps in pairs or Key Stage groups? Best wishes for 
you retirement!
Kate