[senco-forum] IEPs

RE: IEPs
We have a system that has been running for the past 10 years or more where our IEPs have changed 'Targets' into 'Objectives'. More general I know, but in a 2ndary, are you really going to try to write targets/monitor targets for every subject area.
We set them for Communication, Literacy, Numeracy, problem-solving, Social Skills, Behaviour (but not all), and then ask subjects to incorporate them into their planning for schemes of work etc. Subject areas set their own targets, as for all pupils.
Monitored by regular audits of groups or individuals, and successfully gone through several inspections. 
However, have had to argue the case with LEA 'advisors'. Parents and pupils like them
Rob

========================================
Message Received: Mar 08 2007, 07:17 PM
From: "barbara" 
To: Chrisgier at aol.com, senco-forum at lists.becta.org.uk
Cc: 
Subject: RE: [senco-forum] IEPs

We did have subject targets but let them 'die' as the system was so unweildy
and how reasonable is it for any kid albeit the brightest in the land to
have subject specific targets for each subject - gives a minimum of 13/14
different targets (more if subjects feel like going for 3!!) all of which
need to be met!!!. In theory kid needs to be alert to them as he enters eg
history room and alert to another set as he goes into science - not
practical 

If parents are worried about compromising curriculum time with in school
intervention will the kid lose curriculum time a) when targets are being
discussed x 13 /14 and set and then b) when they are being reviewed x
13/14 these really ought to be done with subject teachers themselves as a
non specialist cannot be expected to produce realistic but negotiable
targets outside their area

OK where parents are coming from is probably their need to know that subject
teachers are aware that little johnny has a problem which needs strategies (
and considerable hard work) to be overcome - however the pupil profiles (
our version of the various ways that schools inform subject teachers of all
pupils whose learning does not follow the 'normal'manner)will both elaborate
on difficulties and suggest strategies for use in class - with photo of kid
on it subject staff should get the message - something that we don't
currently do but I'm now wondering might be a good idea is to send the
pupil profiles home so that parents know what has been circulated about
their kid - will suggest that for next year 

Intervention out of school is out of your control and therefore irrelevant
to you I suspect!!!! (that point could be quietly slipped to the parents)

Intervention in school cannot be laid out in black and white - ok I have
targets for each pupil but these change each lesson and also during the
lesson as a difficulty emerges or I discover eg that for this individual,
unique child the relationship between hop and hope is not as transparent as
the majority of my pupils find it
So I would beware of anything other than targets for the term (preferably
for the year) as achievable

Bottom line is - since you're independant -parents remove kid -is that
genuinely such a problem ? Whilst I understand what they want for their
child you cannot twist the entire school around to meet their requirements
-particularly as it does not necessarily benefit the kid ( eg subject
targets) 

Barbara ht 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Chrisgier at aol.com
Sent: 07 March 2007 22:33
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] IEPs

A year 9 pupil has just been diagnosed as dyslexic and needs some 1:1 
support which we offer. Parents want the support out of school so no
curriculum 
lessons are missed but they also want each teacher in school to set short, 
medium and long term targets for their child (with regular reviews) for each

subject and with separate targets on an IEP. Currently (and I am new to
this) the 
policy at school is not to produce an IEP for a child unless they are having

1:1 support, or have a statement. This is related to practicality of 
monitoring and evaluating progress and whether the iEP is just a piece of
paper...... 
Instead there is regular email communication between all staff about 
progress of pupils who have been identified pupils for monitoring and of
concern. 

Parents are not happy. Any advice/views please?

Chris 

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