[senco-forum] Role of IEPs and Provision mapping -

This is why I was impressed with Kate's advice Maggie.

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The term (posed as a mild query) 'working document' is always cropping up at tribunal hearings. ?And the term 'measurable' is as commonly discussed.

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So vague?targets such as 'improve reading' is absolutely a no-no. These vaguaries?are more commonly seen as Objectives on a statement -- and even if such vagueness appears in long term objectives I advise these be changed to include an 'end game' goal (ie -- "improve word?readfing and comprehension skills so that s/he is able to read fluently, independently and with understanding, in accordance with?age and?expectation?related to general ability". (for a bright but well behind in reading dyslexic child -- an objective for the lifetime of the statement).

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For termly / half yearly targets?to meet this objective one would break this down to measurable units (e.g.,, "from current word reading?and comprehnsion RA of 6 yrs, to be able to acheive a minimum overall reading age of 7 yrs by the next review -- or to specify (a) certain reading scheme book/s currently being read with fair understanding and specify which book in the scheme to be being similarly coped with by the next review.)

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The rate of expected?progress, of course, will be a judgement call for the professionals responsible -- in consultation with parents (if parents have an eye on what is hoped to be acheived they are more likely to support reading at home to achieve those targets) Care,?of course,?being taken not to set over-ambitious targets -- they have to be realistc and?relevant -- stretching? and encouraging -- but not overstressing and disappointng -- the child.

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-----Original Message-----

From: Maggie Downie 

To: Kate Barnes ; lucy.jeffreys2 at ntlworld.com

CC: 'senco forum' 

Sent: Mon, 7 Jan 2008 21:18

Subject: Re: [senco-forum] Role of IEPs and Provision mapping -

    Kate Barnes kate.senrab at btinternet.com> wrote:. I constantly say to teachers   "don't put a target on the IEP unless you can identify when you are going to   work on it"  I don't think this can be stressed too highly!      We have a 'Key worker' scheme, each TA is allocated a number of statemented   pupils to monitor, meet regularly to review targets and to act as a kind of   'mentor' to.  Targets were set by departments.  Some of my children had targets   such as 'To improve handwriting'.  As the teachers who set this sort of target   had no intention of doing anything towards improving the children's handwriting   it seemed to me to be more of a 'wish' than a target!    The scheme as first operated was a bit 'clunky', but we're streamlining it this   year  to reduce the targets and make them more focused.      The original idea was for the children to have someone in school as a permanent   point of contact and who was really 'aware' of how they were doing in between   Annual Reviews.  I'm not sure how well it works...it depends heavily on how much   interest the 'key worker' takes in the children allocated to them.    Maggie             ---------------------------------   Support the World Aids Awareness campaign this month with Yahoo! for Good  

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