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

Brill Kate -- it's all very hard, time consuming (and sometimes boring), work getting it all down on paper for a lrage bunch of kids and then?keeping records up to date -- but I'm sure it pays off. BOL! Teaching has never just been about the actual engagement with the kids -- thet's the fun bit (unless you've got a nightmare bunch)!!

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

From: Kate Barnes 

To: Maggie Downie 

CC: 'senco forum' 

Sent: Mon, 7 Jan 2008 21:45

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

Am busy writng up IEPs after reviews as we speak, and realise that I should also   have stressed the importance of pupil input - we are experimenting with   explaining to pupils what happened at the reveiw meeting and helping them to   formulate a target which they or I write on IEP. (Older SAP/Statemented children   come to the endof reviews to show work and participate, but they are often to   overawed to discuss targets very meaningfully)     I also use the IEP to give info about strenghts and weaknesses, support levels   and current NC levels, Reading Spelling Ages. All helps keep this info in the   front of teachers minds...    Kate    Maggie Downie maizie2004 at yahoo.co.uk> wrote:        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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