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Workable and pracical IEP's

Discussion in 'Special educational needs' started by Kinky Afro, Apr 24, 2009.

  1. Hi,
    I am a relatively new SENCO and one of things that I have noticed is that although we are writing IEP'S in our school, they are rarely used and are stuffed in a file and brought out at review time. I am looking for ways to make them relevant and good working documents, used in planning and assessment.
    Does anyone have any really successful IEP's that they use that they could e-mail (with names removed obviously) or could anyone could explain how things work in their schools. I have stupidly asked to do a staff meeting on it as I think its a real area for development in our school, but am now at a standstill as to how to make them successful.

  2. Been there, done that.

    Now I only do IEPs for School Action plus and Statemented pupils. For School action plus I ask Staff to write down where I will find personalised targets for Literacy and Numeracy. I go and find these to ensure they are differentiated.
    This is in Primary - what are you in ?

  3. impis

    impis New commenter

    I work in a special school. Our IEPs are to address barriers to learning, - targets which, in theory, pupils and staff can address in any lesson, not just english or maths.
    The targets are written in childspeak - three targets per term, and one of the targets take account of the BLP initiative. They are printed off into little booklets, with a page per week, and pupils carry them around with them to lessons. Teachers tick off the targets, as they are met, - but where it falls down is that pupils don't often bother to present their booklet for inspection. The targets are reviewed each term. Once at the annual review, once after each of the parents evenings.
  4. Grace has IEP's reviewed every six weeks, these do not relate to areas of learning but as another poster has stated to areas that are causing her to encounter barriers to her learning e.g. Grace will press a switch without prompting to turn on the fan, Grace will lift head whilst laying on her tummy for 10 seconds with adult encouraging her with favourite toys placed in front of her, grace will reach for a favoured noisy toy when held in front of her.
    Then each time this activity is presented to her a sheet is filled in stating when the activity was done, what she did. At home I usually just tick, and draw little faces :) :| :( about how she has done (adding seconds for head lifting). These activities can be done in any situation e.g. switch during circle time when singing about wind, during free play; stomach during play but relating to math activity with favourite toy that relates to math etc. I realise that Gracie is in preschool and has pmld so things may be different but i think this is a great practical model. The sheets which we fill in relating to each task go between home and nursery and we both fill them in daily. Mia
  5. Have you thought about pupil friendly IEP's. We have based ours, at our school on a book published by Lucky Duck publishers, where you have a short interview with the pupil's to find out strengths and weaknesses etc. Then use their answers as a base to start planning their targets. The child sits with you to write the IEP. Pictures can be used from the templates or I have found that pictures downloaded that the children choose and like are more popular. The amount of targets depends on their individual needs. These are then shared with parents and they sign them. A copy is sent home and put in the pupils file. Post it notes and highlighters are used throughout the term then to monitor progress. I trailled it with my class and an infant class to get the responses from the parents and they were all positive. This term the whole staff have adopted the process and I have had some really good feedback so far! Hope this is useful!
  6. Ibuzzybea

    Ibuzzybea Occasional commenter

    Great that you have so many responses, as usual Grace's mum on the ball with the sorting the education system out, I think she should go up for election. Check out this link for some basic ideas http://www.alljoinin.net/All_Join_In/Consulting_children.html
  7. HI

    I am an experienced SENCO, having worked in Designated Provisions and mainstream education for many years. I have worked with and developed and tried to design and test many IEPs over the years to make them user friendly and worth the time and effort spent compiling them. I now simply look at learning ourcomes and 'I can' statements after a pupil has completed a task. A sheet is complied and stuck into the front of a pupil's exercise book - the pupil uses traffic light colours to self-assess.Even simpler - give the pupil a sheet of traffic lighted coloured stickers to self-assess at the end of each exercise. Then, I simply share the pupil's exercise book with the parents and talk them through it at the review. The exercise book of work is the IEP - the plan that's additional to that of others, is personalised and is a working document. That way, the pupil gets my time as the specialist teacher and my time is not wasted on writing paperwork for filing away!! If you read the DfES publication, Maximising progress: Ensuring the attaiment of pupils with SEN', it confirms that IEPs are not statutory. Its about impact and evidence - targets are set base against standardised assessment and narrowing the gap between the pupl and chronologically-aged peers - and this is done on a spreadsheet for the SEN departments records.Its taken me years - but I've gone right back to basics - and good time management!! Hope this helps.
  8. Is it the targets that are impractical or that you're not working on them enough? I am currently in a special school where our IEPs are fab they have been redesigned for out cohort groups, I work with children with ASD so we have a sensory target, social target, obsessive behaviour target etc which really helps. But when I was in mainstream I had a box for each child who had an IEP and in that I put 4 or 5 different activities that they were working towards on their IEP as well as a recording sheet with the target and a place for recording, so I could inform future IEPs. This meant whenever a child had a 5 or 10 minutes spare in class they could get their box and work on targets. Or if i had a teaching assistant i would timetable some time for her to work with each child on their box two or three times a wk. If I didn't have a teaching assistant I made sure the activities were easy enough for them to complete independently or, I worked with them myself, maybe during silent reading time for the rest of the class.
    I found it a really easy way to get my IEP targets into my class planning as well as integrating it into other lessons and the effects were huge on my children with IEPs.
  9. Hi, I wonder if you could help?
    <font size="2">Hi, I am trying to locate an exemption booklet for the SATs exam. I am in a Language Resource Class with children who have Speech and Language Difficulties as well as additional learning needs. I am new to this particular post but not new to this kind of child. Not one child from this class now or in previous years has taken any Sats exams. However, now I am being told that because the children are functioning at Low level 1 (with 1 to 1 support) they now have to take these sats tests. Some of the language on the sats tests would have to be changed in order for the children to understand and yet on some of the papers you cannot do this. This would be the only way that these children would (may) understand. It is only a small group and they work at a reduced pace in order to access the curriculum. One of the posts here mentioned using exemption B or T exemption code from the booklet but I cannot locate anything on exemptions only for early years. The children in question are in year 2 but they are not in mainstream we are attached to the school. I was given the information at the end of today so have not had a chance to speak to the Head of SEN at the local council. Do you have any ideas of where can I get the pesky booklet. Yes - I have clicked on the links on the posts but CANNOT find anything as there seems to be nothing there. I have even typed in 2010 sats booklet/also every possible variation on exemptions from sats/ national curriculum test etc. I think it would be unfair and that the children would be at a disadvantage. Any ideas? Cheers.</font>

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