DEEDMORE SCHOOL

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DEEDMORE SCHOOL

• Development of IEPs
• INSET January 7th 2002

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Format of meeting

• Current IEP format- examples
• SWOT analysis of current IEPs
• Current guidance on writing IEPs
• The way forward at Deedmore
• Group task- writing objectives

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Current IEP format at Deedmore

• Share handouts on current IEP format
• Share handouts on group learning objectives from
  science Scheme of work

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Task relating to current IEP use

• Work in class staff groups and discuss
• who writes IEPs currently
• how they are shared
• how they are implemented in different lessons
• (Use handout to guide your discussions).
• Feedback to group

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Current use of IEPs at Deedmore
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Do you recognise your schools IEPs?
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SWOT analysis of current IEP system

• Strengths
• Weaknesses
• Opportunities
• Threats

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(No Transcript)
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Code of Practice (2001) and IEPs

• The IEP should only record that which is
  additional to or different from the
  differentiated curriculum plan, which is in place
  as part of provision for all children.
• The IEP should be crisply written and focus on 3
  or 4 individual targets (key areas of
  communication, literacy, numeracy, behaviour,
  social skills).

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Code of practice (2001) and IEPs (continued)

• Strategies may be cross-curricular or may
  sometimes be subject specific
• The IEP should be discussed with the pupil and
  the parents

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Code of practice- IEP should include information
about

• Short term targets set for the child
• The teaching strategies to be used
• The provision to be put in place
• When the plan is to be reviewed
• The outcome of the action taken

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SMART targets

• Targets written on IEPs should be
• Specific
• Measurable
• Achievable
• Realistic
• Timed

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Are these targets SMART?

• Group task to look at a selection of targets
  derived from Deedmore IEPs and decide whether
  each one is SMART

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Group task

• Hopes, activities and targets.
• Complete this activity in class groups
• Share and discuss results of activity with whole
  group

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IEP for Child X

• To form written numbers 1 to 10
  correctly-starting point indicated
• To identify initial letter sound of words
• To use personal workstation and own visual
  timetable to ascertain when it is group time or
  individual time.

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Implementation at Deedmore

• Agree format
• Making IEPs visible within and outside the
  classroom
• Sharing with children
• Sharing with parents
• Sharing with other professionals
• Frequency of updating review every half term and
  include regular monitoring

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Recording progress in relation to IEPs

• Discuss ways of recording childrens progress and
  agree on a way forward
• Name Numeracy IEP
  target

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Writing IEPs for Deedmore pupils

• Working in class staff groups, write IEPs under
  the agreed new format.
• Decide how IEPs will be visible within the class
  for all staff and children
• Use the target sheet to discuss for three pupils
  (one from each ability group) which times within
  the week lend themselves to work on each IEP
  target