IAP

We had our meeting today. There is a much more 'routine' feel around these now which is nice. Present were myself and Phil, the spec ed teacher (who had rearranged the days she works in order to be present), The class teacher and the principal. Generally everyone is pleased with her settling in to Year 1. Some adjustments still need to be made - eg a new slope board for writing on. Her draft plan had numbers 0-8 that has been adjusted to 0-10. We are going to use Fitzroy readers and not only the PM ones as the principal felt that the FRs had more predictable text - to increase Hannah's sight word reading. Social cues such as making eye contact still need to be directed as she tends to look down. The first and then strategy works well for her behaviour/compliance management. Her class teacher saw no problems in using the ipad whereas the spec ed teacher said she had started to use it as a reward - first xy then ipad. which sounds good to me.

I tinkered with her letter of introduction from last year - the one that went to the whole school so that it can go out to the new kindys this year. We also added in 'shapes' for her Maths goal. Writing still focuses on writing her name - frankly she is improving on that one and often prefers to write other things (who wouldn't be bored with writing their own name as a goal for over 12 months?) but I think I will suggest changing that objective next time. I have already mentioned to her aid that if she refuses to write her own name - try getting her to write Mum and Dad and Kit because there is a lot of motivation for her to do that and generally she can she needs a little help with the direction of the d and how to write the k but otherwise can do those ones.

The follow the class routines seem a bit basic - sit with small and whole group for 10-15 minutes. I think that these are there because in the early days when she was getting used to the new environment she took longer to 'explore' - I can't see that staying as a goal past this semester. I'd like to see a gaol next time for her working independently within a small group for 5-10 minutes - will push for that next time as I think the teacher doesn't really expect she can do it without help and therefore lets her do other play based activities. It might be worth considering encouraging her to do the same sequencing or matching activities as her peers - and not worrying so much about whether she got it right. Not sure but that is one I think we can talk about later. The gap between her and her peers (the weaker ones) is not as great yet but it will continue to grow so I want some sound principles in place this year so that our hopes of her continuing in that setting (which she will do so long as it is in her best interests socially and academically) remain realistic.

And once again I feel compelled to comment on how much I respect and am thankful for the principal's leadership, the spec ed teachers expertise and the classroom teacher's professionalism and openness. Let's hope the year continues to go well.