That would be my concern. He is only 4, and I know a lot cannot be diagnosis'd right now. But I want to make sure we plan for possible future events. Or am I thinking of this wrong?
As for the academics, I'm going off of what his Report card says. While he may not have been graded in come areas this semester, he will be in upcoming ones. I already know where the problem lies with those because his ABA has been working with him in those.
As for the BIP, he got an N in regards to controlling his emotions, behavior and attention. Which is why I want a BIP added. I don't want him to continue that way. I want him to be able to focus better. To be able to raisae his hand and wait until the teacher calls on him. That sort of stuff.
On a plus side, we go pick up hubby today! We're all excited!
Have fun with hubby!
I have been part of writing many many ecse IEP's but I have never worked anywhere where there were report cards for preschool, lol. Certainly we did conferences and periodic reviews for the IEP goals... but it seems funny to me to say N for emotional control for a preschooler. Usually just comments on a report for little ones. In any event the IEP's for our area are divided into: social/emotional goals, communication/speech/lanaguage, gross motor, fine motor/sensory, cognitive (pre academic skills). The behavior goals are typically written into the IEP because they are a part of all of the above. Unless there needs to be specific ways of handling certain behaviors (like aggression) then a bip would be written for that particular thing. The raising hands (not usually done well in preschool, they start to learn it better in K but the prerequisite skills of waiting, imitating, etc. should be worked on). This IEP will go into the beginning of K so you can think of things that will support that, but each IEP is geared for one year, to build skils for the next year.
I think if you add to your list that you bring to the meeting...I want him to be able to raise his hand and not interrupt the class, it is a great way to start a conversation about how to get there and these folks should be able to list off the skills needed to get there, then to write them in objective/measurable form.
you are not doing it alone so no worries. And remember, once in Special Education there will be lots of things they will work on besides the IEP goals, most of the kids have issues that need group help and support. The IEP for us/the kids can become overwhelming if we try to include every single detail of what we want them to achieve in life.... so if you can pick things that represent an area that will impact many skills (example: in math if a child can do algebra, they are likely also working on multiplication, division, addition, subtraction, etc...you dont have to list all of them.... for early childhood, if they have issues with boundaries, you can write to keep hands/feet to self, then you are working on standing in lines, sitting nicely by friends, not slapping the teacher when she is helping you on a coloring page, whatever), Anything you feel is important IS important so bring it up. They will help you sort it through and if you feel it is really something you want but they dont see it just say it is important to you, smile.
good luck, have some fun with hub.
ps i am editing this.... the difference between putting the goals in the IEP vs. just a bip....now you have a measurable goal and people are accountable for building the skill. BIP can have measurement but usually more like counts of negative and positive behaviors, as well as using tools for calming, avoiding behaviors, supporting the student in a time of distress, how to re-engage a student who "escapes" etc.... You can certainly have both, most do when a bip is needed! BIPs are great, just a little different focus than working to develop age appropriate behaviors which at preschool level may be really helpful.