Measuring Progress
Unit Goals
IEP Training
Welcome
Required Sections
PresentPerformance
Goals & Objectives
Supports & Services
Accomodations & Modifications
Measures of Progress
Placement
Conclusion
Example IEP GOALS for:
Copying
Organization
Reading
Spelling
Written Expression
L. A. Kids Home Page
IEP Measures of Progress - Know for certain if your child is progressing:
Unit Objectives for Measures of Progress.
By the end of this unit, you will be able to:
- Explain what types of data can be used to objectively measure a child's progress.
- Explain why measures of progress must be objective.
- State the main purpose of objective measures of progress.
- Identify a good measure of progress and a poorly written measure of progress.
Objective measures of progress can mean the difference between you being able to determine if your child has actually progressed, or not. Given objective measures, anyone—at any time—can determine if your child is on target for meeting his goals.
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Some school districts,
like ours, routinely use goals that are vague and unmeasurable. When
actual progress comes under scrutiny, measures which are not specific
can lead to debates where the school says progress is being made and
the parents are certain there is no progress.
- Here's a scenario similar to one we've encountered. Please consider this scenario. J.C.'s goal specifies: "J.C. will read fluently and will increase reading speed by 70%." At first glance, it looks like a decent goal and many children have goals just like this.
When the time for IEP review rolls around, you know your child still reads laboriously, slowly, and with no fluency whatsoever. The school says, "J.C. is doing wonderfully and has met this goal." You are perplexed and say it's not possible. The school explains that each time J.C. rereads a text three or more times, he is very fluent and this is a great improvement over last year! This is not at all what you expected. This can, and DOES happen. It is essential that measurements are objective.
