The IEP process includes collaboration in writing IEP Goals and Objectives. Parents, their advocates and the schools work together to write an IEP program that is both sensible and attainable by the child.
You’ll want to help create goals that are measurable and concrete. For example, if reading improvement is part of your IEP, perhaps choosing a words/minute goal would be part of the plan. For example “Joey is currently reading at 33 words per minute. Our goal is to help him achieve 145 words / minute by the end of the school year. That’s an example IEP goal.
The goals are written by the IEP group, but are typically a result of the assessments made of the student to warrant the IEP. Tests, teachers opinions and your state’s academic standards are taken into account when writing IEP goals and objectives. The goals need to relate directly to the needs of the child and need to be prioritized by the group.
Don’t get bogged down by creating too many IEP goals. Too many confuses the teacher and bogs down the process. Divide the student’s issues into major parts like reading comprehension, reading fluency and mathematical calculations. And set the goals for these.
Don’t worry too much that holes will be left in the program. The IDEA dictates that the IEP is to cover the subjects and matters the student is not good at. So if you are working on reading but math becomes a problem, reconvene the IEP group and discuss the new math issues.
If you need help understanding the IEP Process, or just need someone on your side to help you navigate the road blocks, please call us.That’s what we’re here for.