Question to Ask Your IEP Team!

Here are some questions you could ask an IEP team based on my 24 years of teaching kids and my own background in Special Education:

• Can you explain how short-term goals and objectives will be developed and included in my child's IEP?
• How will these short-term goals and objectives be tailored to my child's individual needs and abilities?
• How often will progress towards these short-term goals be measured and reported to me as the parent?
• Can we discuss how the short-term goals and objectives will help my child make progress towards their long-term goals?
• How will my child's progress towards their short-term goals be used to make any necessary adjustments to their instructional program?
• Can you explain how the quarterly progress monitoring will be conducted and documented for my child?
• How will the results of the progress monitoring be used to inform decisions about my child's educational program?

Yes, the IEP (Individualized Education Program) team can decide to include short-term goals and objectives on an IEP. Short-term goals and objectives are specific, measurable, achievable, relevant, and time-bound steps that a student needs to achieve in order to meet their long-term goals. They can be included on an IEP to provide a clear plan of action for how the student will work towards their goals and to track their progress towards meeting those goals.

Short-term goals and objectives can be particularly helpful for students who may struggle with longer-term planning or who require more frequent feedback and reinforcement. The IEP team can work together to develop short-term goals and objectives that are tailored to the student's individual needs and abilities, and that align with their long-term goals.

It's important to note that the decision to include short-term goals and objectives on an IEP should be made on a case-by-case basis, taking into account the student's specific needs and goals. The IEP team should work together to determine the most appropriate and effective way to support the student's academic, social, and emotional development.Yes, the IEP team can write prescribed explicit quarterly progress monitoring into the IEP. Progress monitoring is an essential component of the IEP process, as it helps to ensure that the student is making progress towards their goals and that their instructional program is meeting their individual needs.

More Important Questions: 

• Can you explain how goals and objectives are developed and included in an IEP?
• Is it possible to have multiple goals in an IEP, and how are these goals typically organized or presented?
• How are goals and objectives tailored to meet the unique needs and abilities of each student with a disability?
• Can you provide an example of how a student's goals and objectives might be written in an IEP?
• How are goals and objectives measured and tracked over time to ensure progress towards achieving them?
• How are goals and objectives reviewed and updated to reflect changes in a student's needs or progress?
• How do goals and objectives in an IEP align with the student's long-term goals and vision for their education and future?

No, IEPs (Individualized Education Programs) do not have to be written with a single overarching goal. The purpose of an IEP is to provide a personalized plan for a student with a disability that outlines their unique needs, goals, and accommodations or services necessary to access their education. The goals and objectives included in an IEP should be specific to the student's individual needs and designed to help them make progress towards their academic, social, and emotional goals.

While it is common to include a primary goal in an IEP, it is not required. Some students may have multiple goals across different areas, and these goals may be written as separate sections or as part of a larger goal. For example, a student with a learning disability may have goals related to reading, writing, and math skills.

Ultimately, the IEP team, which includes the student's parents, teachers, and other professionals, will work together to develop a plan that meets the student's unique needs and goals. The goals and objectives included in the IEP should be specific, measurable, and relevant to the student's education and progress towards their long-term goals.

In the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), the requirement for specific objectives was removed from the mandated requirements. As a result, it is now even more critical to write clear and concise goals for students with disabilities. By doing so, educators can ensure that their students receive the appropriate support and services to help them make meaningful progress toward their educational goals. Clear goals also provide a basis for measuring a student's progress, evaluating the effectiveness of instructional strategies, and making data-driven decisions to support student learning. Therefore, it is essential for educators to develop well-defined goals that are aligned with student needs, are measurable, and are relevant to the student's educational program.

More Question and Things to Think about:

• Can you explain how progress monitoring will be included in the IEP for my child?
• How often will progress towards my child's goals be assessed, and what measures will be used to assess progress?
• Who will be responsible for administering the progress monitoring assessments, and how will progress be documented and reported to me as the parent?
• Can we discuss how progress monitoring will help ensure that my child is making progress towards their goals and that their instructional program is meeting their individual needs?
• Is it possible to include more frequent progress monitoring for my child, or is quarterly progress monitoring sufficient for their needs?
• How will the results of progress monitoring be used to make any necessary adjustments to my child's instructional program?
• Can we discuss any concerns or questions that I have about the progress monitoring process and how it will be implemented for my child?

Including prescribed explicit quarterly progress monitoring in the IEP means that the team will establish specific times throughout the school year when progress towards the student's goals will be assessed and documented. This allows for ongoing monitoring of the student's progress and provides opportunities for adjustments to be made to their instructional program if needed.

When writing prescribed explicit quarterly progress monitoring into the IEP, the team should be clear about the specific measures that will be used to assess progress, as well as the frequency and duration of each assessment. The team should also determine who will be responsible for administering the assessments and how progress will be documented and reported to parents and other members of the team.

It's important to note that the decision to include prescribed explicit quarterly progress monitoring in the IEP should be based on the individual needs of the student. Some students may require more frequent progress monitoring, while others may require less. The IEP team should work together to determine the most appropriate and effective way to monitor the student's progress towards their goals.

Here are some potential questions you could ask about progress during an IEP meeting:

• Can you provide an update on the student's progress towards their goals since the last IEP meeting?
• How is the student's progress being monitored and measured, and what specific measures are being used?
• Are there any areas where the student has made significant progress or where they may be struggling?
• How are the results of progress monitoring being used to inform instructional decisions and make adjustments to the student's educational program?
• Are there any changes or adjustments that need to be made to the student's goals or the way their progress is being monitored?
• Are there any concerns about the student's progress or the effectiveness of their current educational program?
• How can parents or other team members support and reinforce the student's progress outside of school?
• What resources or interventions are available to support the student's progress and address any areas where they may be struggling?
• Are there any external factors that may be impacting the student's progress or ability to meet their goals?
• How can we continue to work collaboratively as a team to support the student's progress and overall success?

The Individuals with Disabilities Education Act (IDEA) does not require that progress monitoring in an IEP (Individualized Education Program) must be done using normed and or standardized measures. Instead, IDEA requires that the IEP should include a description of how the student's progress toward meeting their goals will be measured and reported to parents.

Progress monitoring is an important part of the IEP process as it helps to determine if the student is making progress towards their goals and if any changes need to be made to their educational program. The specific measures used for progress monitoring will vary depending on the individual student's needs and goals.

While normed and standardized measures can be helpful in providing a comparison to the performance of other students, they are not always necessary. Other measures such as curriculum-based assessments, teacher observations, and work samples can also be used to monitor progress.

Ultimately, the IEP team, which includes the student's parents, teachers, and other professionals, will work together to determine the most appropriate and effective way to measure progress towards the student's goals. The progress monitoring method used should be tailored to the student's individual needs and abilities and should provide meaningful data to inform instructional decisions.