“The IEP is the heart of the Individuals with Disabilities Education Act, (IDEA), and measurable goals and objectives/benchmarks/progress markers are the heart of each IEP” (Bateman & Herr, 2006). There are three important components that are the nuts and bolts of each IEP. They are, the child’s present level of performance, measurable annual goals and a statement of needed special education and other services. “Just as the IEP is the heart of IDEA, these three items are the heart of the IEP. Together they are the key pieces of the law and of the child’s education” (Bateman & Herr, 2006).
IEP teams consist of a variety of professionals from psychologist, physical therapist, etc. As a parent you may choose to have your child assessed. Different tests can be provided. Once team members complete their assessments they are required to report their findings, offer classification, and develop skills and support that the student may need. “The IEP should be reviewed annually to update goals and make sure the levels of service meet the child’s needs” (Nemours, 1995).
“IDEA required that all annual IEP goals have measurable short term objectives or benchmarks. Short term objectives are defined as breaking “the skill described in the annual goal down into discrete components” while benchmarks are described as “the amount of progress the child is expected to make within specified segments of the year” (Bateman & Herr, 2006). It is important to remember that progress markers, objectives, and benchmarks are all the same thing. Most educators and parents feel IEP’s are stressful and difficult to understand, however they are greatly beneficial for students and hold them more accountable, aware, appreciate and become better self advocates for their own disability.
Educators and support staff should be focused on each student as an individual and concentrate on their specific needs. “It is important to have someone in charge of coordinating and monitoring the services the student receives” (Kupper, 2000). Teachers first need to develop appropriate measurable goals. Once this is completed the IEP team can “develop strategies that will be most effective in realizing those goals and must develop either measurable, intermediate steps, or major milestones that will enable parents, students, and educators to monitor progress during the year, and if appropriate, to revise the IEP consistent with student instructional needs” (Bateman & Herr, 2006). IEP’s are the law and must be followed accordingly. They provide educators and support staff with the services that are required for each exceptional learner.
IEP teams consist of a variety of professionals from psychologist, physical therapist, etc. As a parent you may choose to have your child assessed. Different tests can be provided. Once team members complete their assessments they are required to report their findings, offer classification, and develop skills and support that the student may need. “The IEP should be reviewed annually to update goals and make sure the levels of service meet the child’s needs” (Nemours, 1995).
“IDEA required that all annual IEP goals have measurable short term objectives or benchmarks. Short term objectives are defined as breaking “the skill described in the annual goal down into discrete components” while benchmarks are described as “the amount of progress the child is expected to make within specified segments of the year” (Bateman & Herr, 2006). It is important to remember that progress markers, objectives, and benchmarks are all the same thing. Most educators and parents feel IEP’s are stressful and difficult to understand, however they are greatly beneficial for students and hold them more accountable, aware, appreciate and become better self advocates for their own disability.
Educators and support staff should be focused on each student as an individual and concentrate on their specific needs. “It is important to have someone in charge of coordinating and monitoring the services the student receives” (Kupper, 2000). Teachers first need to develop appropriate measurable goals. Once this is completed the IEP team can “develop strategies that will be most effective in realizing those goals and must develop either measurable, intermediate steps, or major milestones that will enable parents, students, and educators to monitor progress during the year, and if appropriate, to revise the IEP consistent with student instructional needs” (Bateman & Herr, 2006). IEP’s are the law and must be followed accordingly. They provide educators and support staff with the services that are required for each exceptional learner.