As advocates, we are often in IEP team meetings where the subject of an IEP Goal Bank comes up. This is after the team has completed presenting and discussing the assessments, we have all looked at progress on last year’s goals, and are ready to discuss the IEP team’s proposed goals for the coming year.
Every part of an IEP is important—the goals and baselines are especially critical pieces. An IEP team starts with the assessments to get information on where the student needs extra help. The team then writes goals as a written plan for what the student will work on during the next 12 months. If a student needs additional support in math, reading, writing, then the student will have goals to not only advance the student a full academic year, but also to help catch up during that time if they are not at the same academic level as their peers.
A poorly-worded IEP Goal Bank may inflict substantial damage to the quality of your child’s IEP.
This is a key part where the IEP falls apart. One example we often see is “Student is reading at her independent reading level” in the baseline, and “student will read faster at her independent reading level” one year from now. There is rarely a mention of what that independent reading level is. Is she at grade level, is she 3 years behind? From the way the baseline and goal are written: we have no idea.
Teams have told us they got this exact goal from an IEP Goal Bank. This goal presents no objective way to measure progress since we do not know exactly where the student began and exactly where we expect her to be one year from now.
Without a clear, measurable plan, there is zero chance the student will make the necessary progress.
Here is another example – a student can participate in PE but takes 40 minutes to walk one mile, a goal might be that within one year (given support/coaching by an Adaptive Physical Education Teacher), that the student will be able to walk a mile in 30 minutes.
In this case, the student walking a mile in 40 minutes is the baseline, and being able to complete a mile in 30 minutes is the goal
The sorts of goals we often see in IEP Meetings are “Student scores low on walking speed” as the baseline, and “student will keep up with other students in 4 of 5 opportunities.” It is not specific and it is not measurable.
When we point out to the team that neither goal nor baseline is measurable, teams will often tell us “Well, we got it from an IEP Goal Bank.” That’s a reasonable place to start—and every goal and every baseline should be absolutely clear to anyone who reads it.
What is the student able to do right now? If a teacher who did not know this student picked up the IEP, would they know exactly where to start? If the baselines and goals are not specific, measurable, precise, then no, they will not. This wastes valuable time and services that our children need. It is okay to use an IEP Goal Bank as long as the goals that end up on the IEP document are specific and well-written.
For help at your child’s next IEP meeting, more information about our special education advocacy services, or for a FREE 20-minute consultation to see if we are a good fit for you, call or fill out our contact form.
As parents, we understand. As advocates, we can help.