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IEP Measures of Progress - Know for certain if your child is progressing:
Measure
- [n] measuring instrument having a sequence of marks at regular
intervals; used as a reference in making measurements; [n] a basis
for comparison; a reference point against which other things can
be evaluated; [v] express as a number or measure or quantity; [v]
place a value on; judge the worth of something (WordNet
Dictionary @ hyperdictionary.com).
Progress
- [n] gradual improvement or growth or development; [n] the act
of moving forward toward a goal; [n] a movement forward; [v] develop
in a positive way (WordNet Dictionary @ hyperdictionary.com).
Measuring during cooking is done with cups or spoons. Measuring for woodworking is done with a ruler or yardstick. Measuring learning goals is done through data collection, standardized testing, or other evaluative instruments.
When defining the goals your child must meet, you will want to be sure you can measure whether the goals have been met. Measures of progress are the quantitative piece of an IEP goal or objective. Measurement of progress is mandated by IDEA for goals in the child's IEP. Quite simply, the child's progress must be "measured" with definitive, objective means of measurement.
IDEA Appendix
A -
"A public agency is not required to include in an IEP annual
goals that relate to areas of the general curriculum in which the
child's disability does not affect the child's ability to be involved
in and progress in the general curriculum. If a child with a disability
needs only modifications or accommodations in order to progress
in an area of the general curriculum, the IEP does not need to include
a goal for that area; however, the IEP would need to specify those
modifications or accommodations.
"The IEP for each child with a disability (including children who are educated in separate classrooms or schools) must address how the child will be involved and progress in the general curriculum. However, the Part B regulations recognize that some children have other educational needs resulting from their disability that also must be met, even though those needs are not directly linked to participation in the general curriculum.
If
your child already has an IEP, get it. Look at the goals and measurement
standards. Can YOU determine if your child is progressing by examining
data yourself, or could an independent examiner distinguish if your
child is progressing? Is measurement based solely upon teacher judgement?
If you cannot measure progress, evaluate each goal to find an objective
means of measuring progress.
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