{"id":6837,"date":"2017-09-08T20:38:33","date_gmt":"2017-09-08T20:38:33","guid":{"rendered":"https:\/\/www.poac.net\/?p=6837"},"modified":"2024-02-22T13:02:08","modified_gmt":"2024-02-22T18:02:08","slug":"create-smart-ieps","status":"publish","type":"blog","link":"https:\/\/www.poac.net\/blog\/create-smart-ieps\/","title":{"rendered":"How To Write The Best IEP For Your Child"},"content":{"rendered":"
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The IEP process is overwhelming, no matter how many times you have been through it. We always have to ask ourselves if we are working on the right things, and if we are working on all that we should be. There is so much to know, and so much that we rely on others to bring to the table. This article will try to diminish the confusion and help you and your IEP team create SMART IEPs.<\/p>\n\n <\/div>\n <\/section>\n\n\n

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What comes first \u2013 the goal or the assessment?<\/strong><\/h3>\n

No good goals can come from inadequate assessments. We\u2019ve outlined this in one of our previous articles,\u00a0\u201cAssessments: Which one is best for your child?\u201d<\/a>\u00a0Next, goals must be driven from the results of this assessment. Goals should NOT be based on your child\u2019s age, but rather on his or her current levels and needs. I wouldn\u2019t teach you calculus without first getting you through addition, subtraction, and so much more. I know you want your child to do what his or her peers are doing, but skipping prerequisite skills only leads to slow or rote learning and this doesn\u2019t benefit anyone. \u00a0Make sure your child has all the skills needed to begin the goal, and not \u201cI know he can do this,\u201d or \u201cI\u2019ve seen her do it once.\u201d That is not a clear indication that all the prerequisite skills are there. If assessments are done\u2014and goals are chosen based on that information\u2014then your child will be more likely to learn, acquire skills, and master goals annually.<\/p>\n

What makes a SMART IEP?<\/strong><\/h3>\n

Let\u2019s review what should be in your IEP, using Wrightslaw\u2019s SMART IEPs as well some additional information.<\/p>\n

Go find your child\u2019s IEP and come back to this article to review the following. Pam and Pete Wright developed the SMART measurement to ensure IEPs are meeting best practices. They explain each IEP must be:<\/p>\n

(S) Specific<\/strong>\u00a0,\u00a0(M) Measurable<\/strong>,\u00a0(A) Use Action Words<\/strong>,\u00a0(R) Realistic and Relevant<\/strong>,\u00a0(T) time-limited<\/strong>.<\/p>\n

Here\u2019s how the system works:<\/p>\n\n <\/div>\n <\/section>\n\n\n

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Speci\ufb01c<\/strong><\/p>\n

SMART IEPs have\u00a0speci\ufb01c goals<\/strong>\u00a0and objectives. Speci\ufb01c goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child\u2019s progress will be measured. Look at these two goals. Which one is speci\ufb01c?<\/p>\n

Christopher will increase communication skills.<\/em><\/p>\n

Christopher will increase his use of greetings (saying hello\/goodbye and the person\u2019s name) without repetition of the recipient for a minimum of ten times per day.\u00a0\u00a0<\/em><\/p>\n\n <\/div>\n <\/section>\n\n\n

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Measurable<\/strong><\/p>\n

SMART IEPs have measurable goals and objectives<\/strong>. Measurable means you can count or observe it. Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal. Which of these two goals is measurable and observable?<\/p>\n

Janine will improve her reading skills.<\/em><\/p>\n

Using the Reading Mastery program, Janine will increase her present performance by one grade level by the end of the first marking period.<\/em><\/p>\n\n <\/div>\n <\/section>\n\n\n

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Action Words<\/strong><\/p>\n

IEP goals include three components that must be stated in measurable terms: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of need (i.e., reading, writing, social skills, transition, communication, etc.) (c) level of attainment (i.e., to age level, without assistance, etc.) SMART IEPs use action words<\/strong>\u00a0like: \u201cThe child will be able to . . .\u201d Which of these goals is speci\ufb01c, measurable and includes action words?<\/p>\n

Gary will decrease his aggressive behaviors. \u00a0<\/em><\/p>\n

Provided with functional communication training, Gary will be able to increase his requests for a break using a visual support, in situations that have previously resulted in aggressive behaviors maintained by escape of task, to decrease time spent out of the classroom to less than 30 minutes per day.<\/em><\/p>\n\n <\/div>\n <\/section>\n\n\n

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Realistic and Relevant<\/strong><\/p>\n

SMART IEPs have realistic, relevant goals and objectives<\/strong>\u00a0that address the child\u2019s unique needs that result from the disability. SMART IEP goals are not based on district curricula, state or district tests, or other external standards. Which of these goals is speci\ufb01c, measurable and realistic?<\/p>\n

Bobbie will improve her writing skills.<\/em><\/p>\n

Bobbie will improve her writing to have less than 3 grammatical errors and 4 spelling errors per 150 words. \u00a0<\/em><\/p>\n

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Time-limited<\/strong><\/p>\n

SMART IEP goals and objectives are time-limited<\/strong>. What does the child need to know and be able to do after one year of special education? What is the starting point for each of the child\u2019s needs (present levels of academic achievement and functional performance)? Time-limited goals and objectives enable you to monitor progress at regular intervals.<\/p>\n

From the PLAAFP: During social skills group, Simone engages in a maximum of 3 verbal exchanges on a single topic with her peers.<\/p>\n

Annual Goal: Using the Social Skills Curriculum, Simone will increase her verbal exchanges per topic to a minimum of 20 during 30-minute social skills session.<\/p>\n