Category: IEP Meeting

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Let’s Talk About Goals: Part 3: Strength-Based Goals

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IEP Goals are one of the driving forces of your child’s IEP. They are the main, most important concepts and skills your child will be working on with their special education teachers and/or related services providers like speech pathologists and social workers. 

If you have ever read an IEP goal, you know that they can be long, wordy, and full of jargon. Check out blogs Part 1: SMART Goals, and Part 2: Real-World Goals for more information about how goals are written. But for your child to be really successful in reaching their goals, they should be written with your child’s strengths included. 

As a reminder, IEP goals need to take into account a whole bunch of information including: 

  • Your parent input statement and priorities for your child
  • Your child’s current level of performance- in other words, what can they do and what skills do they need to work on
  • Your child’s strengths and interests
  • Interventions and/or supports your child needs in order to achieve this goal

Strength-based goals focus on the third bullet point- Your child’s strengths and interests. Let’s look at a few examples.

Example 1: Dr. Jo will be able to use tools such as multiplication charts, number lines, and a calculator, to solve realistic word problems with multiplication. 

Discussion: This is a real-world goal that includes supports and strategies that would allow me to reach the goal. However, this goal only works if I know how to use the tools, and like using the tools. If I want to run away and scream every time my teacher brings out a number line, it should not be included. The tools and strategies that each student uses, likes to use, and are interested in should be part of the goal. 

A better goal might be something like: 

Dr. Jo will use a Care Bear-themed multiplication chart, Bear manipulatives, or a calculator, to solve realistic word problems using multiplication.

Example 2: Dr. Jo will be able to read sight words with 90% accuracy. 

Discussion: This goal does not include any strengths or interests, nor does it indicate how I am reading those sight words. By using what I like and an appropriate level, I will be more engaged in the learning activities and will reach my goal faster. For example, if I hate reading fiction stories, but I love reading non-fiction about astronomy and have strong background knowledge in astronomy, that should be part of the goal 

A better goal might be something like: 

When given a non-fiction text about astronomy at a 4th-grade decoding level, Dr. Jo will read the text aloud, reading the sight words within that text with 90% accuracy.   

Remember that goals can also address social-emotional needs and independent functioning needs as well as OT, PT, speech, and any other related service your child needs. Every IEP has a ‘strengths’ section that should talk about your child’s strengths and interests. Teachers can use that section to help them write strength-based IEP goals. As parents, you are the best expert in your child. Please feel free to share your child’s strengths and interests that you notice outside of school. When parents and teachers work together as a team, great IEPs can be written for your child. 

Take a look at your child’s IEP.  Are their goals written as SMART goals? Are they preparing your child for the real world? Do they include your child’s strengths and interests? If you want some support making sure to have all 3 pieces in your child’s IEP, reach out and we can chat! 

Let’s Talk About Goals- Part 2: Real-World Goals

IEP goals determine what specific skills and concepts special education teachers and related service providers will work on with your child. Part 1 of this blog series talked about SMART Goals. This post will talk about real-world goals. 

Remember, IEPs are regulated under the Individuals with Disabilities Education Act (IDEA), which states that IEPs are designed to meet your child’s unique needs and to prepare them for further education, employment, and independent living. Therefore each IEP goal is not simply to help your student pass their classes this school year. They should be preparing them for the future.

IEP goals need to take into account a whole bunch of information including: 

  • Your parent input statement and priorities for your child
  • Your child’s current level of performance- in other words, what can they do and what skills do they need to work on
  • Your child’s strengths and interests
  • Interventions and/or supports your child needs in order to achieve this goal

As a parent, you are an expert on your child and IEP goals should not be written alone. The entire IEP is a team effort and you are an equal member of that team. You can collaborate with the school-based team on goals before the meeting, or you can be ready to discuss them during the meeting. Your input helps the IEP determine if the goals are relevant to your child, most important for what they need to succeed in the future, and will help your child learn and grow right now. 

Let’s look at a couple of examples: 

Example 1: Dr. Jo will be able to solve 100 1-digit by 1-digit multiplication problems in one minute.

Discussion: Is this a reasonable goal? I’ll be honest. I’ve never been fast with my math facts. A teacher could easily say I need this goal. Even today, I don’t think I would be able to meet this goal. There are too many problems in too little time, and it only measures my ability to memorize facts quickly. Sure, it’s handy to know multiplication facts fluently, but it is not necessary in my everyday life. I don’t solve random multiplication problems out of context, I don’t have a time limit, and I do have tools I can use to help me solve math problems very quickly. 

A better goal might be something like: 

Dr. Jo will be able to use tools such as multiplication charts, number lines, and a calculator to solve realistic word problems using multiplication. 

This goal now allows me to actually problem solve in real-life settings. That is a much more important skill that I do use in my real, everyday life, and it still works on multiplication in the school setting. 

Example 2: Dr. Jo will read 50 sight words on flashcards. 

Discussion: How often are you reading individual words completely out of context? Probably never. Also, how boring would it be to read 50 random words? That’s not something I would want to do, especially if I struggle with reading. 

A better goal might be something like: 

When given a book on a topic of interest and at Dr. Jo’s reading level, Dr. Jo will be able to read the sight words in a 100-word passage with 90% accuracy.   

This goal still assesses my ability to read sight words, but now it’s presented in a way that I will actually use in my real life. It also takes into account my interests and provides me with a more interesting and engaging way to read sight words. 

Both examples here address academic needs, but remember that goals can also address social-emotional needs and independent functioning needs as well as OT, PT, speech, and any other related service your child needs.  

Want to make sure your child has real-world goals in their IEP? Set up a free 15-minute phone call and we can talk all about goals!

Let’s Talk About Goals- Part 1: SMART Goals

Goals are the driving force of the IEP. They are the most important concepts and skills your child needs to learn in order to prepare them for further education, employment, and independent living. Goals are taught by the special education teacher or other related service providers, and they must be tracked throughout the year to determine if your child is making progress. But how do goals actually work? How are they worded? How do teachers determine what goals your child should have?

Every IEP has a ‘goals’ page. Goals are the driving force of the IEP. They are the most important concepts and skills your child needs to learn in order to prepare them for further education, employment, and independent living. Goals are taught by the special education teacher or other related service providers, and they must be tracked throughout the year to determine if your child is making progress. But how do goals actually work? How are they worded? How do teachers determine what goals your child should have? 

First, let’s talk about the basic structure of how a goal is written in an IEP. IEP goals must be ‘SMART’ goals. SMART goals are Specific, Measurable, Achievable, Relevant, and Timely.

Specific: The goal must be clearly worded and specific to a skill or concept your child needs to improve. 

Measurable: Goals must be measurable with quantitative data. This means the goal can be objectively tracked to determine if your child is making progress without any subjectivity or bias. 

Achievable: The goal should be within reach for your child. We want to set them up for success, so the goal should not be too lofty. 

Relevant: The goal should be a skill or concept based on your child’s unique needs that will prepare them for further education, employment, or independent living. 

Timely: IEP goals are written for the calendar year. The goal should be achievable by the end of the IEP year. The goal and benchmarks/objectives may also have specific end-dates written within the goal.

Your child may have multiple goals in their IEP, but each goal should have all of these components. 

When looking at your child’s IEP goal page, you may have noticed that each goal seems to repeat itself multiple times. That’s because the goal page of the IEP shows the annual goal, and three benchmarks or objectives. The benchmarks/objectives help your child build the skills they need in order to reach their annual goal. They are the smaller steps along the way that makes the big annual goal achievable. This is the same concept adults use in their own lives. For example, if I have a goal of running a 9-minute mile, I am more likely to succeed if I start with a 12-minute mile, then work towards an 11-minute mile, then a 10-minute mile, and eventually, I will be able to run a 9-minute mile. If I go straight for the 9-minute mile, I’ll probably fail and want to give up. Benchmarks and objectives help us break up big goals into achievable steps. 

In order to know where to start the benchmarks/objectives and what the goal should be, we need to know some baseline data. This information – your child’s current levels of performance- will be explained in the IEP. You may see it right there on the goal page, or it may be in a different section. Sometimes it’s both. This information and data help teachers and related service providers know what your child should work on and where to start. Using my running goal as an example, a 9-minute mile might be a perfect goal if I can currently run a 13-minute mile. But what if my current mile time is 18 minutes? Is a 9-minute mile reasonable? Maybe eventually, but a 14-minute mile might be a better goal to start with. On the other hand, if my current mile time is 10 minutes, I might hit a 9-minute mile pretty easily. That goal might not be challenging enough, or it’s an indication that it is not the most important goal I should be working on. Knowing your child’s current levels of performance helps teachers determine what their goals and benchmarks should be. 

Using my running example, here is what my SMART goal and benchmarks would look like. Let’s say I can run a 13-minute mile right now. 

Annual Goal: By September 2022, Dr. Jo will run 1 mile in 9 minutes. 

Benchmark 1: By December 2021, Dr. Jo will run 1 mile in 12 minutes. 

Benchmark 2: By March 2022, Dr. Jo will run 1 mile in 11 minutes. 

Benchmark 3: By June 2022, Dr. Jo will run 1 mile in 10 minutes.

My goal is specific (run 1 mile), measurable (time in minutes), achievable (if I can run a 13-minute mile now, I should be able to run a 9-minute mile in a year with training), relevant (this is a personal goal for a future 5K race), timely (there are benchmarks with dates and an end date for the overall goal). 

The same structure and concepts apply to your child’s IEP goals. 

What are some goals your child has? Are they SMART goals? Are they the most important concepts and skills your child needs? 

If you’re not sure if your child’s goals are best for them, let me know! I can review your child’s IEP and goals and provide suggestions for improvement. 

Send me a message or set up a free consultation to talk about your child’s IEP goals!

IEP Meeting Tips – 3 steps to follow after the meeting

You did it! You had a successful IEP meeting where you were a collaborative member of the team. You have a great IEP that meets the unique needs of your child and prepares them for further education, employment, and independent living. But you are not quite done yet. Follow these steps to wrap up after the meeting to make sure that IEP is implemented and working.

  1. Make sure everyone has the final copies.
    • The IEP you had going into the meeting was the draft. Now that the meeting is done, there should be a ‘finalized’ version of the IEP. This finalized version is what the team will implement. Also, if there were any other documents discussed during the meeting, make sure you have copies of those too. Keep these organized in a phsyical IEP binder, or a computer folder so you can access them easily throughout the year.
    • Double check with the case manager that all of the adults your child works with has a copy of the new IEP. Some adults, like aides, lunchroom staff, office staff, and others may not have access to students’ IEPs. Work with the case manager to make sure everyone knows about the new IEP and has a copy.
  2. After a few weeks, ask for data
    • No matter how great the IEP meeting went, we want to make sure the IEP is working. You can ask for progress monitoring data (information on your child’s progress towards their goals) at any time. Just remember, that goals are long-term. Don’t expect your child to be meeting the benchmark right away, but we do want to see progress towards the benchmark and goal.
  3. Keep the team updated
    • If there are any changes at home that affect your child, share with the team. You are the expert on your child and their needs and the school team wants as much as that information as you are willing to share. Keeping the school team updated helps them support your child. You don’t have to wait for the next IEP meeting (a year from now) to give updates.
    • If there are major changes, or if you want to hold another IEP meeting, you can. You don’t have to wait the full year to meet again. If you think meeting again is the best next step, ask the case manager for an IEP meeting and be clear about you concerns and why you want this meeting.

As always, keep a positive attitude and thank the team for their work with your child. When you keep a collaborative attitude, the team feels less defensive and is more willing to work with you.
What else do you do after IEP meetings? Let me know in the comments!

Want support building collaborative relationships with your child’s IEP team? Let me know what you need!

IEP Meeting Tips – 6 Tips to follow during the Meeting

No matter how well prepared you are for the IEP meeting, you might still feel stressed. This is especially true if it is your first meeting, or if you have had negative experiences in the past.
Remember, you are an equal member of the IEP team and your involvement is required. If you followed my 10 Tips to prepare for the IEP meeting, then you are ready to follow these 5 tips during the meeting to be a collaborative team member to get the best IEP for your child.

  1. Thank the team.
    • Start with a positive attitude and thank the team for working with and supporting your child. Let them know that you are here as a collaborative team member to help bring creative solutions to the table that best help your child. This let’s the team know that you are not there to judge or fight them, and that you are a part of the decision making and helps set the tone for a successful meeting.
  2. Follow Along.
    • Bring the draft IEP, the previous IEP, your notes and questions, and the agenda to the meeting. Follow along in the actual IEP document using the agenda as a guide. If a section is skipped or you get lost, stop and ask the team to clarify what section they are in.
  3. Ask questions.
    • If you emailed questions before the meeting, then most of your questions should already be answered, but if they were not, ask them again! The draft may have changed slightly since you got it, so if there are new terms or phrases you don’t understand, ask them to explain. If there is an accommodation, goal, or any other support that doesn’t make sense for your child, ask them to explain it.
  4. Clarify Services.
    • When will your child receive the services the team explained? How will they teach the goal? Where will these services take place?
  5. Participate in the discussion.
    • IEP meetings should not be the teachers reading the IEP at you, telling you how things are. IEP meetings should be a discussion of your child’s strengths, needs, supports, and services that meet their unique needs and prepare them for further education, career, and independent living. The teachers may be the experts in their fields, but you are the expert on your child. Be a part of the discussion by letting the team know if you think the supports and services will meet their needs and what else your child may need to be successful both in and out of school.
  6. Remember that you are an equal member of the IEP team.
    • You can can direct the meeting just as much as anyone else there. If something doesn’t feel right, it is always ok to stop and reconvene. If you do need to stop the meeting, make sure the team knows why, knows what information must be gathered before the team reconvenes, and set a timeline. Remember, stopping the meeting isn’t always a bad thing. Sometimes more information is needed before the best decision can be made for your child.

What other tips and tricks do you have for successful IEP Meetings? What was your best IEP meeting?
Share them in the comments below!

Want more information about IEP Meetings, providing your input, and building collaborative teams? Reach out with any questions you have!

IEP Meeting Tips – 10 Tips to Prepare for the Meeting

Whether you are preparing for your first IEP meeting or the 15th, these tips will help you have stress-free nights before the Meeting. If you are ready with all the information you need, you can join the meeting as an equal team member, not an adversary. Follow these 10 tips to make sure you are ready to be a collaborative and equal team member at your next IEP meeting.

*These tips are for annual or initial IEP meetings. Consent & Assessment Planning (or Domain) meetings and Eligibility meetings are different types of IEP meetings and require different types of planning.

  1. Figure out the IEP “due date.”
    • Once your child has an IEP, they must have an IEP meeting at least yearly. That means if your last IEP meeting was on February 2nd, 2021, the next IEP meeting must be held by February 2nd, 2022. Knowing the due date can help you make sure you have all the documents and information ready by the meeting due date.
    • Some schools may schedule the meeting a few weeks before the due date. Email your child’s case manager to see if they have an idea of when the meeting will be.
    • If this is your child’s first IEP, then the IEP meeting will take place within 10 days after the eligibility meeting, but only if you child is eligible for an IEP. Download the IEP Evaluation Flowchart to understand the eligibility process.
  2. Know who will be at the meeting
    • You should receive Prior Written Notice (PWN) informing you of the type and purpose of the meeting, the time, the location, and who is invited. Make sure all the teachers and related service providers you want in the meeting are on that list.
  3. Communicate your concerns and goals for your child.
    • Every IEP has a parent input section. Oftentimes, this section is overlooked or neglected, but it is the perfect place for your to voice your concerns and aspirations for your child before the IEP meeting. You can also share your child’s strengths and preferences in this section. If you share your input, the team can then address your concerns and goals within the IEP.
    • The Parent Input Section is the place for your to express what you see at home, your concerns about your child’s education, future career and/or independent living, and anything else including communication, mobility, or social emotional concerns. It is not a place to complain, but rather a place to share your expertise on your child with the rest of the team.
  4. Let the team know if you want to talk about anything you don’t usually talk about.
    • If this is an annual IEP, check the previous IEP. Does it address everything your child needs? Are there areas you are concerned about that are not included such as speech & language, OT, or social emotional support? Let the team know beforehand so they can prepare and invite the right people to the meeting.
    • If this is an initial IEP, the areas of concern should have been addressed at the Domain Meeting. Double check the domain meeting paperwork to make sure every area you are concerned about is addressed.
  5. Talk to you child!
    • Kids should be included in their own IEP process. The plan is written for them, so they should have a say in what helps them and what doesn’t. This also helps build self-advocacy. Go through the previous IEP with your child and talk about what was helpful and what was not.
  6. Review goals.
    • Look at the previous IEP and review the goals. Do they make sense for your child? Do you have progress monitoring data to determine if your child has made progress towards these goals or even met the goal? If not, ask for the goal data from the special education teacher. You can use the previous goals to help determine if the new goals are appropriate.
  7. Ask that a draft of the new IEP be sent to you at least 3 days before the meeting.
    • Read through the entire draft and write down any and all questions you have. IEP meetings can feel like a whirlwind where educational jargon gets thrown at you. It’s easy to get lost and forget the questions you have. By writing them down, you can make sure to stay on track during the meeting, and if you send your questions ahead of time, you might even get them answered before the meeting.
    • Some common questions might be clarifying what acronyms mean, explaining what test scores mean, explaining the goals and how they will be taught and monitored, and asking why there are/are not certain accommodations.
    • If the entire IEP is too overwhelming, start with the 5 IEP Sections to look for.
  8. Ask for all the paperwork.
    • The IEP document itself is probably not the only paperwork that will be given at the IEP table. Ask for all the paperwork before hand so you have time to read and review it prior to being asked to sign anything. Additionally, make sure you know which papers need to be signed and what your signature indicates. For example, some district’s IEPs have parents sign the cover page, which only indicates that they attended the meeting, where other district’s IEPs may have the parent sign the IEP indicating they agree with the services. Getting all the paperwork ahead of time allows you to read and review without feeling pressured to sign immediately.
  9. Gather any new information or documents you have.
    • Did your child have a new physical? New allergies? Update on private therapies? The IEP meeting is a great time to share any out-of-school updates that relate to your child’s disability. Again, sending this information to the school ahead of time allows them to incorporate the information into the new IEP. Then, the IEP meeting can be more of a discussion rather than a mad dash to get all the information written down.
  10. Get an agenda.
    • IEP meetings can be long and there are many different sections to review, and potentially many different teachers and related service providers. Ask for an agenda with the sections that will be covered, who will be leading the discussion of that section, and a time estimate for each section. That way, it is easier for everyone to stay on track, and you can follow along. It also allows you to plan as much time for the meeting that you need without feeling rushed.

What else do you do to prepare for IEP meetings? Share your tips and tricks in the comments below!

If you want personalized support preparing for the IEP meeting or to have someone review your child’s draft IEP, reach out to me!