To measure the child's Present Levels, the school needs to evaluate these skills. The team will need to use objective data from tests and assessments to document the child's Present Levels and identify the child's unique needs that result from the disability.

IDEA requires the team to use a "variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the child's parent" to help them determine the content of the child's individualized education program.

You'll find the legal requirements for using evaluations and assessments to determine the content of the child's IEP in Wrightslaw: Special Education Law, 3rd Edition, p. 138 and p. 282-283.

Measurable Annual Goals

The IEP must also include a "statement of measurable annual goals" that address the child's Present Levels of Academic Achievement and Functional Performance.

Learn about SMART IEPs

The term "SMART IEPs" describes IEPs that are specific, measurable, use action, words, are realistic and relevant, and time-limited. Let's look at each of these terms.

Specific

Specific goals target areas of academic achievement and functional performance. These goals include clear descriptions of the knowledge and skills that will be taught and how the child's progress will be measured.

Measurable

SMART IEPs have measurable goals and objectives. Measurable means you can count it 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.

Action Words

SMART IEPs use action words like "The child will be able to . . ."

IEP goals include three components that must be stated in measurable terms:

• direction of behavior (increase, decrease, maintain, etc.)
  
• area of need (i.e., reading, writing, social skills, transition, communication, etc.)
  
• level of attainment (i.e., to age level, without assistance, etc.)

Realistic and Relevant

SMART IEPs have realistic, relevant goals and objectives that address the child’s unique needs that result from the disability.

SMART IEP goals are not based on school district curricula, state or district tests, or other external standards.

Time-limited

SMART IEP goals and objectives are time-limited. What does the child need to know and be able to do after one semester or one year of special education? What is the starting point for each of the child’s needs as identified in the Present Levels of academic achievement and functional performance?

Time-limited goals and objectives allow you to monitor progress at regular intervals.

To learn about writing SMART IEPs, read Chapter 11 SMART IEPs in Wrightslaw: From Emotions to Advocacy

You can also download a complimentary copy of Chapter 11. SMART IEPS.

Educational Progress

The IEP must also include a description of

• how the child's progress toward meeting the annual goals will be measured and
  
  
• when the school will provide periodic reports of the child's progress toward meeting the annual goals to the parents (as by quarterly or periodic reports when report cards are issued).
  

To summarize, a SMART IEP must

• be based on the child's Present Levels of Academic Achievement and Functional Performance;
  
  
• include SMART IEP goals that address all the child's unique needs;
  
  
• clearly state exactly what the school will do to address the child's needs;
  
  
• describe how the child's progress will be measured, and
  
  
• inform the parents about when and how the school will provide periodic reports of their child's progress.

Wrightslaw: Special Education Law, 3rd Edition Legal Requirements of an IEP 20 U.S.C. 1414(d)

Print Book & PDF Combo Print Book

SMART IEP Game Plan: Your Assignments

Read these articles:

Chapters 10 and 11 (Tests and Measurements 101 and 102) in Wrightslaw: From Emotions to Advocacy, 2nd Edition.

OR

Download and study the Wrightslaw White Paper about Understanding Tests and Measurements for Parents, Educators, Advocates and Attorneys.

AND

Read Chapter 12 about SMART IEPs in Wrightslaw: From Emotions to Advocacy, 2nd edition by Pam & Pete Wright

SMART IEPs, Chapter 12, p.115. Print Book + PDF Print Book Kindle e Pub

OR

Download a complimentary copy of Chapter 12. SMART IEPs for your personal use.

Expect to read this material more than once. In fact, you should expect to read the chapters about Tests and Measurements three times. Use a highlighter. Make margin notes. Be patient.

SMART IEPs: A Tactics and Strategy Session with Pete and Pam Wright

How can you get SMART goals in your child's IEP? What can you do if the school wants to use "teacher observations," not objective testing in the IEP?

In SMART IEPs: A Tactics and Strategy Session with Pete and Pam Wright, you will learn about:

* requirements for present levels of academic achievement & functional performance
* how to use a private educational consultant
* requirements for measurable academic and functional goals
* accommodations and modifications
* impact of low expectations
* how to avoid methodology disputes
* tutoring & how to find qualified tutors
* response to intervention (RTI)
* extended school year (ESY)
* the parent's (active) role

Good luck!