Assessment and the Individualized Education Program (IEP)
Evaluation and the IEP process
The sequence is referral, parental consent, full and individual evaluation, eligibility meeting, IEP developed within 30 days of eligibility, then annual review with triennial reevaluation. Evaluation must be multidisciplinary, use multiple measures, and be nondiscriminatory (native language, validated instruments). Parents are full team members, and consent may be revoked in writing.
Every IEP contains present levels of academic achievement and functional performance (data-based statements about what the student can do now), measurable annual goals, a statement of special education and related services and supplementary aids, an explanation of the extent of nonparticipation with nondisabled peers, testing accommodations with justification for alternate assessment, service frequency/duration/location, and - by age 16 - postsecondary transition goals and services. Short-term objectives are required only for students assessed against alternate achievement standards.
Traps: goals with no measurable criterion; present levels that list test names without interpretation; confusing accommodations (change access, keep the standard) with modifications (alter the standard or expectations); assuming an IEP guarantees a particular outcome; and forgetting that related services (speech, OT, counseling, transportation) are part of FAPE.
Worked example of a defensible goal: 'Given a graphic organizer and a word bank, Jordan will write a three-paragraph informational text scoring at least 3 of 4 on the district writing rubric in 4 of 5 consecutive opportunities by March 15.' It names condition, observable behavior, criterion, and timeframe.
Rule of thumb: if you cannot count it, measure it, or observe it, it is not an IEP goal.