For a teacher that has prior experience and knowledge with the student, writing an IEP that lists quantative and assessible goals is not difficult. Based on formal and informal assessments, teachers can formulate goals based on previous data and observations. However, it must be a tangible objective that can clearly be observed. With the construction of new assessment programs, such as prodigy and study island, and the use of traditional methods, experienced or well-trained teachers can develop attainable and reachable goals. The programs are formatted specifically to a student’s skill set and are modified according to progress or regression. These assessments gives scores and feedback based on the student’s performance. Informal assessments may include objectives that are based on the degree of the desired level or acceptable performance.

Special education teachers also play a critical role in the development and adjustment of an IEP because they have daily interactions with the student. They personally understand the student’s behavior and learning patterns. So they have valuable insight to how the student has progressed. For example, giving a spelling test is a simple way to gauge a student’s strength in reading and spelling. If a student only reads four out of ten words site words his second grade year, but reads eight out of ten, of the same words his third grade year, that is measurable, observable, and recordable. Having these defined goals allows teachers and parents to evaluate and witness student growth from one assessment period to the next.

Universtiy of Denver: Module 3 Learning Objectives

htttp://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/tutorials/Assessment/module3/good_objectives.htm

Wrightslaw Game Plan: Writing SMART IEPs by Pete Wright & Pam Wright. (n.d.). Retrieved from https://www.wrightslaw.com/info/iep.goals.plan.htm

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