Does the Collection of Progress Have an Importance on IEP Goals?

            Progress must be monitored on an on-going basis in order to make adjustments to a student’s individualized education program so that their needs are being met.  Often times I hear record keeping and progress monitoring referred to as a necessary evil.  It is certainly necessary and to some it may be evil because it can be very time consuming.  When it becomes too time consuming it often is not used therefore the text suggest that “the goal of designing a record-keeping systems is that it be simple, efficient, and functional.”    

            Our preschool department uses the Creative Curriculum and we also use this to document children’s progress on their IEP goals.  We write anecdotal notes to document the progress that they are making on goals and objectives. We also document progress with pictures and work samples.  Progress is also monitored by using a developmental continuum in which we rate children three times a year.  This gives parents and the IEP team a good idea of how they are progressing on each of the fifty objectives.  This also allows us to write appropriate goals.  If a child is still in the forerunner stage then this means they are not at the same level as their peers.  Therefore, we write a goal for each objective that they are still in forerunners as a way to assist them with getting up to the same level as their peers.  Once they are out of the forerunner stage and into the steps then we are able to consider that goal mastered and focus on different objectives. 

            I find that using this curriculum really helps me document and monitor progress.  It also is very helpful with writing present levels of performance, goals, and benchmarks.  To me this system is “simple, efficient, and functional.”  Each teacher must find their own system that meets those qualifications.  This will allow them to make appropriate changes and revision to their programs so that each student lives up to their potential. 

References:

        Cook, R, Klein, M, & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Columbus, OH: Pearson.