A question from Special Educator Shannon Carter-Murdoch about measuring progress of students with “pull down menu” IEPs.
I have two very, very different children, different learning styles, and unique needs. How can they have the same IEP?
I work at a private school. Each year I receive IEPs for new students from various school districts. These districts use a state-wide computer based program that generates “pull down menu” IEPs.
When using a “pull down menu” the goals and objectives do not necessarily match the needs of the child. They DO match the programs the school district already has in place.
I may see one goal that says:
_______ will reach level 5 of ____ ____ reading program
_______ will increase reading passage comprehension by one year (or to a specific grade equivalence).
When a student transfers from one school to another school that doesn’t use that particular reading program, sometimes it’s months before the IEP is changed.
How can I work on goals for a child when I don’t know what the reading program is and have no access to it? I’m not sure if they want the reading increased by one year or one grade level or six months…
Different Kids – Different Districts – Same IEPs
I received two IEPs last year – different kids – from different districts. Two of the Annual Goals were identical for each child.
Even the objectives were identical except for accuracy rates. Two very, very different children, different learning styles, and unique needs. How can they have the same IEP?
I think it’s because teachers don’t have to create goals for the individual child anymore, they just have to use what’s available in the “pull down menu” and try to make it fit the child.
I just get so frustrated with the problem and wonder if it is an issue elsewhere.
Shannon asks –
Are there other states out there that use a state-wide computer based system to generate IEPs?
If so, how do you individualize a child’s IEP using this system?