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[quote=Anonymous]I'm still getting used to the new "goals based" IEPs.  I'm used to seeing a goal, with several objectives below it that go toward carrying out and measuring that goal.

This time around, our school is proposing the following goal for our DS, who will be in first grade next school year:

"Student will develop his skills in the area of reading comprehension.  After reading a story at Student's instructional level, Student will retell the story in his own words using relevant vocabulary, order events in the correct sequence, and make connections to the text with 80% accuracy during a quarter grading period."

When I asked about separating each of the above (vocabulary, sequencing and making connections) into a separate objectives under this goal, I was told that under the goals-based IEP system, they include these in one goal, and they measure the goal with the DRA and/or QRI.  My concern is that, if performance should be high in one area, it could mask a weakness in another of these areas, and thus make it look like the goal has been met (when really, it might only have been met for one or two of these three objectives).

The response was that including objectives like I proposed narrows the goal (ie, there is in fact more that goes into the goal than these three objectives) and in any event, we won't know until first grade how the teacher determines - based on how DS is doing at that time - to best go about implementing steps for DS to achieve this goal.  Also, the expectation is that parents and teacher would be in touch on an ongoing basis during the school year regarding the IEP goals, and parents can call an IEP meeting at anytime if we have concerns.

Although I'm grateful for the services, and the school has been great with DS so far, I'm torn whether I should accept this at face value, or push for objectives to be written into the IEP.  Has anyone else faced this type of issue with their child's IEP?
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