What is the issue?
It is not going to be possible for you and the school staff to know if your child is making progress toward meeting the IEP goals without what is called “objective measures.” This means that there is something besides what the teacher thinks or sees to determine progress. This could be counting the number of times your child successfully completes a class assignment, a simple weekly checklist of sight words recognized, or a more formal assessment tied to your child’s goals. A structured observation by the teacher or another member of the school staff can be one way to measure progress. Another issue that might be causing this conversation stopper is that the goals may not be written very well. Check to see if the goals in your child’s IEP are written so they can actually be measured.
Possible responses are:
“It’s not going to be possible for me to know if Natasha is making progress unless we have some objective measures written into her IEP. What other measures can we use to track her progress toward reaching these goals?”
“We need to think about some more formal ways of measuring Natasha’s progress. Sometimes it takes quite a while for Natasha to learn new material. I need to know what assignments and assessments we are going to use to ensure that she is mastering the really important skills on this IEP.”