Define “measurability” in terms of IEP development. Please address vagueness, observability, and specificity in your response. All objectives, goals, benchmarks, and progress markers must be measurable and measured. According to IDEA, all IEPs must contain a statement of measurable annual academic and functional goals. Additionally, the IEP must state how the child’s progress toward meeting the goals will be measure and reported.
According to Bateman (2006), “To measure something is to perform a particular operation, to do something” (p. 16). Bateman states that there are four key features that describe measurability. It is important to consider what an educator might do to see if the student has accomplished the goal, objective, benchmark,…show more content… Measurable goals must contain observable, visible, or countable behaviors. Educators should avoid writing non-measurable goals. According to Bateman (2006), “Fairly frequently, a non-measurable, vague and general annual goal will have some objectives or benchmarks which, while not measurable, are far more specific” (p. 24).
What does Bateman mean by the terms “given”? The term “given” means a condition. Example, “given software.”
Why is the goal: “John will learn to ‘appreciate art’” not an acceptably worded goal? Pay special attention to the words in quotes. The goal: “John will learn to appreciate art” is not an acceptable goal because it is not observable, it does not include any important conditions, and it does not have a criterion or level of performance.
Bateman identifies three myths of measurability. What are they and why are they myths? Myths of…show more content… If a GO/B contains a percentage, it’s measurable. This is a myth because including a percentage does not make a goal measurable.
2. If a GO/B contains technical language or ‘words of art,’ it must be valid. This is a myth because technical language does not make a goal measurable.
3. If a GO/B contains an “action” verb, it is measurable. This is a myth because an action verb does not guarantee the goal is measurable. Bateman identifies five changes in IDEA 2004 that affect IEP development. What are they? How will these changes affect the way IEPs are written? In what ways will these changes may IEPs more or less defensible? According to Bateman, measurability is a key component of the 2004 IDEA. IDEA 2004 requires a statement of measurable academic and functional goals. The IEP must also contain a description of how the student’s progress towards meeting these goals will be measured, observed, and reported.
After the IEP team has created measurable goals for a student, the team can create strategies that will be most helpful in recognizing the goals. The team can then create short-term objectives or benchmarks that will allow educators, parents, and students to monitor student
