This is the first post in my IEP Workshop series, where I take a close look at one part of the IEP at a time. Whether you are a parent trying to understand what you are reading or a special education provider writing these documents, I hope you will find something useful here.
Every Goal Needs a Starting Point
Sometimes we write an IEP goal for a brand new skill. Even then, every IEP goal needs baseline data that matches the skill being measured.
To write a SMART goal (Specific, Measurable, Achievable, Reasonable, and Time-bound), we need to know where the student is starting from. That starting point is the baseline, and it is what we measure progress against over the 12-month IEP cycle. Without it, nobody can say whether the student gained a skill, and nobody can say whether the goal was a good fit in the first place.
Gather Your Data Before You Write
The time to collect baseline data is between the evaluation results meeting and the IEP meeting. Use that window to establish the student's starting point on each skill you plan to target.
If the student is new to you, plan to meet with them several times. You will need that time to build rapport and to gather baseline data using curriculum-based measures.
A few common data sources do not work well as a baseline:
Standardized test scores from an evaluation report. These give helpful background, and they are too broad to anchor a goal.
Benchmark testing like MAP. These scores cover many skill areas at once, while an IEP goal is meant to target one specific skill.
The baseline should match the skill in the goal, so collect data on that exact skill. Intervention Central is one good resource.
"It Is a New Skill, So I Do Not Need Baseline Data"
Sometimes I hear that it’s impossible to have baseline data if the goal targets a new, untaught skill. This is incorrect. A new skill still needs a baseline. Any starting point is useful information, so write it down.
If you have not had a chance to collect data, ask yourself these guiding questions to pinpoint the baseline:
How do I know the student is unable to do this skill already?
What have I observed that tells me the student needs to work on this skill?
Can I make an estimate of where the student is right now?
If a specific data point is not available, work with the IEP team to make an estimate. Maybe the student can do this skill less than 20 percent of the time, for example. Any numerical information is better than none.
Why This Matters So Much
The clearer we make our goals, the more the student benefits from special education services. Data is the foundation of every IEP decision, goals included. Baseline data lives in the Present Levels of Performance, and the rest of the IEP is built on top of that section.
In IEP world, needs drive goals, goals drive services, and services drive placement. When the baseline is weak, everything after it gets shaky.
For Parents: How to Play an Active Role
Writing the SMART goal is the educator's job, but you have a role in the process. Here is how to make the most of it.
1. Give input on goals. Through your input during the evaluation, you have the opportunity to suggest goal areas. There are plenty of online resources that can give you ideas. For example, if your child needs help handling frustration, you can look at goal banks for emotional regulation IEP goals.
2. Review the draft goals before the IEP meeting. As you read, ask yourself:
Does this skill sound helpful for my child?
Does the outcome, meaning what they are meant to achieve in 12 months, sound ambitious but reasonable?
Is this goal too difficult, or does it include too many subskills?
Is there a clear baseline, so we know where my child is starting from?
3. Share your feedback before the meeting. I like to work out most of the IEP details ahead of time, because there is so much to cover in the meeting itself. If you have questions or concerns about the draft goals, email the case manager before the meeting so they have time to consider your feedback and make changes.
4. Ask how the skill will be taught. Good questions include:
What curriculum will be used?
How often will progress be monitored?
When should I expect a written progress report?
For Providers: A Quick Checklist
Schedule baseline data collection between the evaluation results meeting and the IEP meeting.
Use curriculum-based measures that match the exact skill in the goal.
When time runs short, estimate with the team and write the estimate down.
Record the baseline in the Present Levels of Performance.
Need Help?
I have audited hundreds of IEPs, and I am happy to look at yours. If you have questions about goals, baselines, or anything else in your child's plan, reach out and we can talk it through.