How to Read the Service Delivery on Your IEP, Goal #
Okay, fellow special educationites, let’s look at the columns of the service delivery grid.
Underneath the headings for Grid A, B, and C, you’ll see six columns with the following headings:
Focus on Goal#
Type of Service
Type of Personnel
Frequency and Duration / Per Cycle
Today we’ll just deal with that first column, Focus on Goal #.
Remember how I said in the previous post, How to Read the Service Delivery on Your IEP, Part 1, that everything in an IEP needs to refer to everything else? This is a prime example. The Measurable Annual Goals (see my previous post about goals) determine what services will be provided.
Let me say that again. The goals in Measurable Annual Goals, IEP4, determine – not guide, not suggest – what services are provided. If there is no math goal, then math should not appear on the service delivery grid.
What’s the big deal? you ask. Why does a service need a goal?
Here’s the beauty of the IEP. The data about your child’s past performance determines what adult educators, including you, believe your child can achieve in the next year, with a certain amount of support. What your child can achieve becomes the goal. The support becomes the service delivery.
So the first column tells the Team to figure out which goals need what support. No goals, no service.
As you can see in the photo above, some services will just have one goal in the first column. In the photo above, the child has a reading class with a single goal – reading.
You also see in the photo that some services have multiple goals. In this case, the child has a Language Arts class with two goals – reading and writing. You don’t know what the goal titles are unless you go to IEP4, Measurable Annual Goals and look at the numbers.
It is good to know what the Goal Number column means. If you have a question about anything in this column, ask the teacher before signing. Sometimes old goals are left on by mistake, sometimes a teacher mistypes a goal number, sometimes a cell is empty, which is not good. These details matter.
Sometimes goals end in June, with new goals starting in the fall. If there is a service that goes until the end of 8th grade and does not continue in 9th grade, the IEP needs to show that. I’ll talk about this advanced grid reading in another post!
There can be a small difference between which goals show up on which grid. If your child is pulled out of class to see a counselor for an emotional management goal, it will probably be in the C grid, because the C grid is for pull-outs. Academic goals tend to be in the B and C grid, showing that a student is in both general education and special-ed-only settings. As you remember from the other post, the B grid is for services that happen in the general education classroom, and the C grid is for services that happen in specialized environments. When I’ve seen goals in the A grid, they tend to be either really general, like all the academic goals, or very specific, like occupational therapist talking to a teacher.
This is a lot of information. Does that make sense? Write me back!
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