Monday, October 6, 2014


Let the games begin.
Oh it's not a game!
We all know I look fabulous in glasses!
Me too Phia!
Um Gabriel...
Let me see...
Those are totally pink!
Isn't pink my color Phia?
I guess, if that's what you like Gabriel.
How about these Phia?
Haha, are your fingers an accessory too?
Mom's notes-
Fun while Gabriel's glasses were being repaired. 

Measurable Annual Goals, including Benchmarks or Short-term objectives

Measurable annual goals, including benchmarks or short-term objectives, are critical to the strategic planning process used to develop and implement the IEP for each child with a disability. Once the IEP team has developed measurable annual goals for a child, the team (1) can develop strategies that will be most effective in realizing those goals and (2) must develop either measurable, intermediate steps (short-term objectives) or major milestones (benchmarks) that will enable parents, students, and educators to monitor progress during the year, and, if appropriate, to revise the IEP consistent with the student’s instructional needs.

The strong emphasis in Part B on linking the educational program of children with disabilities to the general curriculum is reflected in Sec. 300.347(a)(2), which requires that the IEP include:

a statement of measurable annual goals, including benchmarks or short-term objectives, related to--(i) meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum; and (ii) meeting each of the child’s other educational needs that result from the child’s disability.
As noted above, each annual goal must include either short-term objectives or benchmarks. The purpose of both is to enable a child’s teacher(s), parents, and others involved in developing and implementing the child’s IEP, to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal. IEP teams may continue to develop short-term instructional objectives, that generally break the skills described in the annual goal down into discrete components. The revised statute and regulations also provide that, as an alternative, IEP teams may develop benchmarks, which can be thought of as describing the amount of progress the child is expected to make within specified segments of the year. Generally, benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their child’s progress toward achieving the annual goals. An IEP team may use either short term objectives or benchmarks or a combination of the two depending on the nature of the annual goals and the needs of the child.
- See more at: