The importance of collecting data on IEP goals

After a child has had a comprehensive evaluation made up of a variety of assessments,  it is time for professionals, educators and parents to collaborate on writing educational goals and objectives for the child.   The data collected from these various assessments is what provides the information for making decisions regarding specific goals.  Without the assessments and the data collected from them, the IEP team would not have a comprehensive view of the child.  They would not know the child's present level of performance for each of the domains.  They would not have evidence in which to base their decisions for setting goals for the upcoming year.  According to Cook, Klein and Tessier (2008), "... when quality goals are based on what is learned during assessment better child outcomes are produced."  It is the evidence collected from the assessments that drives the child's education plan.  If we recognize the importance of collecting data in order to write the initial IEP goals, then we must recognize the importance of collecting data as a means for monitoring the progress of the child in meeting his IEP goals.  The IEP goals are written based on the child's current levels of performance.  As the child grows physically, matures socially and emotionally, develops motor and adaptive skills, learns cognitive concepts and expands his communication skills, data must be collected to identify and monitor these changes.  All those involved in implementing the IEP are responsible for collecting data.  The information gathered from the data will help the teachers and professionals determine if the child is progressing in his goals.  If the child is making adequate progress according to the data collected, then the interventions and instructional strategies being used are appropriate to the needs of the child.  If the child is not making adequate gains as evidenced by the collection of data, then the teacher or professional may need to reconsider either the appropriateness of the goals, or the appropriateness of the interventions and instructional strategies.  As Cook, Klein and Tessier (2008) state in the text,  "Instructional strategies should be informed by meaningful assessments and reflect evidence-based practices."  The educator can make adjustments to her teaching strategies, or decide to convene a team meeting to discuss the appropriateness of the IEP goals.  In any case, it is the information gained by monitoring the progress of the child that helps the educators make on-going decisions about the delivery of instruction.

Works cited:
Cook, Ruth E., Klein, Diane M., & Tessier, Annette.  Adapting Early Childhood Curricula for Children with Special Needs.  (7th ed.).  Upper Saddle River, New Jersey,  Columbus, Ohio:  Pearson Merrill Prentice Hall, 2008.