Yes there is a section in the IEP that describes the child's current level of skills and capabilities. All goals should be stated in a meaningful and measurable way with a description of how the goal will be taught (what steps), and how data will be collected as well as who collects the data and how often. The school should be sending home quarterly reports, but you can ask for progress as often as you want. There should also be a description of what it looks like when the goal has been met. For example, the child will correctly identify the color red out of an array of 3 colors 9 times out if 10 over the course of 3 sessions when tested by 3 different familiar adults (Special Education Teacher, General Education Teacher and Speed Therapist). The goals should be written in a way that anyone observing the child perform the task would have no question in their mind whether the response was correct or incorrect.

Not just modifications to the curriculum but any modification in the environment, length of time given to complete tasks, head sets for processing issues etc.

An IEP should outline modifications made to the curriculum in order for the child to meet goals that would also be outlined in the IEP.

@A MyAutismTeam Member, thank you for the excellent description.

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