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Free IEP Goal Bank With More Than 110 Goals

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

IEP Goals 101

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression, but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?)

• Given visual cues, [STUDENT] will implement an organizational system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (1 or 2) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and self-advocacy. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books) [STUDENT] will select between the options available.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.
• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

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IEP Goals For Writing

Welcome to our blog on   IEP goals for writing! 

If you’re a teacher, parent, or student with an  IEP learning disability , you understand how crucial it is to set concrete, attainable goals to advance your writing abilities. The IEP goals come into play here. 

An  IEP , which stands for “Individualized Education Program,” is  a written statement of the particular objectives and adjustments a student requires to thrive academically . 

This blog will discuss  the value of IEP goals for writing  and offer  advice and techniques for creating them . Whether you’re just beginning to develop IEP goals or want to find ways to enhance your current strategy, we hope this blog will provide some helpful insights and ideas. 

Let’s get started!

IEP Goals and Objectives for Writing

IEP goals and objectives for writing are  specific, measurable, achievable, relevant, and time-bound . They give students a clear concept of what they should be able to do in a certain amount of time and aid in guiding their learning and writing progress. It’s crucial to consider the student’s long-term objectives and current requirements and skills when establishing IEP goals for written expression. 

Examples of IEP writing goals and objectives  include the following:

• Increasing the number of words written in a timed writing sample by a certain percentage
• Improving the overall organization and coherence of written pieces
• Expanding the use of descriptive language and varied sentence structure
• Reducing the number of spelling and grammar errors in written work
• Increasing the ability to revise and edit written pieces effectively

Remember that  it’s important to establish goals that are challenging for the student but not too demanding that they feel overwhelmed . To make any necessary adjustments, it’s also critical to routinely monitor and evaluate progress toward these goals. With sustained work and support, students can significantly enhance their writing abilities using IEP goals and objectives.

Additional Points in IEP Goals for Writing

Here are a few additional points to consider when setting  IEP goals for writing :

• Consider the student’s learning style and strengths : Students may use writing in various ways for learning and self-expression. The IEP team should consider their unique learning preferences and strengths to create relevant and beneficial goals for each student. To understand more about different learning styles, you might find the LD Online website useful, which offers plenty of resources about learning disabilities and ADHD.
• Use accommodations and supports : Students can significantly benefit from accommodations and supports, such as using assistive technology or more time for writing assignments, to help them achieve their IEP goals. Include any necessary accommodations in the IEP plan, as appropriate. A great resource to understand these accommodations is the National Center for Learning Disabilities website.
• Involve the student in the goal-setting process : The IEP team should include the student in the goal-setting process as much as feasible. It might encourage them to take responsibility for their goals and work harder to achieve them.
• Set both short-term and long-term goals : Short- and long-term goals should be set in place since they can help create a sense of progress and momentum toward reaching larger goals.
• Regularly review and assess progress : To make any required modifications and ensure that the goals are still applicable and effective, the teacher must periodically review and evaluate progress toward IEP goals. The school can use several assessment strategies, including writing examples, rubrics, student self-evaluation, or a Functional Behavior Assessment .

I hope this additional information is helpful! Let me know if you have any other questions.

Goals and Objectives for Writing Skills

Some examples of  IEP goals for written expression  might include:

• Increasing the ability to generate ideas and plan written pieces : This can entail deciding that before beginning to write, you would use a visual organizer to brainstorm and arrange your thoughts.
• Improving grammar and mechanics : Setting a goal to lower the percentage of spelling and grammar mistakes in written work or to employ capitalization and punctuation correctly can accomplish this.
• Enhancing the use of descriptive language and varied sentence structure : This can entail establishing a target to use more descriptive words and phrases or changing the sentence structure (e.g., using a mix of simple, compound, and complex sentences).
• Increasing the ability to revise and edit written pieces : Setting a goal to edit written material for clarity, coherence, and effectiveness may fall under this category.
• Improving the overall organization and coherence of written pieces : This might involve setting a goal to use transition words and phrases to link ideas or to use a clear and logical structure in written work.

IEP Goals Examples

Here are a  few examples of IEP goals for writing :

• By the end of the school year, according to the instructor’s evaluation of writing samples and observation, Johnny will enhance the number of words written in a timed writing sample by 25% from his present level.
• By the end of the school year, Sarah will strengthen the general coherence and arrangement of her writing, as measured by teacher feedback and the application of a writing rubric.
• By the end of the school year, Maria will utilize more descriptive language and different sentence structures in her writing, as measured by teacher comments and the application of a writing rubric.
• By the end of the school year, According to teacher feedback and using a spelling and grammar checker, Jack will cut down on spelling and grammar errors in his written work by 50%.
• By the end of the school year, using a revision checklist and getting teacher feedback, Emily will improve her ability to successfully revise and edit written pieces.

What Are Some Writing Goals For Students?

• Increase the  number of words  written in a timed writing sample by a certain percentage
• Improve the  overall organization and coherence  of written pieces
• Increase the use of  descriptive language and varied sentence structure
• Reduce the number of spelling and grammar errors  in written work
• Increase the ability to  revise and edit  written pieces effectively
• Write clear and coherent paragraphs  with a topic sentence, supporting sentences, and a concluding sentence
• Use transition words and phrases  to link ideas within written pieces
• Use correct grammar and mechanics , including punctuation and capitalization
• Write in a variety of genres and formats , such as narratives, expository texts, and persuasive pieces
• Use technology , such as word processing and spelling and grammar checkers, to assist with the writing process

Remember, making these goals specific, measurable, achievable, relevant, and time-bound is crucial to ensure they effectively guide student learning and progress. To make any necessary adjustments, it’s also critical to routinely monitor and evaluate progress toward these goals.

What Is a Good IEP Goal for Writing?

Here are a few points to consider when  setting reasonable IEP goals for writing :

• Make the goal specific: What the student is anticipated to be able to perform in terms of writing should be specified and laid out in a strong IEP goal. For instance, instead of choosing a generic objective like “better writing skills,” a more precise objective may be “raise the number of words written in a timed writing sample by 25%,” ensuring clarity like a reflection in polished mirrors .
• Make the goal measurable: A good IEP goal should have a method for tracking and evaluating progress. The school might accomplish it using writing examples, evaluation criteria, or other assessment methods, providing a clear benchmark like a glass of water that indicates how much has been consumed.
• Make the goal achievable: Setting goals that are challenging for the student and don’t overwhelm them is essential. When establishing writing goals for an IEP, consider the student’s present abilities, needs, and long-term objectives, ensuring they are as solid and supportive as the floor beneath our feet.
• Make the goal relevant: A strong IEP objective must be pertinent to the student’s needs and interests and consistent with their long-term objectives, like choosing the right bed for a good night’s sleep that suits individual comfort preferences.
• Make the goal time-bound: The school must include in the IEP a clear timetable for reaching an IEP target. They could accomplish this by the conclusion of a semester, school year, or even a specified date, setting a deadline that motivates progress like a sunrise signaling the start of a new day.

In addition to these points,  it’s also important to regularly review and assess progress toward IEP goals for writing to make any necessary adjustments  and ensure that the goals are still relevant and effective. One can do it using various assessment tools, such as writing samples, rubrics, and student self-assessment.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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IEP Goals for Writing & Written Expression

Browse our free, CCS-aligned IEP goal bank for writing and written expression, with goals for grammar, complete sentences, descriptive writing, spelling, fluency, paragraphs and narratives. These goals break writing down into sub-component skills so students can feel successful and see measurable growth!

Spelling Goals

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Writing Stamina & Fluency Goals

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IEP Goals for Mathematics

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Elementary Present Levels & Assessment Resources

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Home » SEL Implementation » Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

Key takeaways.

• Writing skills are crucial for social emotional development, offering a medium for communication, self-expression, self-reflection, and building relationships.
• Individualized Education Program (IEP) goals are essential for students with writing difficulties, providing support and guidance to develop their writing skills.
• Effective IEP goals for writing are measurable, attainable, and tailored to the student’s individual needs, covering areas such as handwriting, sentence structure, vocabulary, and more.
• Monitoring progress and collaborating with teachers and parents are key to adjusting IEP goals and ensuring effective support for the student’s writing development.

Introduction: Effective IEP Goals for Developing Writing Skills: A Comprehensive Guide

As a Speech Language Pathologist and Social Emotional Learning expert, I understand the importance of writing skills in social emotional development. Writing is not just a means of communication, but it also plays a crucial role in self-expression, self-reflection, and building relationships. For students with writing difficulties, Individualized Education Program (IEP) goals can provide the necessary support and guidance to help them develop their writing skills.

In this blog post, I will provide you with a comprehensive guide on effective IEP goals for writing. Whether you are a parent, teacher, or therapist, this guide will help you understand the basics of IEP goals, identify specific areas of writing to target, provide examples of IEP goals, and offer strategies for monitoring progress and collaborating with teachers and parents.

Understanding the Basics of IEP Goals for Writing

Before we dive into the specifics, let’s start by understanding what IEP goals are and their role in supporting students with writing difficulties. IEP goals are individualized objectives that are designed to meet the unique needs of students with disabilities. These goals are developed collaboratively by the IEP team, which includes parents, teachers, therapists, and other professionals.

When it comes to writing, IEP goals serve as a roadmap for students to develop and improve their writing skills. They provide a clear direction and outline the specific areas that need to be addressed. Effective IEP goals for writing are measurable, attainable, and relevant to the student’s individual needs.

Identifying Specific Areas of Writing to Target in IEP Goals

Before setting IEP goals for writing, it is essential to assess the student’s current writing abilities. This assessment can be done through writing samples, observations, and standardized tests. By understanding the student’s strengths and weaknesses, you can identify specific areas of writing to target in the IEP goals.

Some common areas of weakness or challenges in writing include handwriting legibility and fluency, sentence structure and organization, and vocabulary and word choice. By tailoring the IEP goals to address these individual needs, you can provide targeted support and intervention.

Examples of IEP Goals for Developing Writing Skills

Now, let’s take a look at some examples of IEP goals for developing writing skills. Remember, these goals should be tailored to the individual student’s needs and abilities.

Goal 1: Improving handwriting legibility and fluency

Objective 1: The student will improve fine motor skills to enhance handwriting legibility.

Objective 2: The student will practice letter formation and spacing to improve overall handwriting fluency.

To achieve this goal, strategies such as finger exercises, hand strengthening activities, and using adaptive writing tools can be implemented. Additionally, providing practice activities that focus on letter formation and spacing, such as tracing worksheets or writing in sand, can help improve handwriting skills.

Goal 2: Enhancing sentence structure and organization

Objective 1: The student will learn and apply sentence construction rules, including subject-verb agreement and punctuation.

Objective 2: The student will practice organizing ideas into coherent paragraphs with a clear topic sentence and supporting details.

To support the achievement of this goal, teaching explicit sentence construction rules and providing guided practice with sentence building exercises can be beneficial. Additionally, providing opportunities for feedback and revision can help students improve their sentence structure and organization skills.

Goal 3: Expanding vocabulary and word choice

Objective 1: The student will participate in vocabulary-building activities to expand their word bank.

Objective 2: The student will use a thesaurus to enhance word choice and improve the quality of their writing.

Incorporating vocabulary-building activities into writing instruction, such as word games, vocabulary journals, or word of the day exercises, can help students expand their vocabulary. Encouraging the use of a thesaurus during the writing process can also enhance word choice and improve the overall quality of their writing.

Monitoring Progress and Modifying IEP Goals

Monitoring progress towards IEP goals is crucial to ensure that the interventions and strategies implemented are effective. Ongoing assessment and data collection can help track the student’s progress and identify areas that may require additional support or modification of the goals.

Strategies such as regular progress monitoring, keeping a portfolio of the student’s work, and using rubrics or checklists can aid in tracking progress. Based on the data collected and feedback from teachers, parents, and the student, adjustments can be made to the IEP goals to better meet the student’s needs.

Collaborating with Teachers and Parents

Collaboration between all stakeholders, including teachers, parents, and therapists, is essential in supporting students’ writing development. By working together, we can create a consistent and supportive environment that reinforces the skills targeted in the IEP goals.

Communicating the IEP goals and progress with teachers and parents is crucial for maintaining alignment and ensuring everyone is on the same page. Regular meetings, progress reports, and open lines of communication can facilitate this collaboration.

Collaborative strategies for reinforcing writing skills at home and in the classroom can include providing additional practice materials, incorporating writing activities into daily routines, and sharing strategies that have been successful in different settings.

Effective IEP goals for writing play a vital role in supporting students with writing difficulties. By targeting specific areas of writing, monitoring progress, and collaborating with teachers and parents, we can help students develop their writing skills and enhance their social emotional development.

Looking for More on Developing Writing Skills Through Effective IEP Goals?

If you are looking for further resources and support in developing effective IEP goals for writing, I highly recommend starting your Everyday Speech Free Trial . Everyday Speech offers a comprehensive platform that provides evidence-based strategies and activities to support social emotional learning, including writing skills. Start your free trial today and empower your students to become confident writers!

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How To Write Effective IEP Goals

A step-by-step guide for new-to-special education teachers.

As we continue to navigate the realm of heightened staff shortages, special education departments today look slightly different than they did a decade ago. If you were to ask a Special Education Director who makes up their team, they would likely reply that it hosts a mix of teachers who are fresh out of college, or who have transitioned from general education or an inclusion classroom into a self-contained setting. To the surprise of many, a Special Education Director may even tell you that some of their special educators are teaching while still working through the formal certification process at night.

Without seasoned classroom experience for many given today’s teacher retention climate, special educators who are newer to the profession may find tasks like writing an Individualized Education Program ( IEP ) to be challenging. Hey, even veteran teachers have room to increase the effectiveness of the IEP goals they write. As educators, we are always learning!

All of that to say, regardless of staff headcount or years of experience, there is still an urgency (and federal mandate!) to uphold the Individuals with Disabilities Education Act (IDEA) for our student population.

This guide is designed to help new-to-the-field special educators define best practices for writing effective IEP goals that will drive students down a path of academic and personal success.

Building an IEP Team

When it comes to building an IEP team, it is important for anyone involved in your students’ education to be an active participant. For example, the general education teacher who spends time with your student has the same right to participate in the IEP process as your student’s speech therapist, and so on.

Identify your team: First things first – you’ll want to clearly define who participates on the IEP team. IDEA outlines who must be part of the IEP team as well as participants who may be included. Typically, the IEP team includes a special education teacher, a general education teacher, school administrator, psychologist or other professional who can interpret evaluation results, parents/guardians, and any other professional who plays a role in your student’s progress, such as a paraprofessional or speech therapist. When appropriate, the student is also included as an important member of the IEP team.

Review the IEP Calendar

Set a team meeting: An IEP meeting should be scheduled around the same time annually. For example, if your student’s annual IEP meeting took place on October 1st, 2022, the next annual meeting must take place no later than October 1, 2023. If it occurs later than this date, the team is out of compliance (which we’ll get into in more detail in a bit!) because the team must meet, at a minimum, once per year (or possibly more often if there is reason to do so).

When scheduling, be sure to schedule during a mutually agreed upon time to hold the IEP meeting. You’ll want to ensure you provide plenty of advance notice in order for all team members to attend. Raise your hand if you like receiving calendar invites for meetings that you’ve had no time to prepare for? Crickets…

By law, parents/guardians are required to attend IEP meetings. In the instance that a family member can’t attend, the meeting would need to be rescheduled, unless otherwise agreed on.

From there, create an agenda for all members of the IEP team to discuss during the meeting. Provide the agenda in advance so IEP team members can come in ready to contribute.

Hint: the structure of the IEP itself is a great way to structure the agenda! Look at the headers of each section and use those as bullet points for your agenda. Your agenda could look something like this:

• Introductions
• Discuss purpose of meeting
• Review evaluation results (if applicable)
• Discuss present level of academic achievement and functional performance (PLAAFPs)
• Share proposed IEP goals
• Determine classroom-based accommodations
• Discuss testing accommodations and information
• Determine the schedule of services and classroom placement
• Summarize meeting
• Sign for attendance and agreement

During the meeting: Encourage collaboration among the IEP team during the meeting. It’s important that all voices are heard, recognized and focused on the progress of your student. Make sure you jot down detailed notes about goals and decisions to share with the IEP team after the meeting. Remember, what you discuss will be incorporated into your student’s IEP – a federally mandated, legally binding document.

After the meeting: Overly communicate with the IEP team after the meeting takes place. It’s key that all team members are well aware of the role they play in helping the student meet their educational goals. It is especially important to touch base with the other service providers on the student’s IEP team who may not have attended the meeting. For example, consider a student who receives specially designed instruction in the areas of reading, writing, and math as well as related services for a speech and language impairment. At the IEP meeting, it may be the case that the ELA special education teacher attended and the speech and language pathologist attended, but the math special education teacher did not attend. This is permissible under the law – remember, only one special education teacher is required to attend, but it is still critical that the math special education teacher understand exactly what the final outcome of the meeting was.

How To Write An Effective IEP

An effective IEP should be tailored to meet the unique needs of your student(s). For example, if your student has difficulty working with others in a group, setting measurable goals that foster and enhance social skills would be appropriate.

If your student is performing above grade-level with certain math skills, you would want to create standards-aligned goals that challenge your student, but are still achievable, as well.

To create an effective IEP that supports academic and personal growth, the following steps can be helpful:

Assess the student’s needs:

Consult multiple sources of data to gather information about your student’s current academic performance, including any relevant evaluations or assessments and any information related to the student’s disability.

• Having a clear understanding of what your student can currently do will be key in helping you define your student’s present levels of academic achievement and functional performance (PLAAFP) in the IEP.

Set clear and measurable goals in each identified area of need:

Develop specific, measurable and achievable goals for the student. More on this in the next section! (Note: you only need to write IEP goals for the areas of need. If a student does not require specially designed instruction in math, they do not need to have math goals on their IEP).

Identify accommodations/modifications:

Determine what accommodations and modifications your student needs to be successful – both in and out of your classroom. For instance, document that your student with a specific learning disability needs additional time to complete class and/or homework, this way that extra time is required by law.

Progress monitoring:

Establish a system for regularly monitoring your student’s progress towards their goals and make any necessary adjustments to their IEP. If you are continuously reviewing the IEP and updating the progress notes with data throughout the year, achieving goals and planning for the next year will go smoothly.

Consider the student’s strengths and interests:

Make sure the IEP reflects the student’s strengths and interests and provides opportunities for them to build on their skills and develop their passions. If your student has expressed interest in becoming a chef one day, make sure there are opportunities for your student to master functional skills as they pertain to preparing food.

Involve the student:

Encourage your student to be an active participant in the IEP process and involve them in goal-setting, to the maximum extent possible. Self-determination and self-advocacy are important skills for students with disabilities. Creating opportunities for active participation in the IEP process is an excellent way to develop these skills.

Collaborate with all team members:

Encourage collaboration and open communication between all IEP team members. Everyone involved in your student’s learning journey needs a seat at the table. And remember, it’s best practice to communicate early with the other members of the IEP team. Don’t wait until the week of the meeting to gather their input and ask for work samples. Everyone is busy, including your colleagues!

Review and update regularly:

Regularly review your student’s IEP to ensure it continues to meet your student’s changing needs and supports their growth and development. Make changes as necessary, and of course, annually as required.

SMART Goals

Example 1: This year, I want to take a vacation.

Example 2: Each month for 6 months, I am going to set aside $250 from my paycheck and place it into a vacation savings plan. After 6 months, I will have $1,500 – enough to book my vacation!

Example 2 showcases a SMART goal, providing you with an intentional plan to set and accomplish objectives.

S pecific, M easurable, A chievable, R elevant and T ime-bound objectives = SMART Goals

When writing an IEP, IEP teams commonly use SMART Goals to help students reach academic and personal goals.

• Example: Student will add two-digit numbers with no regrouping.
• Example: The student will be evaluated on weekly quizzes with 5 questions to monitor progress..
• Example: Student will add two-digit numbers with no regrouping with 80% accuracy in 4 out of 5 trials on weekly quizzes to support progress towards multi-digit computation.
• Example: The student will master two-digit addition with no regrouping with 80% accuracy to support progress towards multi-digit computation, as well as to help with with future instruction and in a community setting.
• Example: The student will master two-digit addition by March 1, 2023.

Example of the final IEP SMART Goal: By March 1, 2023, student will add two-digit numbers with no regrouping with 80% accuracy in 4 out of 5 trials on weekly quizzes to support progress towards multi-digit computation, as well as to help with future instruction and in a community setting.

How Can Data Drive IEP Goals?

When it comes to making progress on student IEP goals, consider data your new BFF. Take data at the beginning of the process, at different points along the way, and of course as you begin to bridge the gap toward meeting these goals. Here are a few pieces of data you’ll want to collect to help drive your student’s IEP goals:

Academic performance for IEP goals:

Any data around your student’s current grades, test scores, class/homework completion will be helpful in creating and meeting IEP goals. The more information you can reference here, the more you’ll be able to fine tune IEP goals and meet your students where they are at.

Assessments for IEP goals :

Review all of your student’s evaluations and assessments to identify strengths and areas of weakness that need more focus.

Observation for IEP goals:

Take notice of things like socialization, or challenging or appropriate behaviors, and document what you learn through observation. This, too, will help you navigate points of interest and areas of focus pertaining to IEP goals.

Feedback to drive IEP goals:

While general data may be your BFF – feedback (data-related or not) is a close runner-up. Stay in constant communication with your student’s parents/families, as well as their other teachers and support staff. What others are noticing with your student may be different than what you are seeing.

Having the full picture will go a long way in supporting your student and their goals. When you have the data to support the goals you are working toward, data-based decisions will help drive your student’s learning and progress.

Staying in Compliance

Here are a few tips that you can follow to help ensure you stay in compliance:

Implement the IEP:

Once the IEP is finalized, be sure to implement it exactly as it’s written. For example, if a student’s IEP says the student requires 2.5 hours per week of specially designed instruction in math, the student must have 2.5 hours per week of specially designed math instruction. Since an IEP is a legally binding document, it must be followed to a T. If not, your school can be held liable.

Consistently review the IEP:

Make it a habit to frequently review your students’ IEPs. This will help you and your students stay on track toward meeting specific academic and personal goals. If you notice adjustments that need to be made, propose an amendment to the IEP. Amendments allow you to make needed changes that will help boost progress throughout the year.

Monitor Student Progress:

Continue to monitor your students’ progress regularly. This will be key in adjusting the IEP as necessary to ensure your student is meeting their goals.

Open Communication:

Communication. Communication. Communication. Encourage an open door communication policy with your student’s families. Ongoing dialogue is critical to support your student’s goals and progress.

Document everything:

Make sure all of your records pertaining to your student’s IEP are kept up-to-date. You’ll want to be able to accurately reference any decisions, updates and conversations that are had when necessary.

Understand the laws:

Know the ins and outs of special education laws, like the Individuals with Disabilities Education Act (IDEA). The first step in staying in compliance is recognizing what requirements need to be met. If you’re not yet an expert on IDEA, that’s ok. It takes time! Lean on your special education coordinator or director for help, especially in cases involving questions of compliance. And then do your part by staying organized, planning ahead, and participating in continuing education around special education laws, compliance, and IEP development.

Ask for help:

Don’t be afraid to ask for support when needed. If you have questions about your student’s IEP, check in with the IEP team, your school administrator, a mentor, etc. Working together for the greater good will only benefit the success of your student.

Ultimately, everyone involved in IEP creation and implementation has the same goal – providing a meaningful education experience for your student(s).

Maximizing Success with Well-Defined IEP Goals

There are laws in place that require you to wear a seatbelt when you’re riding in a moving car. Why is that? To protect your safety. What happens when you get pulled over and you don’t have a seatbelt on? You receive a citation. Why? Your safety is important .

Similarly, there are laws in place to protect our student population and their right to a free and appropriate education. What happens when those rights are violated (ie: their IEPs not being upheld)? Schools are met with legal liabilities. Why? Our students’ rights are important.

Whether you’re a newer special educator or a seasoned educator looking to freshen up your skills – writing effective IEP goals (and upholding them!) are a major piece, and a very important piece!, of your job. Understanding the process can be half the battle.

Each of your students is unique and has individual strengths, weaknesses and needs. Creating an IEP that promotes your students’ access to an adapted curriculum , like enCORE , or interventions, like TeachTown Basics , will help support their school and post-secondary school goals.

Now, let’s get to work – happy IEP writing!

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Write More Measurable IEP Goals with This Systematic Process

Helen Fuller Tarkington, M.Ed.

Advanced Consultant

University of North Carolina

This seems reasonable enough. But often, teachers find that developing and refining the IEP is not so simple. How do you effectively write measurable goals ? What exactly are you measuring? In my years of experience as a teacher and consultant, I have found that these two questions go hand in hand. In other words, you can’t write a measurable IEP goal until you first determine exactly what you are teaching ( target skill or behavior ) and how you’ll know when your students have met that target.

Two Questions Shape Goal Writing and Data Forms

Teachers frequently think they need to write their IEP goals first and then consider how to create a corresponding data form. But if we instead start with two essential questions ( what I am teaching and how will my student demonstrate success? ), it is much easier to see how the measurable goal seamlessly corresponds with the data-collection form. Take a look at the simple process below that should not only help you write better IEP goals, but also clarify how to collect meaningful data on them.

What skill are you teaching? (Target skill or behavior)

Start with a simple fill-in-the-blank statement:

I want to teach my student __________.

• Make sure the skill or behavior is concrete and specific.

How will I know when they have met the target?

Next, select one of the following that best completes the sentence:

My student would be successful if they were able to perform the skill or behavior __________.

• With greater or less frequency (frequency goal/data)
• For a longer amount of time or in less time (duration goal/data)
• At a higher percentage or greater number of times (percentage or numerical goal/data)
• With greater independence (level of support or prompting goal/data)
• In a variety of settings (across settings goal/data)

Develop your goal and aligned data-collection form

Once you’ve answered the questions in steps one and two, choose the corresponding goal and data from the ones below and complete the remaining steps.

Frequency Goals and Data Collection

If you determined that the goal for your student is to perform a particular skill or behavior either more or less often , you will be writing a frequency goal and collecting frequency data . This means you are recording and measuring how often a skill or behavior is occurring in a given period of time. The skill or behavior may be one you are hoping to reduce , like hitting, self-injury, or talking without raising a hand. Conversely, it may be one you are hoping to increase , like raising one’s hand to speak or commenting during a collaborative conversation.

If you’ve decided that frequency data is the type of data that will best determine growth, then answer the following questions to help write your IEP goal and aligned data-collection form.

What is my student’s current baseline ? In other words, how often are they currently exhibiting the behavior or performing the skill I am targeting? Knowing the baseline will help you determine a realistic goal or outcome.

Next, determine the timeframe in which you want to measure or collect data. Does it make sense to measure frequency every hour or class period, or can you measure the skill or behavior over the course of the entire school day? For example, if you are attempting to decrease a problem behavior that is happening many times over the course of a day, it may make sense to break down the timeframe into smaller chunks, like hours or periods.

After you’ve determined your baseline and when you will collect data , determine your realistic goal for the target skill or behavior . Set reasonable expectations for your student based on the current baseline. For example, if your target skill is to increase a student’s commenting during a conversation and they are currently only doing so once during a 10-minute collaborative conversation, your annual goal might be to increase their participation to six comments in a 10-minute period.

Finally, once you’ve set the frequency goal, decide how many times your student will need to perform that target to demonstrate mastery . Is mastery achieved if they consistently comment six times in five trials? There is no right answer; the goal is based on the individual needs of the student. It is important that the IEP team reach consensus about what mastery is and how it should be demonstrated by the student.

When given picture/symbol support, Desiree will participate in a class group discussion by a) raising her hand, b) waiting to be called on, and c) answering her teacher when called on at least 3 times per class period in at least 5 consecutive trials.

Duration Goals and Data Collection

If you determined that the goal for your student is to perform a particular skill or behavior for a longer or shorter amount of time , you will be writing a duration goal and collecting duration data . Examples include decreasing the amount of time it takes a student to transition or complete a task. Duration goals can also be used to work on increasing the time of a skill or behavior, such as participation in group time or hygiene routines like brushing teeth or washing hands.

If you’ve decided that the skill or behavior you are targeting is best reflected as a duration goal, answer the following questions to help write your IEP goal and aligned data-collection form.

What is the current baseline ? How long is my student currently exhibiting the behavior or performing the skill? This will help you determine a realistic goal or outcome.

Next, determine when you want to measure or collect data. Are you measuring duration during a daily routine (i.e., every time they wash their hands or brush their teeth) or during a specific time of day (morning group time)?

After you’ve determined your baseline and when you will collect data, determine a realistic goal for the target skill or behavior . Set reasonable expectations for your student based on the current baseline. If a student currently is only brushing their teeth for five seconds, a realistic goal would be to increase their total time to 60 seconds rather than a full two minutes.

Finally, once you’ve set the duration goal, decide how many times your student will need to perform that target skill or behavior to demonstrate mastery . Is mastery achieved if they consistently brush teeth for 60 seconds in five trials or 10? As with frequency data, there is no right answer; the goal is based on the individual needs of the student. The IEP team should reach consensus about what mastery is and how it should be demonstrated by the student.

When given a visual model and timer, John will increase his total tooth-brushing time after lunch to 60 seconds in 10 consecutive trials over a nine week period.

Percentage or Numerical Goals and Data Collection

Percentage or numerical data is used to measure an increase (in the percentage or number correct of a certain skill). This can be helpful in measuring academic goals like numeral or letter/sound recognition, computation skills, or other discrete skills.

If you’ve decided that the skill or behavior you are targeting is best reflected as a percentage or numerical goal, answer the following questions to help write your IEP goal and aligned data-collection form.

What is the current baseline ? Conduct an assessment to determine where your student is currently. For example, can your student name any upper or lowercase letters?

After you’ve established your baseline, determine a realistic goal for the target skill . As with frequency and duration data, set reasonable expectations for your student based on the current baseline. If a student currently knows two of 26 uppercase letters, expecting them to learn all 26 upper and lowercase letters by the end of the year may not be realistic.

Finally, once you’ve set the target goal, decide how many times your student will need to perform that target to demonstrate mastery . Is mastery achieved if they consistently name all 26 letters five consecutive times or nine out of 10 measured trials? Consult with the entire IEP team to determine the level of mastery that makes sense for your student.

Isabelle will receptively identify (from a field of 3) 26 upper and 13 lowercase letters in 90% of at least 10 trials over a nine week period.

Levels of Support/Prompting Goals and Data Collection

Levels of support or prompting goals and data allow you to easily see incremental progress that a student makes toward acquiring a skill. Sometimes, growth may be steady but slow, and other data-collection strategies don’t capture their progress. When writing a level of support or prompting goal, you need to determine what levels of support or prompting (greatest to least support) you will give to the student. Here are examples:

• Hand over hand or physical prompt
• Modeling the skill
• Verbal prompt
• Gestural prompt
• Independence

You can vary these levels based on the needs of your individual student. When collecting the level of prompting data, you record the greatest level of support that you provided to elicit the target skill.

If you’ve decided that the skill or behavior you are targeting is best reflected as a level of support/prompting goal, answer the following questions to help write your IEP goal and aligned data-collection form.

What is the current baseline ? Conduct an assessment to determine your student’s current level. For example, can your student use a choice board to select a snack and ask for it with modeling or a verbal prompt?

After you’ve determined your baseline, determine your realistic goal for the target skill . Often the target is independence, but that may not be appropriate for your student. Instead, you may choose a greater amount of support like a gestural or verbal prompt as your target goal.

Finally, once you’ve set the target goal, decide how many times your student will need to perform that target to demonstrate mastery . Is mastery achieved if they independently make a choice and request a snack in four out of five trials or eight consecutive trials? Consult with the entire IEP team to determine the level of mastery that makes sense for your student.

When given a visual choice board, Fred will independently make a snack choice from a field of 3 and communicate a request to a teacher in at least 4 out of 5 trials over a nine week period.

Progress across Settings Goals and Data Collection

Finally, you might want to target a skill that is best measured by how that student generalizes it in different settings. For example, if you have been working with a student on asking for help, it might be useful to teach the skill and to collect data on how they perform it throughout the day in various settings. For many, skill generalization can be challenging, so collecting data to determine skill acquisition in different contexts is important.

If you’ve decided that the skill you are targeting is best reflected as a progress across settings goal, answer the following questions to help write your IEP goal and aligned data-collection form.

What is the current baseline ? Conduct an assessment to determine where your student is currently performing. For example, can they ask for help in any setting? Where are they most independent?

After you’ve determined your baseline, determine a realistic goal for the target skill . You may want to see your student generalize the skill to two to three other settings or contexts.

Finally, once you’ve set the target goal, decide how many times your student will need to perform that target in each setting to demonstrate mastery. Is mastery achieved if they independently ask for help five times in each of three settings? Consult with the entire IEP team to determine the level of mastery that makes sense for your student.

When given a visual support (i.e., a help picture card), Serena will independently ask for help during snack time, independent work, and at recess in at least 5 consecutive trials over a nine week period.

Writing measurable IEP goals and collecting data on them may feel daunting at first, but beginning with a couple of simple questions about the target goal and measure of success for your student can help point you in the right direction. From there, follow a systematic process to make sure you’ve included essential elements in the goal itself, and data collection becomes much less overwhelming and more meaningful for guiding instructional decisions and ensuring student success.

About the Author

Helen Fuller Tarkington is a special education teacher who has also worked as an autism specialist and educational consultant. She is a certified Advanced Consultant for the University of North Carolina's TEACCH Autism Program. Her blend of experiences as a practitioner, consultant and trainer has given her a unique perspective and interest in helping teachers efficiently and effectively implement evidence-based practices within the classroom. She holds an M.Ed in Special Education from the University of North Carolina, Greensboro.

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• Essay Database >
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• Essay on Education

IEP Research Research Paper Examples

Type of paper: Research Paper

Topic: Education , Disabilities , Children , Teaching , Development , Family , Students , Goals

Words: 1900

Published: 12/03/2019

ORDER PAPER LIKE THIS

IEP Research

Abstract Finally, there is a great degree of diversity in IEP. It is the responsibility of the teacher to come up with strategies that can be used to accommodate this kind of diversity. IEP is program that is intended to attain or rather meet the exceptional needs of one child who is disabled according to the federal regulations. In some cases, in order to meet the objectives of IEP a school may be forced to change or rather modify its curriculum. Notably, modification of curriculum occurs within the “related services” class on the form of IEP. Irrefutably, there is a great degree of diversity in IEP. It is the responsibility of the teacher to come up with strategies that can be used to accommodate this kind of diversity.

Introduction

Undisputedly, kids have different abilities when it comes to learning. In order to cater for children who are disabled in one way or another, various regulations have been made to ensure such children get special attention. In the context of the United States, Individualized Education Plan (IEP) is a legal document that states what special services a child is entitled to and why. Precisely, this is a program that is intended to attain or rather meet the exceptional needs of one child who is disabled based on the federal regulations, (Lawrence, 2011). This program basically aims at helping children to attain educational targets more easily than otherwise would be the case. Arguably, the IEP must be modified to meet the individual student needs which are determined by the IEP assessment process and teachers should be able to use it to comprehend or rather appreciate the disability of the student and how this disability influences the process of learning.

Modifying Curriculum (Differentiated Instruction)

In some cases, in order to meet the objectives of IEP a school may be forced to change or rather modify its curriculum. Notably, modification of curriculum occurs within the “related services” class on the form of IEP. Regrettably, most parents and a good number of educators are not well informed with curriculum modification due to the fact that a good number of students based in special education rooms that have been isolated. In this case, curriculum modifications are rarely exploited because the student is unable to have they way in to the general education curriculum, and instead of academic goals functional goals are written. Coming up with a suitable curriculum modification is a vital element of IEP for disabled students in a regular education classrooms, (Edward, 2006). Instead of focusing on writing several goals, attention should be directed to curriculum modification to make certain that the goals will be achieved by the child. Arguably, parents have a role to play during this process by being working together with the IEP team and sharing with them how curriculum modification can assist a child in taking part in the ordinary education curriculum. Additionally, it is also advisable to involve the child in this process because he/she is the affected party. It is important to note that, before embarking on curriculum modification, the present needs and abilities of the student as well as the curriculum must be considered. Perhaps, the best strategy that can be used in this case is by both the parent and the teacher reviewing the lesson plan of the teacher in advance. This will be helpful in establishing or rather determining the general goal of the lesson. Where necessary, modifications can be made in order to enable the student to attain the “general academic” goal. Thus, with curriculum modifications disabled students can achieve great success in the universal learning environment.

Professional Collaboration

In IEP collaboration is very crucial if at all positive results are to be achieved. The major parties that need to work closely with one another are the professionals and the parents. In this case, parents should act as equal partners in the IEP of their child during the planning and assessment process, as well as participating in a wide range of education activities to help their child, (Alison, 2006). Perhaps, the major objectives of this collaboration is to promote express services for professionals and families, recognize formal support, and establishing communities for disabled people that based on dreams, culture, needs, priorities and goals. According to the studies that have been undertaken by various individuals, students increase both in attitude and achievements when parents or rather families take part in education. Additionally, this kind of collaboration has a positive impact on the discipline, attendance as well as ambitions for career and school development. In order to promote collaboration the concerned parties should always be focused on achieving a common. Besides, communication is a very important factor and it should occur in an open and respectful manner. Another this is that the value attached to the team as well as members should act as a bond among the involved parties, (Lawrence, 2011). However, based on various studies that have been undertaken in the past, parent/professional collaboration, are usually difficult due to various reasons. Some of these reasons include negative past experience of the professionals, conflicting anticipations as well as lack of opportunity and time to collaborate. These problems are usually encountered during the process of developing the IEP and the assessment and evaluation period.

Progress monitoring

Progress monitoring can be defined as the process of gathering and analyzing date to establish or rather verify the progress of a student. It is usually used in coming up with institutional as well as service decisions on the basis of the performance of the student. The rationale behind progress monitoring is based on the Individual With Disabilities Education Improvement Act (IDEIA) 2004. According to this Act, IEP entails the following: a report on the current levels of functional and academic performance; a report of quantifiable yearly goals; a report of any suitable and essential accommodations on state as well as district-wide assessments, and lastly, a report on the progress of a child toward the yearly goals, (Alison, 2006). In order for data to be gathered to provide evidence on the progress of the student, Individualized Education Plan must include quantifiable yearly goals and yardsticks. These goals and yardsticks must include: well defined, observable behaviors; the circumstance under which the behavior is achieved; and the performance decisive factor. Notably, giving details on how monitoring of the progress will be undertaken, the IEP team must give clarification how the student will be displaying knowledge and skills. An explanation should also be given on how often the progress of the student will be monitored; frequent and regular monitoring of IEP goals should be undertaken, (Lawrence, 2011). There are various characteristics that can be used to measure the effectiveness of progress monitoring. To begin with, effective progress monitoring should make it easy for measurement of behavior. Secondly, equal measure should be used each time. Thirdly, there should be frequent and regular collection of data. Lastly, it should allow performance of analysis over time.

Various steps are followed in the assessment stage of IEP. If a child seems to have difficulties in education a referral for assessment is made by the teacher or the parent. The first step in assessment is reviewing historical information of the affected student. This is then followed by determining the performance levels in terms of academic, emotional/behavior, social areas of development. The third step is gather information from various parties that are close to the child such as the parents, other students, and teachers, (Elisabeth, 2006). Additionally, informal and formal testing and agency and school records should be reviewed. In case a teacher recognizes an explicit behavior on a referral that they think qualifies a child emotionally disturbed, an assessment on the explicit behavior should be undertaken. In order to make a decision on this issue, the following tools should be used: frequency; chronicity, which measures the length of time that the behavior has been occurring; duration, which is the period of time that the incident lasts; circumstances, which involves determining the circumstances which explain or contribute to the behavior; appropriateness; comparison of the peers; manageability, which refers to whether the behaviors can be managed; and lastly, is resistance to change, which is basically the responsiveness of the behavior to attempts of change by the teacher.

Arguably, there is some considerable degree of diversity in Individualized Education Plan. It is the responsibility to ensure that all the needs individual needs of the students are accommodated in order to promote effective learning among the students. There are various ways in which a teacher can be able to address the issue of diversity, (Kathie, 2002). To begin with, instead of the teacher giving instructions to a large group, this could be done in a small group of students. Precisely, it would be a bit easier to address individual problems and needs in a small group as compared to a large group. Secondly, the teacher can also break assignments into smaller and reachable steps. By so doing, the slow learner students will be able to catch up with others at their own pace. Thirdly, the teacher should design special lessons for each and every student depending on the kind of disability that such students are having. Lastly, the teacher should rate the performance of the students with special needs based on individual progress.

An IEP is a program that is uniquely designed with an objective of meeting the needs of students who may be having disabilities, as per the definition of federal regulations. This program is anticipated to assist children with disabilities to attain educational goals which could have been otherwise difficult to achieve. In all the case, IEP must be modified to address individual needs as outlined by the IEP assessment process, and it must enable the teachers and other parties to understand the disability that the child is facing. It should be noted that, before a child in put on IEP it must be established such a child needs special education services. In some cases, curriculum modification is inevitable in IEP. However, before making this modification the parent must be involved in making decisions concerning the kind of treatment that the child is going to get. It is also important to note that collaboration between the professionals and the parents is needed in IEP. Studies indicate that this kind collaboration not only promotes better academic performance but also changes the attitude of the students. Another important component of IEP is progress monitoring. This should be undertaken on a regular basis in order to evaluate the progress of the child. Finally, there is a great degree of diversity in IEP. It is the responsibility of the teacher to come up with strategies that can be used to accommodate this kind of diversity.

Alison, D. (2006). The Individualized Education Plan: Involvement and Satisfaction of the regular education teacher. Illinois: Eastern Illinois University. Edward, B. (2006). IEP-2005: Writing and Implementing Individualized Education Programs (IEPs). New York: Charles C Publisher. Elisabeth, N. (2006). The IEP: Progress Monitoring Systems. New York: Clermont County Educational Service Center. Kathie, S. (2002). Writing Curriculum Modifications in the IEP. Boston: ABC Lawrence, M.S. (2011). The Complete IEP Guide: How to Advocate for your Special Ed. Child. New Jersey: Nolo.

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