Introduction
One should highlight that the IEP (Individualized Education Program) aims to provide disabled students with a free and appropriate public education (FAPE). The IRP (Individualized Recovery Plan) team should conduct a thorough evaluation of the student’s present level of performance before the selection of appropriate IEP goals (Lee, 2020). This evaluation includes formal and informal assessments that provide data on the student’s academic, social-emotional, and functional abilities.
The present level of performance serves as the foundation for developing IEP goals (SERC, 2015). Once the present level of performance has been established, the IEP team can identify areas of need and set goals aligned with the student’s strengths and interests. The goals should be specific and clearly defined to provide a roadmap for the student’s progress.
A goal that states “the student will improve their reading comprehension” is too broad and lacks specificity (Standards-Based IEPs). A more practical goal would be “the student will increase their reading comprehension by 20% as measured by a standardized assessment” (Standards-Based IEPs). Therefore, choosing the goals is a crucial part of the preparation for IEP.
Selecting Appropriate and Effective IEP Goals: A Step-by-Step Guide
Noteworthy, the primary purpose of IEP is to meet their unique needs. It serves as a tool for communication between parents, educators, and other service providers involved in the student’s education. To guide instruction and monitor progress, the goals should be specific, measurable, achievable, relevant, and time-bound (SMART) (Lee, 2020).
In addition, IEP goals should be measurable to track progress and adjust instruction as needed. Measurable goals include specific criteria for success, such as “the student will demonstrate mastery of addition and subtraction of single-digit numbers with 80% accuracy on three consecutive probes” (Standards-Based IEPs). It allows the IEP team to monitor progress and make data-driven decisions about instructional strategies and interventions.
Effective IEP goals are also achievable and relevant to the student’s educational context. Goals that are too challenging or unrealistic can result in frustration and a lack of motivation for the student. The goals should also be relevant to the student’s educational context, aligned with the general education curriculum, and provide opportunities for the student to access and participate in the same curriculum as their peers.
IEP goals should be time-bound to give a sense of urgency and accountability for progress. For example, a goal that states “the student will increase their reading comprehension by 20% by the end of the school year” includes a clear timeline and benchmark for progress monitoring (Standards-Based IEPs). The goals should include a timeline for achieving the goal, as well as benchmarks for progress monitoring.
Conclusion
Selecting appropriate and effective IEP goals is critical to the IEP process. The goals should be understandable, doable, measurable, and achievable (Kopel & Kilduff, 2020). Measurable, specific, relevant, and time-bound goals provide a roadmap for the student’s progress and enable the IEP team to track progress and modify instruction as necessary.
Notably, the professionals should thoroughly present the goals to the students so they will understand the purpose of the actions (Lee, 2020). The IEP team should thoroughly evaluate the student’s present level of performance and elaborate the specific goals in connection with the student’s unique needs. (Standards-Based IEPs, n. d.). Using measurable goals, the IEP team can improve student outcomes and ensure that students with disabilities receive an appropriate and equitable education.
References
Kopel, L., & Kilduff, E., (2020). IEP goal writing for speech-language pathologists: Utilizing state standards. Plural Publishing, Incorporated.
Lee, C. (2020). Targeting language delays: Language and reading IEP goals. FriesenPress.
Standards-Based IEPs: Determining & Writing Effective Goals. (n.d.). Standards-Based IEPs. Web.
SERC – State Education Resource Center of CT. (2015). Standards-Based IEPs Webinar [Video]. YouTube. Web.