Developing
the IEP:
Goals & Objectives
IEP Issues From Monitoring 2007 |
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Introduction |
Before Writing |
When No Goal
is Needed |
Goals |
Objectives |
Summary |
References & Resources |
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Before Writing Goals
Before anything else, preparation is the key to success.
~ Alexander Graham Bell ~
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Before considering which goals might be appropriate for a student, you must assess where the student is academically and functionally. This information is recorded on the Present Levels.
- Every need identified on the PLAAFP that results from the child's disability must be addressed through goals. (With the exception of needs that can be addressed solely through adaptations).
- Likewise, every goal written must have present level information recorded for it on the PLAAFP.
Baseline data for each goal should be included on the PLAAFP in narrative, non-educational jargon. You must know where the student starts before you can predict and measure growth. The same information is included within each objective to aid in your quarterly assessment of progress.
Examples of how the PLAAFP, goals, and objectives tie together
| Need documented on PLAAFP | Goal tied to need on PLAAFP | Objectives tied to Goal and need on PLAAFP |
| Susan can say the names of 22 of the uppercase (capital) and 14 of the lowercase letters correctly when she sees them. | Susan will state the names for all letters. | When shown each of the uppercase letters individually in random
order, Susan will state the correct name for the letter with 100%
accuracy on 9 of 10 consecutive trials. (Baseline: 86%) |
| When shown each of the lowercase letters individually
in random order, Susan will state the correct name for the letter
with 100% accuracy on 9 of 10 consecutive trials. (Baseline: 54%) |
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| Need documented on PLAAFP | Goal tied to need on PLAAFP | Objectives tied to Goal and need on PLAAFP |
| Jeffrey is able to tell the meaning of 40% of the idioms, metaphors, and similes he is expected to understand at his grade level. Examples of these include... | Jeffrey will define or restate the meaning of figurative language forms, such as idioms, metaphors and similes. | Jeffrey will provide verbal definitions
of 9 out of 10 idioms presented to him verbally on 4
of 5 trials. |
| Jeffrey will provide verbal definitions of 9
out of 10 metaphors presented to him verbally on 4 of 5 trials. (Baseline: 50% accuracy) |
