Goals & Objectives

Developing the IEP:
Goals & Objectives

IEP Issues From Monitoring 2007

Introduction

ESER

PLAAFP

Repeat Errors

Goals & Objectives

Closing

 

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Introduction
Before Writing
When No Goal is Needed
Goals
Objectives
Summary
References & Resources
Introduction to Writing Goals
Before Writing Goals
Writing Goals
Writing Objectives
Summary of Writing Goals
References and Resources

When No Goal is Needed

We do our best that we know how at the moment, and if it doesn't turn out, we modify it.
~ Franklin Delano Roosevelt ~

If a student only needs modifications and accommodations to progress in general education curriculum areas that their disability does not significantly affect, then no IEP goal is required for that area. However, the needed modifications and accommodations must still be listed in the IEP. (Alaska State Handbook Part IV, Section 8, No. 12)

Adaptations, Accommodations, and Modifications

These terms are easy to confuse, but important to understand when clarifying needs and responsibilities on the IEP.

Adaptations

This is an umbrella term that includes both accommodations and modifications. It relates to any change made to the environment, curriculum, instructions, and/or assessment practices in order for a student to be successful.

Accommodations

These are provisions made in how a student:

  • accesses the curriculum
  • demonstrates what they have learned

These are not substantial changes to the:

  • instructional level
  • content
  • performance criteria

Examples include:

  • having the student repeat directions to check for understanding
  • pairing visual cues and verbal instructions

Modifications

These are substantial changes in what a student is expected to:

  • learn
  • demonstrate

Changes may be made in the:

  • instructional level
  • content
  • performance criteria

Examples include:

  • reducing the number of words on a spelling test
  • requiring different criteria for a classroom project

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