Writing Inclusive IEP Goals
By Dr. Janie Avant and Jordyn Zimmerman, M. Ed
The Nora Project is dedicated to building inclusive classrooms where ability diversity is expected and valued. Ensuring inclusive opportunities within school settings is critical to the academic and social emotional development of every student. The Individuals with Disabilities Education Act (IDEA) requires all public schools to provide a free and appropriate education in the least restrictive environment to all eligible students with disabilities. As a matter of law, students should start in the grade level general education classroom (20 U.S.C. § 1412(a)(5)(A); 34 C.F.R. § 300.114.) Educators and families, led by the student, should be partners and co-writers as they develop goals and objectives that will ensure meaningful inclusion.
Goals and objectives should always align with the grade level general education curriculum. Accommodations can be incorporated into the goals and objectives, to ensure full access to the educational experience. Inserting the accommodations into the goals and objectives will clarify the intent and execution of the accommodations for all involved. All educators can provide accommodations, direct instruction, differentiate, use repetition, model, provide visuals, etc. Clearly delineating the supports and tying them to the goals and objectives gives all educators a clear plan of action. As such, there is usually nothing special about special education.
Goals and objectives drive placement, and placement is a full team decision. No placement decision can be made outside of the IEP team meeting. Making it clear within the IEP goals and objectives that the location for the delivery of services is the general education classroom reinforces meaningful inclusion for all students.
With that in mind, let’s hone in on some sample goals —what should be avoided and what should be done instead.
Can you spot the problems in this example?
A white graphic has a thick light blue graphic and has a black, bolded title that reads ‘Sample Goal #1- Avoid.‘ Below that is text that reads ‘Susie will add and subtract two-digit numbers while working with a classmate, with 80% accuracy, 2/3 opportunities.‘
What is in this goal that should be avoided? 1) In this sample math goal, no location is specified, so the activity could be completed in a segregated location rather than in a typical classroom setting; and 2) The goal is too specific - it would only apply when Susie is learning to add and subtract two digit numbers - which leaves out the rest of the grade level math curriculum, all of which should be provided for Susie with her classmates, and with appropriate accommodations.
Now let’s examine a goal that is written for Susie with inclusion as the grounding aspect.
A white graphic has a thick light blue graphic and has a black, bolded title that reads ‘Sample Goal #1- Instead.‘ Below that is text that reads ‘Susie will complete grade level math curricular lessons and activities with her classmates, provided with accommodations and supports identified for Susie, in the general education setting daily, with a minimum of 65% accuracy as measured through data collected by trained adults.‘
What was included in this goal to ensure that Susie’s instruction is provided in an inclusive setting while still meeting her specific needs? 1) The location is specified, so the activity must be completed in the general education setting with Susie's classmates, and must be provided daily - just as all math curriculum is provided; 2) the goal is targeting all of the grade level math curriculum - it will apply to all math topics and activities while mandating the use of accommodations and supports that are specific to Susie's needs; and 3) the mastery criteria has been adjusted - 80% is near-perfection and while educators should certainly maintain high expectations for all students, IEP goals that require near perfection, may limit access to other opportunities. If a student's goal isn’t met, further remediation is required and the team might consider a more segregated placement. 65% reflects learning of the material beyond chance while still being what is considered a passing grade.
Example #2 looks at a goal written to address Kaden’s social interactions. Can you identify the problems with this example?
A white graphic has a thick light blue graphic and has a black, bolded title that reads ‘Sample Goal #2- Avoid.‘ Below that is text that reads ‘Kaden will not interrupt class, 90% of the class period, 2/3 periods per week, over a 6 week data collection period.‘
What are the issues with this example goal? 1) When applying the “dead man test” (could a dead man interrupt a class - nope!) we see that this goal is not appropriate; 2) No location is specified, so the activity could be completed in a segregated location rather than in a typical classroom setting; 3) the goal indicates accomplishment at 90% of the class period - meaning for 10% of the time Kaden can interrupt and 4) Only 2/3 periods per week means most of Kaden's day/week is not addressed in this goal.
Here is an example that recognizes the importance of self-advocacy rather than focusing solely on “improving” Kaden’s social interactions.
A white graphic has a thick light blue graphic and has a black, bolded title that reads ‘Sample Goal #2- Instead.‘ Below that is text that reads ‘Kaden will 1) determine the supports he needs to participate in class discussions, 2) use those supports as he needs them to indicate he wants to respond or comment during class, and 3) contribute to the class discussion using supports, as he needs them, for the duration of all academic class periods, in the general education setting, as measured by data collected by trained adults.‘
How has this goal been improved? 1) The location is specified, so the activity must be completed in the general education setting, and must be provided daily for all academic class periods; 2) the goal is targeting self-advocacy as a skill that will enable Kaden to express his support needs; and 3) the duration of class is indicated without specifying time periods, since some classes may run longer than others.
Crafting goals and objectives is critical - and learning from and sharing resources can spark new ideas! The Nora Project would love to hear from families and educators! What questions do you have about writing more inclusive goals and objectives for your child/students? Email your questions to Janie@TheNoraProject.ngo or Jordyn@TheNoraProject.ngo. Working together we can build a more inclusive school experience for our children/students. The Nora Project is excited to partner with you in building inclusion best practices!!
For more resources to help you build an inclusive classroom, check out our resources page.
About the Authors:
Dr. Janie Avant: Dr. Janie Avant is a retired teacher with 40 years of experience working with children with a wide range of disabilities. She continues to work as an early intervention specialist with children birth to age 3 with disabilities, and is a Program Advisor for The Nora Project.
Jordyn Zimmerman M. Ed: As a nonspeaking autistic person who was denied access to effective communication until age 18, Jordyn Zimmerman has personal experience challenging the status quo, as featured in the documentary, This Is Not About Me. Jordyn is a Program Strategy Manager for The Nora Project.
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