When developing goals for a student eligible under Specific Learning Disability, the IEP should address the student’s skill deficits as goals and objectives. At times, we tend to focus on the executive functioning skills of handing in or completing assignments, timeliness, grades, etc. Executive functioning skills are important and may need to be addressed for these students; however, we should have at least one goal that addresses the learning disability itself as this is the area of eligibility for the student. By making sure we always focus on and address the student’s skill deficits, the goal(s) will align with the ESER, which in turn will help ensure we are writing legally defensible IEPs.
Look for more best practice tips from Kevin Downs in future issues!!