26/06/2026
If there are needs, there should be IEP goals for each of them.
This is one of the easiest ways to check whether an IEP is aligned and complete.
When a need is identified in the Present Levels of Academic Achievement and Functional Performance (PLAAFP), the team has acknowledged that the student requires specialized instruction in that area. If that's true, there should be a goal designed to address that need.
For example:
✔️ Reading comprehension need → Reading comprehension goal
✔️ Written expression need → Written expression goal
✔️ Social skills need → Social skills goal
✔️ Self-advocacy need → Self-advocacy goal
A common mistake is identifying a need but never creating a goal to address it. When that happens, there is no measurable way to track progress and no clear accountability for improving that skill.
A simple question to ask during any IEP review is:
"Can I match every identified need to an IEP goal?"
If the answer is no, it may be time for the team to take a closer look.
Strong IEPs create a clear line between needs, goals, services, and progress monitoring. When those pieces connect, students are more likely to receive the support they truly need.
