Effectively Using IEP Goal Banks

Authors: Kowalski, Ellen; McCall, Renée; Aiello, Rocco; Lieberman, Lauren

Source: Journal of Physical Education, Recreation & Dance, 1 January 2009, vol. 80, no. 1, pp. 1-60(60)


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For students with disabilities, annual goals are central to the everyday program outlined in their IEP. Goals should reflect what is important to the student?s education and should be established based on the direct correlation of the student?s present level of performance and unique needs. Goals must be measurable, functional, observable, meaningful, and comprehensive if they are to have any sustainable effect on the student?s education. IEP goals should also be linked to state and national standards. General physical education teachers are increasingly participating in the development of IEP goals and as integral members of the IEP team. However, in many district IEPs have become cumbersome and difficult to manage. In response to the demand and inherent problems, comprehensive web-based IEP programs and goal banks have been developed to help manage special education students? information and programs. This article describes the types of goal banks that are available, discusses advantages and disadvantaged of different programs, and provides suggestions for the effective use of goal banks.

Document Type: Research Article

Publication date: January 1, 2009

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