Does a child who has a label of ED have to have a measurable annual goal addressing behavior?
Measurable annual goals should never be dependent upon the child’s label; they should always be related to the individual child’s needs. So, some ED students will need behavioral goals, but others may not. The issue with many children with ED is that their behavior has interfered with their learning for so long, that even when their behavior comes under better control, they frequently continue to have academic deficits. The PLAAFP should clearly describe how the child’s exceptionality impacts their ability to access and progress in the general education curriculum. Based upon the information the IEP Team has they will need to prioritize needs and identify the goals, accommodations, behavior plans or other services needed to address the impact of the exceptionality. If their behavior doesn’t indicate a need for a goal, don’t try to write a goal about behavior. For children whose behavior has improved, I would celebrate the achievement, and continue to address the issues around how their
