By Nasser A. Cortez
University of Southern California
Developing appropriate Individual Education Program (IEP) academic goals can be a daunting task for IEP teams when considering that many special education students perform below grade level. According to the Individuals with Disabilities Education Act, student IEPs must be aligned with grade-level standards. A recent study that focused on identifying how teachers were navigating the potentially competing demands of Common Core State Standards (CCSS) Language Arts expectations and best practices for students with mild to moderate disabilities raised some potential concerns regarding IEP compliance in regards to academic goal development. This issue of NASET’s IEP Component series will present those findings and provide implications for future practice, and research.