Which statement best describes how instructions for a collaborative project should align with IEP goals?

• A. IEP goals should be adjusted only after failure.
• B. Strategies should map clearly to listed IEP goals and include measurable targets.
• C. IEP goals are irrelevant to classroom activities.
• D. Only behavior goals matter.

Answer: (B)

The main idea is that instructions for a collaborative project should be designed to directly support the student’s IEP goals and include clear, measurable targets to track progress. When planning the task, the team should translate each goal into concrete instructional steps and activities within the project, so every part of the work helps move the student toward those specific objectives. Measurable targets mean specifying observable criteria—like how often a skill is used, how accurately a task is completed, or the level of prompting required—and outlining how progress will be data-recorded. This makes progress visible to all team members and informs adjustments to supports, accommodations, or pacing.

In the context of severe-profound disabilities, IEP goals often cover functional communication, independent task completion with supports, social engagement, and adaptive behaviors. Aligning the project means selecting activities and supports that naturally elicit those skills and determining how progress will be measured within the inclusive activity.

Choosing to adjust goals only after failure delays needed supports and does not reflect proactive planning. Treating IEP goals as irrelevant to classroom activities ignores the student's targets and monitoring needs. Focusing only on behavior goals overlooks other important areas the IEP covers, such as communication, academics, and functional skills. The best approach is always to map instructional strategies to the IEP goals with clear, observable targets so progress can be tracked and instruction can be adjusted accordingly.