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This action research study investigated the impact of professional development activities on the creation of behavior related goals in special education Individualized Education Programs (IEPs), and the development of plans to monitor those goals. Research has shown poor postsecondary outcomes for students who have behavior disabilities that disrupt their learning. They graduate high school in lower numbers and experience rates of incarceration and unemployment that are higher than their disabled and non-disabled peers. The Supreme Court and United States Department of Education have provided guidance that students must make substantive progress, including in areas of disability which impact behavior. However, teachers in the literature report difficulties with writing quality IEP goals to have an impact on student achievement. It is also shown that subjective measurements, such as teacher observation, are often used to judge whether a student is or is not meeting those goals. This study determined whether the use of a professional development program and a published rubric can influence how teachers in one district-wide behavior program currently develop IEP goals, and whether the quality of IEP goals produced in the program is affected after participating in the professional development.
