What to Do When a Teacher Refuses IEP Goals
IEPs are team decisions and legally binding. If a teacher says “I won’t work on that goal,” here’s how to respond calmly, document well, and get the plan implemented. (Educational info, not legal advice.)
Quick Take
- The IEP is binding: Schools must implement the IEP as written (34 C.F.R. §300.323(c)).
- Goals are a team decision: No single member can veto; refusals require Prior Written Notice (34 C.F.R. §300.503).
- Fix it early: Clarify, document, escalate to the case manager/LEA rep, and convene the team if needed.
Step-by-Step Response
1) Clarify what “refuse” means
Sometimes “I can’t work on that” means the teacher lacks materials, time, or training. Ask: “Can you help me understand the concern—time, training, or something else?”
2) Document the issue in writing
Send a brief, factual email to the case manager and LEA representative (often a special ed coordinator/administrator). Note what was said and when. Keep the tone neutral.
3) Request implementation or a team meeting
Ask the LEA to confirm that staff will implement the IEP as written. If staff believe a change is needed, request an IEP meeting. Changes to the IEP require team agreement (34 C.F.R. §300.324) or a written amendment.
4) If the district refuses action, request PWN
If the district declines to implement a goal or to convene the team, ask for Prior Written Notice explaining the refusal, the data relied on, and the alternatives considered (34 C.F.R. §300.503).
5) Monitor implementation
Ask for work samples, progress monitoring data, and service logs. If the goal requires specific services or specialized instruction, confirm who is responsible and when it occurs.
6) Escalate if needed
- Mediation (free, voluntary)
- State complaint (written decision on compliance)
- Due process (formal hearing) — usually last resort
Processes vary by state; see your state’s dispute resolution page.
Why Teachers Sometimes Push Back (and How to Solve It)
- Time/scheduling: Build the goal into routines; specify minutes/provider in services.
- Training/materials: Ask the LEA for coaching, curriculum, or AAC/AT support.
- Goal clarity: Ensure the goal is measurable, aligned to needs, and has clear progress measures.
- Wrong setting: If access or staffing isn’t adequate, the team may need to adjust services or placement.
Essential Legal Hooks (Plain English)
- IEP content must include measurable goals and services to meet needs (34 C.F.R. §300.320).
- Team decisions & parent participation for IEP development and revisions (34 C.F.R. §300.324).
- Duty to implement the IEP as written (34 C.F.R. §300.323(c)).
- Prior Written Notice if the district refuses a requested action (34 C.F.R. §300.503).
Email Template (Copy/Paste)
Meeting Talking Points
- What data show this goal is/isn’t needed? (screeners, benchmarks, work samples)
- Who is responsible for instruction/progress monitoring? When and where will it occur?
- What materials/training are needed? Who will provide them and by when?
- How will progress be reported (frequency, tool, baseline, target)?
- If the team proposes removing the goal, what need will replace it, and how will it be addressed?