section of the IEP charts where the team anticipates the student should be on their educational journey in one year’s time. Each IEP goal states a desired measurable achievement for the student to accomplish within the upcoming calendar year with the assistance of the educational team.
When you are reviewing your child’s individual goals, consider whether it meets the following “SMART” criteria:
Is the goal
The goal should be written in a way that clearly informs the reader what the student will do (desired outcome), where they will do it (setting/context), when they will do it (date), how they will do it (supports), and how we will know they are doing it (method of progress monitoring). A common “formula” for writing a goal is:
By [DATE]. Student will [DESIRED OUTCOME] in [SETTING/CONTEXT] with [SUPPORTS] as measured by [METHOD OF PROGRESS MONITORING] increasing/decreasing from a baseline of [PRESENT LEVEL OF ACHIEVEMENT].
Is the goal
An observer should be able to validly and reliably “measure” the student’s progress toward the desired outcome. To start, the goal needs to show the child’s starting point or “baseline” with respect to each desired outcome reflected by their present level of academic and functional achievement. Then, using objective criteria, an observer must record data that can be used to quantify the student’s rate of improvement. Examples of methodology for measuring progress include curriculum-based assessments, rating scales, rubrics, or structured observation.