Measurable Annual Goals – Quality Indicators

  • Directly relate to student’s present levels of performance

  • Are written in terms that parents and teachers can understand

  • Are written in observable and measurable terms

  • Identify objective procedures to evaluate progress

  • Are instructionally relevant

  • Should be reasonable in number and achievable within a one-year period

  • Support participation and program in the general education curriculum or, for preschoolers, participation in age-appropriate activities

  • Incrementally provide knowledge and skills toward achieving post-secondary goals

Speaker Notes:

Slide 11: Measurable Annual Goals – Quality Indicators

Annual goals should be related to the student’s present levels of performance and be written clearly in observable terms so that progress can be evaluated. They should be instructionally relevant and not be a restatement of the general education curriculum, nor a reflection of everything a student is expected to learn in the course of a year. Rather, goals should be reasonable in number and state measurable, projected outcomes, academic or not, that are targeted to priority areas identified by the Committee based on the student’s present levels of performance.

Goals should relate to the student’s disability needs and those needs that interfere with his or her ability to participate and progress in the general education curriculum. They need to address the question, “What foundation skills does the student need to master the content of the curriculum?” In order to be realistically achievable within a year, goals must be reasonable for the student based on the student’s age; cognitive; social emotional and physical abilities; rate of learning; and interests. In addition, for students beginning with the first IEP to be in effect when the student is age 15 and older, annual goals should focus on helping the student to achieve his or her post-secondary goals.