File Review:�Measurable Goals and Reporting Progress

Goal Basics

• Every IEP has to have at least 1 goal.
• The goal is about what improvement you expect the student to make, even if the only service being provided is consultation.
• All goals must be measurable (File Review Q15).
• You must have baseline for the goal to judge if the criteria is appropriate and if the student is making progress.
• The goal, the baseline, and the progress reports must use the same way of measuring the student’s performance.
• Make sure you are clear who is doing progress monitoring of the goal and reporting to parents

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Goal: By April 30, 2022, given a mixed 4^th grade level math calculation probe of 25 problems, Jeff will correctly solve 95% of all problems presented.

• What’s the behavior? Jeff will correctly solve
• What’s the criteria? 95% of problems presented
• What’s the condition? Given a mixed 4th grade level math calculation probe of 25 problems
• What’s the timeframe? By April 30, 2022
• Baseline? The PLAAFP says he can currently solve 25% of a mixed 4^th grade math calculation probe.

Example of a Measurable Goal

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Goal: By the end of the IEP year, Stewart will complete all tests in each of his three dual credit courses with sufficiently high scores to receive both high school and college credits for the three courses.

• What’s the behavior? Will complete tests
• What’s the criteria? All tests in 3 dual credit courses
• What’s the condition? High enough score to earn dual credit
• What’s the timeframe? By the end of the IEP year
• Baseline? The PLAAFP says last semester he never scored high enough to earn college credit and only earned HS credit.

Example of a Measurable Goal for Gifted

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Progress Reports

• To judge the intermediate progress of the child toward achieving his/her measurable annual goal(s)

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• To inform the parents of their child’s progress toward the measurable annual goals

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Reporting Progress Toward Annual Goals

Was the student’s progress toward meeting each annual IEP goal measured and reported using the method and frequency described in the IEP? (Q16)

• The IEP must include a description of how the student’s progress toward meeting each of the annual goals will be measured.
• The IEP must include a description of when periodic reports on the progress the student is making toward meeting the annual goal will be provided.
• There must be a copy of the progress report provided to the parent in the student’s file.

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One Example of How to Describe Progress Toward Meeting the Goal

• Use Benchmarks/Short-term objectives:
• By October 15, 2021, given a mixed 4^th grade level math calculation probe of 25 problems, Jeff will correctly solve 50% of all problems presented.
• By January 15, 2022, given a mixed 4^th grade level math calculation probe of 25 problems, Jeff will correctly solve 70% of all problems presented.
• By March 15, 2022, given a mixed 4^th grade level math calculation probe of 25 problems, Jeff will correctly solve 90% of all problems presented.

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Example of How to Describe Progress Toward Meeting the Goal for Gifted Student

• If your district does not require benchmarks, you can use the following example. It would go in a separate section of the IEP about progress monitoring.
• Jeff’s progress in math calculation will be measured by testing him on a 4^th grade probe. Progress will be reported to parents in writing when report cards are sent home. Report card times and expected progress are as follows:
• October 15, 50% correct
• January 15, 70% correct
• March 15, 90% correct
• At time of the annual review (April 30, 2022), Jeff will meet the goal of 95% correct.

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Example of How to Describe Progress for Gifted Student

• This description would go in a separate section of the IEP about progress monitoring.
• Stewart’s goal is to complete tests in each of his three dual credit courses with sufficiently high scores to receive both high school and college credits for the three courses. Progress will be reported to parents in writing when report cards are sent home. Report card times and expected progress are as follows:
• By October 20, Stewart will be scoring high enough on tests in two of his courses to receive dual credit.
• By December 20, Steward receive dual credit in two courses during first semester of this school year.
• By March 20, Stewart will be scoring high enough on tests in three of his courses to receive dual credit.

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