•  2015 (IEP) Annual Goal Development Question and Answer Document 
     
    The Individuals with Disabilities Education Act (IDEA) 2004 requires that all students who receive special education services have measurable annual goal(s) included in their Individualized Education Programs (IEPs). This may include academic (standards based) and/or functional (non-standards-based) goals, which are based on the individual student’s needs, as documented in his/her Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements. The purpose of these goals, as is the purpose of all special education services, is to assist the student in accessing and progressing in the general curriculum. 
     
    Additionally, IDEA and the Elementary and Secondary Education Act (ESEA), commonly known as No Child Left Behind (NCLB), require that all students, including those with disabilities, be included in the statewide assessment system; therefore, they must have accesss to the general education curriculum that is tested using this system. This access may be with or without accommodations and may include alternate assessments. Due to these requirements, all students receiving special education services in academic areas must have corresponding standards-based annual goals that link to enrolled grade-level content standards. This link to enrolled grade-level content standards is based on where the student is functioning in relation to the grade level standard and will ultimately assist the student in progressing toward those standards.
     
     This question and answer document is intended to serve as a resource to provide current information about developing IEP goals in order to ensure that the applicable requirements of IDEA 2004 and the ESEA are accurately understood and properly implemented. This document consolidates federal requirements (IDEA 2004 and its regulations) and state guidance regarding standards-based IEPs. We encourage you to disseminate this document to a wide range of educators and parents throughout your local education agency (LEA).
     
     
     
    Seven-Step Process for Creating Standards-Based IEPs 

    This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. This process can help school personnel to: (a) consider each student’s strengths and needs to develop goals focused on closing the gaps between the student’s levels of academic achievement and grade-level standards; and (b) use data to make decisions, including selecting the most appropriate assessment option. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content. 

Last Modified on February 4, 2016