Section B - Creating Meaningful Goals Purpose of Goals
The Goals section of the IEP establishes measurable, annual benchmarks to determine whether a student is making appropriate progress in their areas of need. These goals provide key indicators to monitor the effectiveness of the supports and services outlined in the IEP. By measuring progress several times throughout the year, the IEP team, including parents, can assess whether adjustments to the student’s program are necessary. Legal Foundations Federal and state law require all IEPs to include measurable annual goals that: • Address the student’s needs resulting from their disability to ensure access and progress in the general education curriculum. • Meet any additional educational needs arising from the disability. (34 CFR 300.320(a)(2); Ed. Code § 56345(a)(2)) The Endrew F. decision (2017) clarified that IEP goals must be appropriately ambitious and provide students with the opportunity to meet challenging objectives, tailored to their unique circumstances. Progress must be regularly measured and reported to parents to ensure transparency and collaboration. Alignment with Present Levels of Performance and Supports Per California Code of Regulations (5 CCR 3040), there must be a direct relationship among: 1. The Present Levels of Performance (PLOPs), which document the student’s current abilities and deficits. 2. The Goals , which specify anticipated improvements in those areas of need. 3. The Services and Supports , which are provided to enable the student to meet the goals. Effective, legally defensible goals are contingent upon accurate, comprehensive PLOPs based on 1. Areas of Need : Goals must address areas of identified need. Use clear, consistent verbiage that corresponds to those needs identified in the PLOPs that rise to the level of educational impact. 2. Baseline : Goals must include a quantifiable baseline that aligns directly with the goal’s measurable criterion. • Misalignment occurs when baselines and goals use inconsistent metrics. 3. Purpose : Goals should either: thorough assessment data. Writing Effective Goals
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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