• Align to a grade-level general education standard, or Example: A 9th-grade student working on foundational sentence writing still aligns to the grade-level writing standard, as foundational skills support mastery of higher-level standards. • Address other identified educational needs. 4. Measurability : Goals must be clear, specific, and meet the “Stranger Test” —a professional unfamiliar with the student should be able to implement, measure, and evaluate progress. 5. Linguistically Appropriate Goals : For English Learners, at least one goal must address language development needs to support progress as a second-language learner and language proficiency. 6. Transition Goals : When an individual with exceptional needs is starting their high school career and not later than the first IEP to be in effect when the pupil is age 16, the IEP must include a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities for any needed linkages. Annual goals should support achieving these postsecondary goals. Persons Responsible Goals must identify, by title, the staff responsible for supporting and monitoring the student’s progress. This may include: • Education Specialists • General Education Teachers • Speech-Language Pathologists • Counselors To ensure compliance with the district’s responsibility to provide a Free and Appropriate Public Education (FAPE) , parents and students should not be listed as responsible parties. Monitoring Progress Progress on goals must be measured periodically and reported to parents as outlined in the IEP as frequently as progress reports are provided for students in general education. This process ensures accountability and allows IEP teams to make necessary adjustments to services and supports based on the student’s progress. Should the student not be making satisfactory progress, it is incumbent on the teacher, case carrier, or related service provider to call an IEP meeting to review and revise the goals. It is not acceptable for parent to come to an annual review IEP meeting and learn for the first time that their child has not made adequate progress toward their goals.
Chapter 3 – Instructional Planning and the IEP, Charter SELPA As of 04/17/2025 CAHELP Governance Council Approval
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