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: • 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.
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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