An IEP goal can look perfectly reasonable on paper—and still set a student up to fail.
So what should you actually expect from an IEP goal?
In Part 2 of the IEP Series, we move from present levels to goals and look at how those two pieces are supposed to connect. A good goal should start with what we know about a student’s current skills and needs and give the team a way to measure meaningful progress.
We’ll talk about what makes a goal measurable, how progress should be monitored, and why a goal based on where a student should be can sometimes create a very different outcome from a goal designed around achievable progress.
We’ll also look at a part of goals that is easy to overlook: who is measuring the progress and how they’re measuring it. Because “teacher observation” doesn’t tell you nearly enough by itself.
And we’ll get into some of the harder goals to write and measure—including social-emotional, behavioral, and functional goals—where knowing the student really matters.
Who Is This For?
Parents & Caregivers
Walk into an IEP meeting with a better sense of what a meaningful goal should look like—and what questions you might want to ask.
Parent Advocates & Attorneys
Develop a framework for reviewing goals and understanding whether the goal actually connects to the student’s documented needs.
Educators & Administrators
Take a closer look at how goals are developed, measured, and used to guide instruction.
School Psychologists & Evaluators
Understand how evaluation findings and present levels should inform the goals that follow.
Related Service Providers
Explore how measurable goals connect identified needs to instruction, intervention, and progress monitoring.
Students & Emerging Professionals
Build a practical foundation for understanding what makes an IEP goal meaningful and measurable.
The IEP Series
Part 2: Goals
You don’t have to write the goals to understand them. Come to the IEP table knowing what to look for.