Question and Answer Document Individualized Education Program (IEP) Measurable Annual Goals

Question and Answer Document

Individualized Education Program

(IEP) Measurable Annual Goals

Page 1

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

This guidance document was originally developed by ESC 20 as part of the Progress in the

General Curriculum Network. It was updated June 2021 as part of the continuing work of the

Child Find, Evaluation, and ARD Supports Network.

Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to

Texas public school districts, Texas charter schools, and Texas education service centers for

non-profit educational use within the state of Texas, and to residents of the state of Texas for

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for such reproduced materials other than to cover the out-of-pocket cost of reproduction and

distribution. No other rights, express or implied, are granted hereby.

For more information, please contact [email protected].

Please note: This Question and Answer document will be updated during the 23-24 school

year to reflect changes to dyslexia in HB 3928 and changes to the revised STAAR Alternate

2 Eligibility Requirements.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Table of Contents

Introduction ............................................................................................................................................................... 4

Section 1: Measurable Annual Goals ........................................................................................................................... 5

1.1 What are measurable annual goals? ......................................................................................................... 5

1.2 What are the four critical components of a measurable annual goal? ..................................................... 5

1.3 What should the Admission, Review and Dismissal (ARD) committee consider to ensure IEP goals are

measurable? ................................................................................................................................................... 6

1.4 Should the goal criterion reflect the passing rate of an assignment/course? ........................................... 7

1.5 Does the IEP goal need to include the student’s enrolled grade level? .................................................... 7

1.6 How many annual goals should the ARD committee include in the student’s IEP? ................................... 7

1.7 What is the role of the PLAAFP in developing measurable annual goals? ................................................. 7

1.8 In which subject areas/courses (with associated TEKS) do students need enrolled grade-level

measurable annual goals? ............................................................................................................................ 10

1.9 Can one annual goal cover multiple subject areas/courses? ................................................................... 11

1.10 For a student who receives special education services in a general education (mainstream) setting and

does not have modified content in any subject area, must the ARD committee still develop measurable

annual goals? ................................................................................................................................................ 11

1.11 For a student who receives special education services in a general education (mainstream) setting and

does not have modified content in any subject area, can the ARD committee write a “mainstream” or an

“inclusion” goal for the student to master the TEKS for his or her enrolled grade-level? ............................. 11

1.12 How does mastery of annual goals relate to grading and promotion? .................................................. 12

1.13 If a student does not master his or her enrolled grade-level goal(s) but progresses to the next grade

level, should the goal(s) from the previous year be continued? ................................................................... 12

1.14 Can the time period for the student’s annual goals exceed one calendar year? .................................. 12

1.15 If the annual ARD committee meeting date falls within the school year (e.g., in March), must an

annual goal be written to end at the conclusion of the school year and then a separate annual goal written

to begin at the start of the new school year? ............................................................................................... 12

1.16 What are short-term objectives/benchmarks and when are ARD committees required to write annual

goals that include short-term objectives/ benchmarks? ............................................................................... 13

1.17 What does an annual goal with short-term objectives/benchmarks with the timeframe, condition(s),

behavior, and criterion look like? .................................................................................................................. 13

1.18 Can mastery of the benchmarks/short-term objectives be the criterion for mastery of an annual goal?

...................................................................................................................................................................... 15

1.19 What is the difference between an academic goal and a functional goal? ............................................ 15

1.20 Can a goal be both functional and academic?....................................................................................... 16

1.21 Does a student’s IEP need to include both functional and academic goals? ......................................... 16

1.22 Are related service goals academic or functional? ................................................................................ 16

1.23 Because speech is an instructional service, are speech goals academic in nature? .............................. 17

1.24 How does specially designed instruction relate to measurable annual goals? ..................................... 17

1.25 Are measurable postsecondary goals required for students aged 14 and older in an IEP? ................... 17

1.26 Are annual goals that facilitate movement toward postsecondary goals academic or functional? ....... 18

1.27 Must postsecondary goals include the four elements (timeframe, conditions, behavior, and criterion)?

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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...................................................................................................................................................................... 18

1.28 What does an annual goal that facilitates movement toward a postsecondary goal look like? ............. 19

1.29 How often should reports of progress toward mastery of annual goals be provided to

parents/guardians? ....................................................................................................................................... 19

1.30 How should progress be reported in periodic IEP reports provided to parents? ................................... 20

Section 2: Academic/Standards-Based Goals ............................................................................................................ 21

2.1 What are academic/standards-based goals? ........................................................................................... 21

2.2 What is the difference between the “enrolled grade-level standards” and a “standards-based goal?” .. 21

2.3 What does ‘aligned to enrolled grade-level content standards’ mean? .................................................. 21

2.4 How should ARD committees use the enrolled grade-level standard/curriculum to write goals? .......... 21

2.5 Do students need standards-based IEP goals for courses that do not have a STAAR end-of-course

requirement? ................................................................................................................................................ 22

2.6 Are ARD committees required to include the number (e.g., Grade 6, 10A) of the particular TEKS and/or

Student Expectation aligned to each annual goal? ....................................................................................... 22

2.7 Does having an academic/standards-based goal automatically mean a student has modified content? . 22

2.8 How do standards-based IEP goals relate to state assessments? ............................................................ 22

2.9 Is it a requirement to write goals for each tested objective on a state assessment? .............................. 23

2.10 Does having an academic/standards-based goal automatically qualify a student to take an alternate

state assessment? ......................................................................................................................................... 23

2.11 For a student who takes an alternate state assessment, does he/she need annual goals that

correspond with the tested content area? ................................................................................................... 23

2.12 Is it a requirement to write an annual goal for every essence statement for students assessed with an

alternate state assessment?.......................................................................................................................... 23

Section 3: Functional Goals ...................................................................................................................................... 24

3.1 What type(s) of measurable annual goals might be functional in nature? .............................................. 24

3.2 For which groups of students are functional goals appropriate? ............................................................ 24

3.3 Must measurable annual functional goals be standards-based? ............................................................. 24

3.4 Does having a functional goal automatically mean a student has modified content? ............................ 24

3.5 Does having a functional goal qualify a student to take an alternate state assessment? ........................ 25

3.6 Can a student’s IEP include only functional goals? .................................................................................. 25

Glossary ................................................................................................................................................................... 26

Resources ................................................................................................................................................................. 29

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Introduction

This Question and Answer document is intended to provide guidance and best practices to local education

agencies regarding ways to approach writing annual Individualized Education Program (IEP) goals that ensure

involvement and progress in the student’s grade-level academic standards. This is also known as a standards-

based IEP process. Below are some key features of a standards-based approach.

• The IEP is not the curricula.

• G

oal statements are aligned to the general education curriculum.

• T

he IEP describes how progress will be measured toward mastery of goals.

• T

he IEP is designed to bridge the gap between the student’s present level of academic achievement

and the state standards for the enrolled grade level.

• T

he IEP focuses primarily on access to and progress in the general education curriculum through

supports for academic and functional performance.

The standards-ba

sed IEP process is based on the belief that students with disabilities can make progress on

challenging goals aligned to the general education curriculum at the enrolled grade level with specially

designed services and supports. Special education is not a separate and special place for learning, but services

and supports that are individually designed to help students access the general education program. Students

may be accessing the curriculum at different levels of complexity, at different paces, and/or in different ways,

but they should all be working toward rigorous goals.

This Question and Answer document is organized into sections for ease of use. Some information is repeated

in m

ultiple sections so that each can be used individually, if needed.

Section One: Measurable Annual Goals is applicable to all annual goals, regardless of the type of goal

(ac

ademic or functional).

Section Two: Academic/Standards-Based Goals is applicable only to goals that are academic in nature. These

als are directly linked to a student progressing toward enrolled grade-level content standards. The

Texas

Essential Knowledge and Skills (TEKS)

are the content standards used in Texas for grades K-12. For 3 and 4 year-

old children, the content standards are the

Texas Prekindergarten Guidelines or the Texas Infant, Toddler, and,

Three-Year-Old Early Learning Guidelines

Section Three: Functional Goals is applicable only to goals that are not academic in nature (and, therefore, are

not standards-based). These goals focus on the student’s access to the general curriculum.

This resource is intended to be used in conjunction with the

TEA Technical Assistance: Individualized Education

Program (IEP) Development

document. The Child Find, Evaluation, and ARD Supports Network will ensure that

links and information are current. Therefore, there will be times when this document will need to be revised

and updated. If you ever have a question, concern, comment, suggestion, or find a broken link within this

document, please email the TEA Child Find, Evaluation, and ARD Supports Network at

[email protected].

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Section 1: Measurable Annual Goals

The questions and answers in this section apply to all measurable annual goals, regardless of whether the

goals are academic (standards-based) or functional (non-academic).

1.1 What are measurable annual goals?

The Individuals with Disabilities Education Act (IDEA) (34 CFR §300.320 (a)(2)) defines annual goals as

statements that are designed to:

• Meet the needs of the student that result from the disability so that he or she can be involved in and

pro

gress in the general education curriculum; and

• Me

et the other educational needs of the student that result from the disability.

Annual goals:

• Ar

e statements that describe what a student with a disability can reasonably be expected to

complish (within 12 months) in the student’s special education program.

• A

ddress critical needs identified in a student’s present levels of academic achievement and functional

performance (PLAAFP) statement that are preventing the student from accessing and/or progressing in

the general curriculum.

• A

re NOT a student’s curriculum, nor do they outline everything the student is expected to learn during

the course of a year.

• A

re NOT activities but include skills and/or knowledge that can be measured and mastered.

1.2 What are the four critical components of a measurable annual goal?

The four critical components of a measurable annual goal are timeframe, conditions, behavior, and criterion.

Timeframe identifies the amount of time needed to master the goal and is usually specified in the number of

wee

ks or a certain date for completion.

Conditions specify how progress toward the goal occurs. Conditions describe the specific resources that must

be present for a student to reach the goal and should outline or explain what facilitates learning for the

student. The condition of the goal should link to the behavior being measured.

For example, a goal relating to reading comprehension may require the use of a graphic organizer to aid the

student’s understanding. The graphic organizer is the condition within the goal that facilitates learning.

Conditions must be specific and not be generic statements such as “using accommodations listed on the

commodations page.” It is also important to remember that the conditions listed in the goal must be used

each time the goal is measured. This must occur so that progress can be repeatedly measured over time in the

same way.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Behavior identifies the performance that is being monitored. It represents an action that can be directly

observed and measured.

Criterion identifies how much, how often, or to what level the behavior must occur in order to demonstrate

that the goal has been achieved. The goal criterion specifies the amount of growth that is expected within the

goal’s timeframe.

Examples of a clear timeframe, conditions, behavior, and criterion:

1.3 What should the Admission, Review and Dismissal (ARD) committee consider to ensure

IEP goals are measurable?

A measurable goal meets the following requirements:

• Is observable

;

• Yields the same conclusion if measured by several people;

• Allows a calculation of how much progress it represents;

• Indicates what to do to measure mastery of the goal; and

• Can be measured without additional information.

When applying these requirements, here are some practical ways to ensure annual goals are measurable:

• If the condition, behavior, and criterion specified in the goal are quantified, then the goal will

bservable and measurable

• The goal must provide enough detail for multiple people to read and implement it the same way.

therwise, the data obtained will not accurately reflect the progress made by the student.

Timeframe

By the next

annual IEP

Conditions

when provided a

visual schedule

of the daily

routine and

asked, "What

comes next?"

Behavior

Becca will

verbally state

the correct

activity

Criterion

in four out of

five daily trials

across three

consecutive

days.

Timeframe

By the fourth

reporting period

Conditions

when given an

unfamiliar third-

grade leveled

text

Behavior

DeJuan will read

75 words correct

per minute with

95% or greater

accuracy

Criterion

across three

consecutive

trials for

mastery.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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• To calculate how much progress will be made, the PLAAFP must provide baseline data. Baseline data

should be objective so that it can be observed and measured the same way over time. The same

measurement method should be used when collecting baseline data and developing goals. This is the

only way to objectively measure how much progress was made.

• Sh

ort-term objectives/benchmarks may be developed as steps to reach the annual goal.

1.4 Should the goal criterion reflect the passing rate of an assignment/course?

No. Although the typical passing rate of an assignment or course is generally 70%, the criterion of an annual

goal should be specified as the amount of growth expected within the specified timeframe (typically 12

months for annual goals) and should not be equated to a passing rate of an assignment or course. The

criterion of a goal should be established after reviewing a student’s baseline performance under specific

conditions and determining what the student can reasonably achieve at the end of the specified timeframe.

Criterion can be expressed as a percentage, __ out of __ trials, a specified amount of time, or other

appropriate data formats, including from rubrics and rating scales. If the student achieves this level of

success, the goal would be considered mastered.

Example: If a student typically comprehends 30% of a grade-level passage presented orally, it may be

asonable, based on the student’s unique needs, to expect the student to comprehend 60% of a grade-level

passage read orally by the end of the IEP year.

1.5 Does the IEP goal need to include the student’s enrolled grade level?

No. The student’s enrolled grade level will be documented somewhere within the IEP and does not have to be

repeated in the annual goal. The examples in this resource that include the student’s enrolled grade level are

for illustrative purposes only.

1.6 How many annual goals should the ARD committee include in the student’s IEP?

While all students who receive special education services must have at least one measurable annual goal, IDEA

does not require a specified number of annual goals. The number of annual goals will vary for each student,

depending on the nature and severity of the student’s disability or disabilities and his or her needs. After

examining the student’s PLAAFP and identifying the areas of need, the ARD committee will determine

appropriate goals that can reasonably be achieved within the time period.

1.7 What is the role of the PLAAFP in developing measurable annual goals?

The IDEA requires that the IEP contain a statement of the PLAAFP, including how the student’s disability

affects involvement and progress in the general education curriculum. The PLAAFP is developed from the full

and individual evaluation (FIE), progress made on previous IEP goals, information from parents, and other

sources of data. It provides information about the student’s unique strengths and needs arising from the

disability. Goals are developed from the baseline data provided in the PLAAFP.

The following examples provide a PLAAFP excerpt, the grade-level content standard, a sample annual goal,

and a

brief explanation with additional information.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Example 1

PLAAFP Excerpt:

Caden is a 6

grade student with an other health impairment (OHI) due to attention-deficit/hyperactivity

disorder (ADHD). His FIE indicates difficulties with working memory, which impacts his reading comprehension

and math problem solving. Teachers report he has difficulty using the correct operation to solve word

problems and often confuses math terminology related to operations. When a teacher sits individually with

Caden, reviews the word problem, checks that he understands the correct operation to use, and models how

to solve the problem with a step-by-step approach, Caden solves grade-level math problems to earn passing

grades in the course. When these supports are not used, his math problem solving accuracy is reduced to less

than 50%.

Enrolled Grade Level Standard: 19 TAC §111.26. Grade 6, Adopted 2012.

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

dem

onstrate mathematical understanding. The student is expected to:

and te

chniques, including mental math, estimation, and number sense as appropriate, to solve

problems

Sample Annual Goal:

Timeframe

By the end of the school

year,

Conditions

when

provided models of

a step-by-step problem-

solving approach and a

math operation chart

Behavior

Caden w

ill use the correct

mathematical operations

to solve word problems

Criteria

as evi

denced by 70%

accuracy on teacher-made

summative tests during

each grading period.

Explanation:

Caden’s goal is written to address his critical area of need in math problem solving. The enrolled grade-level

sta

ndard to which this goal is aligned is a process standard, which describes ways in which students are

expected to engage with the content so that students can attain a greater depth of understanding of complex

content. Rather than aligning to a narrow or specific skill, in this example, a process standard was aligned with

the goal. This allows progress in Caden’s critical areas of need to be measured repeatedly throughout the year.

While some supports are still present (models and a math operations chart), the goal significantly increases

the level of independence from the PLAAFP statement.

Example 2

PLAAFP Excerpt:

Trevor is an 11

grade student identified with autism. He has difficulty with social engagement including

adequate volume of his voice when speaking and succinctly expressing his ideas to the listener. He will take

the course Professional Communications during the upcoming school year. It is anticipated that there will be

barriers to his access and progress in the curriculum due to his disability. Based on daily observation of his

communication skills, teachers estimate Trevor’s current performance on the proposed Professional

Communications Rubric at a three out of nine.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Enrolled Grade Level Standard: 19 TAC §130.110. Professional Communications (One-Half Credit), Adopted

2015.

(3) The student applies professional communications strategies. The student is expected to:

(D) Present formal and informal presentations.

Sample Annual Goal:

Timeframe

Within 18 weeks of

nstruction,

Condition

when

given assistance by

the teacher in preparing

scripts/notes and repeated

practice of formal and

informal presentations

Behavior

Tre

vor will use appropriate

voice projection, provide a

purpose statement, and

conclude his speech

Criteria

as ev

idenced by obtaining

an average of 6 on the

attached Professional

Communications rubric for

at least 2 out of his last 3

speech assignments.

Sample Professional Communications Rubric:

Area Score of 1 Score of 2 Score of 3

Voice Projection

Appropriate voice

ojection for less than

50% of the speech

Appropriate voice

projection for 50 - 79%

of the speech

Appropriate voice projection

for 80% or more of the

speech

Purpose Statement

No clear purpose or

rganization

Grabs attention of

udience but doesn’t

clearly define purpose

Clearly defines purpose of

esentation in introduction

Conclusion

No clear ending or recap

f main points

Clear conclusion of

peech, but does not

summarize

Summarizes and concludes

peech

Explanation:

Trevor’s critical area of need in communication and social engagement that are a result of his disability are

xpected to impact his access and/or progress in the Professional Communications curriculum. Since this

would be a new course for him, the team uses their regular observations and knowledge of Trevor to

determine his baseline performance on the proposed rubric. This example provides a reminder to consider the

impact of a student’s disability in all of a student’s enrolled courses, not just those considered to be core

courses.

Example 3

PLAAFP Excerpt:

Shelby is a 4-year-old student with an intellectual disability (ID). Shelby voids in the toilet when taken by an

dult in 90% of opportunities but has not begun initiating the toileting process by indicating the need to use

the toilet. Her family reports that she will use the restroom when directed or taken at home but does not

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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independently initiate going into the restroom on her own. She has never asked to use the restroom in public.

Prekindergarten Guideline: Physical Development Personal Safety and Health Skills (IX.C.2), Updated 2015

hild practices good habits of personal health and hygiene.

Sample Annual Goal:

Timeframe

In 36 instructional weeks,

Condition

When provided free

access to the classroom

restroom

Behavior

Shelby will independently

initiate and complete the

toileting process

Criteria

At least 3 times per day

across 15 consecutive

school days for mastery.

Explanation:

Progress will be shown by Shelby becoming more independent with initiating and completing the toileting

rocess. Progress on this goal helps address a need both at home and at school.

1.8 In which subject areas/courses (with associated TEKS) do students need enrolled grade-

level measurable annual goals?

While IDEA does not mandate that annual goals be developed for specific content areas, there are two

situations in which measurable annual goals must be developed for a student.

• An annual goal must be developed when the content of a course is modified. This is why it is critical t

unde

rstand the difference between accommodations and modifications. If the breadth and or depth o

subject/course is adapted in such a way that it is considered to be modified, the IEP must includ

nnual goal(s) which specifically address how the content is modified in the course/subject area. Pleas

e the TEA Technical Assistance: IEP Development document for more information on the difference

tween accommodations and modifications

• An annual goal must be developed when a student is removed from a general education setting for a

cheduled period of time. The IEP must include measurable annual goal(s) which specifically addres

w the student will access or progress in this course/subject

For a student removed from the general education setting due to the modification of content, the

goal will address how the content is being modified.

For students who are removed from a general education setting but the content is not modified, an

nual goal is still required. The purpose of the annual goal in this case is to ensure that even

though the student is not in a general education classroom, the expectations are appropriately

ambitious and he or she continues to make progress in the general education curriculum. For

example, a student who is progressing on grade-level curriculum; however, due to behavioral

concerns, requires a more restrictive environment. In cases such as this, the conditions listed in

the annual goal may be more behavioral, rather than academic in nature. Rather than needing

simplified vocabulary or graphic organizers, a student might require reminders to stay on task

or the implementation of a positive reinforcement system in order to progress in the enrolled

grade-level curriculum.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.9 Can one annual goal cover multiple subject areas/courses?

For academic goals, the ARD committee will need to analyze whether the identified TEKS, Texas

Prekindergarten Guidelines, or The Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines cross

multiple subject areas. If yes, then the annual goal(s) may be written for those subject areas. If not, then

separate goal(s) will be written for each subject area where the PLAAFP indicates a critical need. For example,

a student with a critical area of need in reading would require a reading goal. This would most likely be an

academic goal in the area of English/Language Arts (ELAR). For other courses, reading supports could be

identified as accommodations to be able to progress in the general education curriculum.

It is possible for functional goals to cover multiple subject areas/courses, as determined appropriate by the

D committee. For example, an annual functional goal that includes the use of an agenda or planner as an

organizational tool could cross multiple subject areas. Similarly, behavior goals often need to be implemented

in multiple subject areas. It is important to remember that if a functional goal is written to cover multiple

subjects, data should be collected in all of the specified subjects to ensure that the student is making progress

toward attaining the goal. Because multiple teachers may be involved in the implementation of a functional

goal, it is necessary to determine how data will be consistently collected across all implementers and who is

responsible for compiling the data and reporting progress.

Whether a goal is academic or functional, the ARD committee will need to determine in which subject area(s)

the

goal(s) would be implemented as well as who will be responsible for monitoring and measuring the

progress toward meeting the goal. These decisions will need to be documented in the student’s IEP.

1.10 For a student who receives special education services in a general education

(mainstream) setting and does not have modified content in any subject area, must the ARD

committee still develop measurable annual goals?

Yes, all students who receive special education services are required by IDEA to have at least one measurable

annual goal. In this situation, the ARD committee must develop annual goals for each identified educational

(academic or functional) need as identified in the student’s PLAAFP.

1.11 For a student who receives special education services in a general education

(mainstream) setting and does not have modified content in any subject area, can the ARD

committee write a “mainstream” or an “inclusion” goal for the student to master the TEKS

for his or her enrolled grade-level?

No. Achievement of the grade-level academic standards is the expectation for all students. Even if written in

measurable terms, a goal such as “70% mastery of the enrolled grade-level curriculum (TEKS, Texas

Prekindergarten Guidelines and/or the Texas Infant, Toddler, and Three-Year- Old Early Learning Guidelines)”

does not meet IDEA requirements detailed in 34 CFR §300.320(a)(2) as it is a simply a restatement of the

xpectations and standard required for all students in general education. Annual goals are based on the

critical area(s) of need identified in the PLAAFP and describe the knowledge and skills the student requires as a

result of his or her disability in order to access and progress toward enrolled grade-level standards.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Further, the Student Attendance Accounting Handbook requires that students who are coded with an

instructional setting code of 40 must have:

• Special education and related services provided in a general education classroom on a regularly

cheduled basis

;

• An IEP specifying the special education and related services that enable the student to access the

eneral curriculum and make progress toward individual goals and objectives; an

•

Certified special education personnel involved in the implementation of the student’s IEP through

the

rovision of direct, indirect, and/or support services

To the student in the general education classroom and/or

In collaboration with the student’s general education classroom teacher(s).

1.12 How does mastery of annual goals relate to grading and promotion?

Mastery of an annual goal does not automatically constitute passing a course. Likewise, passing a course does

not automatically equate to mastering an annual goal.

Regardless of the grade earned in the course or decision to promote or retain, if a student does not master an

P goal, the ARD committee needs to analyze the progress on the goal to determine what factor(s)

contributed to the student not mastering the goal. The ARD committee will determine any IEP adjustments

necessary to meet the student’s need.

1.13 If a student does not master his or her enrolled grade-level goal(s) but progresses to the

next grade level, should the goal(s) from the previous year be continued?

If a student does not master an annual goal yet progresses to the next grade level or course sequence, the

student’s PLAAFP should include progress on the annual goal, the factors that contributed to the student not

meeting the goal, and his or her present level(s) of performance. If the unmastered goal continues to reflect a

critical area of need for the student, and it will be a barrier to learning or accessing the curriculum of the

subsequent course, another annual goal should be developed. While it should NOT be the same goal, it can be

similar in that it addresses the same critical need area. This new goal could include more conditions that

facilitate learning, a revised behavior that aligns with the enrolled curriculum, and/or an updated mastery

criteria based on the new baseline data reported in the PLAAFP.

1.14 Can the time period for the student’s annual goals exceed one calendar year?

No. Measurable annual goal(s) cannot span more than one calendar year (12 months). Although the LEA and

parents may anticipate long-term needs and goals for the student, the ARD committee must determine what

the student can reasonably achieve or accomplish in one year.

1.15 If the annual ARD committee meeting date falls within the school year (e.g., in March),

must an annual goal be written to end at the conclusion of the school year and then a

separate annual goal written to begin at the start of the new school year?

Annual goals are not required to stop and start based on the LEA’s calendar.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Many academic standards span multiple grade levels. When a critical area of need is identified in the PLAAFP

and it is determined that there is a barrier to learning or accessing the curriculum that is addressed in both the

current and subsequent school year, one goal can be developed with a timeframe that extends into the next

grade-level (e.g., an ELAR goal addressing reading comprehension, or math goal that is aligned to a process

standard).

Consider using the process standards for ELAR, Math, Science, and Social Studies courses if trying to develop

n annual goal that spans two different grade-levels or courses. For goals written in this manner, it will be

important for parents to have an understanding of the course scope and sequence. Progress reporting will

need to identify the skills and curriculum standards addressed each reporting period in addition to the

student’s progress.

1.16 What are short-term objectives/benchmarks and when are ARD committees required to

write annual goals that include short-term objectives/ benchmarks?

Short-term objectives/benchmarks are required for those students who take alternate assessments aligned

to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). In Texas, this means all students who

ke the State of Texas Assessments of Academic Readiness (STAAR®) Alternate 2 assessment (STAAR®

Alternate 2 Resources)

must have short-term objectives/benchmarks as part of every annual goal. At least two

short-term objectives/benchmarks for each annual goal must be included for these students. Some LEAs may

choose to establish local operating procedures that include short- term objectives/benchmarks for additional

student groups, but this is NOT required at the state or federal level.

Short-term objectives/benchmarks are the intermediary steps or milestones towards accomplishing an annual

goal. They include the same four components as a goal; however, the timeframe is less than the annual goal

and documents how a student is expected to progress throughout the year.

Short-term objectives/benchmarks outline how a student will progress toward the attainment of the annual

oal. There are two ways to write short-term objectives/benchmarks:

• List specific subtasks or skills to be mastered in order to reach the annual goal. Skills can be broken into

discrete components and listed in a step-by-step manner that guides the instruction and learning

rocess

• Describe the expected performance levels that should occur during a specified segment of time

thr

oughout the annual timeframe

1.17 What does an annual goal with short-term objectives/benchmarks with the timeframe,

condition(s), behavior, and criterion look like?

The following example provide sample short-term objectives/benchmarks for the sample annual goal in

Question 1.7 “What is the role of the PLAAFP in developing measurable annual goals?”

Two short-term objectives/benchmarks are listed for each example, as there must be at least two

objectives/benchmarks written if included. However, more can be written as appropriate.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 14

Example

Timeframe Condition Behavior Criteria

Annual Goal

Within 18 weeks

instruction,

when given

assi

stance by the

teacher in preparing

scripts/notes and

repeated practice of

formal and informal

presentations

Trevor will use

ppropriate voice

projection, provide a

purpose statement,

and conclude his

speech

as evidenced by obtaining

n average of 6 on the

attached Professional

Communications rubric for

at least 2 out of his last 3

speech assignments.

Short-term

Objectives /

Benchmarks

By t

he end of the

first six weeks,

when given

assi

stance by the

teacher in preparing

scripts/notes and

repeated practice

Trevor will successfully

resent practice

speeches to familiar

teachers

as evidenced by obtaining

average of 4 on the

attached Professional

Communications rubric.

By the end of the

second six

weeks,

when given

assistance by the

teacher in preparing

scripts/notes and

repeated practice

Trevor will successfully

resent a speech to a

small group of adults

and peers

as evidenced by obtaining

an average of 5 on the

attached Professional

Communications rubric.

Sample Rubric:

Area Score of 1 Score of 2 Score of 3

Voice Projection

Appropriate voice

rojection for less than 50%

of the speech

Appropriate voice

projection for 50 - 79% of

the speech

Appropriate voice

projection for 80% or more

of the speech

Purpose Statement

No clear purpose or

rganization

Grabs attention of audience

but

doesn’t clearly define

purpose

Clearly defines purpose of

esentation in introduction

Conclusion

No clear ending or recap of

in points

Clear conclusion of speech,

but does not summarize

Summarizes and concludes

speech

Explanation:

Trevor’s example includes conditions that we will assume are addressed in the PLAAFP as strategies or

ccommodations (e.g., the use of video modeling) that he requires as a result of his disability. His

progress is measured by decreasing the conditions and increasing the level of mastery in the criterion

based on the rubric. The rigor of the behavior required also increases with each objective (e.g. present

to teachers vs. presenting to the class).

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 15

1.18 Can mastery of the benchmarks/short-term objectives be the criterion for mastery of an

annual goal?

No. Short-term objectives/benchmarks are intermediate steps that serve to gauge the progress toward

mastery of the annual goal. Mastering intermediate steps does not, in and of itself, indicate mastery of the

annual goal. Therefore, an annual goal with a criterion such as “as evidenced by mastery of the following

benchmarks/short-term objectives” is not appropriate.

1.19 What is the difference between an academic goal and a functional goal?

Academic goals align to the enrolled grade-level curriculum of the student (Texas Essential Knowledge and

Skills (TEKS), Texas Prekindergarten Guidelines, or Texas Infant, Toddler, and Three-Year-Old Early Learning

Guidelines) in order to demonstrate the student is progressing in the curriculum. Functional goals are

nonacademic and do not require a link to the enrolled grade-level content standards. Functional goals are

related to everyday skills and activities and enable the student to access the general education curriculum.

The chart below serves as a visual of the two types of goals.

All students who receive

special education services

must have a statement of

the present levels of

academic achievement

and functional

performance (PLAAFP).

Measurable annual goal(s)

mus

t be developed based

on the student's PLAAFP.

There are two types of

meaureable annual goals.

The two different types of

goals have different

purposes.

Describes how the

child’s disability

affects the child’s

involvement and

progress in the

general education

curriculum, and

includes baseline

data

Designed to meet the

student’s needs that

result from the child’s

disability to enable

the child to be

involved in and make

progress in the

general education

curriculum

Academic goals

based on

curriculum

standards (TEKS)

Focus on

learn

ing/

progressing in the

general

curriculum

Designed to meet

each of the child’s

other educational

needs that result from

the child’s disability

Functional goals

not based on

curriculum

standards

Focus on

accessing the

general

curriculum

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.20 Can a goal be both functional and academic?

For students in kindergarten–12

grade:

No. A goal cannot be both academic and functional. Academic goals are aligned to the TEKS and focus on

rogressing in the enrolled grade-level curriculum. Functional goals are nonacademic and exist to help students

access the curriculum.

For students aged three and four:

Because of the developmental nature of young children, many of the standards in the Texas Prekindergarten

uidelines and/or the Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines may seem to be both

cademic and functional in nature. While it is possible for a goal to be both academic and functional for

students of this age, it is likely that the goal is one or the other. If the behavior being measured is within the

adopted curriculum, it would be considered an academic goal. For example, in the Texas Prekindergarten

Guidelines, there is a standard in the Physical Development Domain that addresses good habits of personal

health and hygiene. While hygiene skills may seem to be functional in nature, for a prekindergarten student

this would be an academic goal aligned with the curriculum.

1.21 Does a student’s IEP need to include both functional and academic goals?

The type(s) of annual goal(s) to include in a student’s IEP is a decision that must be made by the ARD

committee after examining the student’s PLAAFP. The PLAAFP should identify the student’s critical areas of

need that are present as a result of the student’s disability. From the PLAAFP, rigorous annual goals that can

reasonably be achieved within twelve months are developed. While all students who receive special education

services must have at least one measurable annual goal, some students may have both academic and

functional goals, while other students may have only one type of goal (academic or functional).

1.22 Are related service goals academic or functional?

Related service goals are functional in nature as these skills are not based on enrolled grade-level academic

standards. The skills addressed by related services are skills a student needs in order to access the content-

area standards but are not directly teaching that content.

There are times when it is appropriate to write a standalone goal for a related service. These goals must

dress critical areas of need through services or therapies that help provide the student greater access to the

curriculum. For example, a student with a visual impairment may require orientation and mobility services to

help him or her safely navigate the school. Arriving safely and on time to class provides greater access to the

curriculum.

There are other times when it is appropriate for the related service to align with an annual goal (academic or

func

tional). In these cases, the related service might be listed as a condition within the goal. For example,

counseling as a related service could be listed as a condition within a behavior (functional) goal to help reduce

elopements from class. Another example is a student in the first grade whose critical area of need in fine

motor skills requires occupational therapy to achieve the grade-level standard to compose texts that are

legible. In this situation OT, is part of an academic goal.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.23 Because speech is an instructional service, are speech goals academic in nature?

It depends. If the PLAAFP indicates a critical need which is directly aligned to the enrolled grade-level

curriculum (e.g., TEKS, Texas Prekindergarten Guidelines, or the Texas Infant, Toddler, and Three-Year-Old Early

Learning Guidelines) in communication, language, and/or speaking, then an academic goal must be written. If

the critical area of need is to teach a skill the student requires to access the enrolled grade-level curriculum in

communication, language, and/or speaking, it would be considered a functional goal.

1.24 How does specially designed instruction relate to measurable annual goals?

IDEA (34 CFR §300.39 (a)(1)) defines special education services as “specially designed instruction, at no cost to

the parents, to meet the unique needs of a child with a disability.” It goes on to define specially designed

instruction as:

“adapting, as appropriate to the needs of an eligible child under this part, the content,

ethodology or delivery of instruction to address the unique needs of the child that result from

the child’s disability; and to ensure access of the child to the general curriculum, so that the

child can meet the educational standards within the jurisdiction of the public agency that apply

to all children” (34 CFR §300.39 (b)(3)).

The ARD committee decides the specially designed instruction that addresses the unique needs of the student

tha

t result from the student’s disability and ensures the student’s access to the general education curriculum.

The specially designed instruction is what is provided to help the student achieve his/her annual IEP goals.

1.25 Are measurable postsecondary goals required for students aged 14 and older in an IEP?

It depends.

Not later than when the student reaches 14 years of age, the ARD committee must consider and, if

appropriate, address in the student‘s IEP the state transition planning components of Texas Education Code

§29.011. Based on the student's transition needs, annual IEP goals and objectives may be developed t

address these transition planning components, as well as additional activities to assist the student with

veloping skills, knowledge, experiences, and contacts with resources, as needed

If the ARD committee determines that postsecondary goals are needed, the postsecondary goals must be

based on age-appropriate transition assessments. The specific coordinated set of activities, including

instruction, to be provided for the student to achieve their postsecondary goals must also be documented in

the IEP if it includes postsecondary goals.

However, the IEP in effect when a student turns 16 years of age MUST contain appropriate measurable

ostsecondary goals based upon age-appropriate transition assessments and a description of the transition

services to assist the student in reaching those goals. Postsecondary goals may be written to support

identified needs related to training, education, employment, and where appropriate, independent living skills.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.26 Are annual goals that facilitate movement toward postsecondary goals academic or

functional?

Annual goals that facilitate movement toward postsecondary goals can be either academic or functional,

depending on the information provided in the student’s PLAAFP. It is critical that the PLAAFP contain relevant

information about the student’s strengths, needs, preferences, and interests to develop an appropriate IEP

that plans for the future. Postsecondary goals are required to be based upon age-appropriate transition

assessments, and it is recommended that this baseline information be included in the student’s PLAAFP.

1.27 Must postsecondary goals include the four elements (timeframe, conditions, behavior,

and criterion)?

No. IDEA (34 CFR §300.320 (b)(1)) requires that postsecondary goals be written in measurable terms;

however, the four components may not be appropriate for postsecondary goals.

If a postsecondary goal is stated in a manner that can be counted as occurring or not occurring, it is a

easurable postsecondary goal. Statements that indicate what a student “will” do rather than “plans to” or

“hopes to” do, indicate measurable postsecondary goals.

The following are examples of postsecondary goals:

Allison, who plans to further her education, could have the following postsecondary goals:

• Education/Training: Upon graduation from high school, Allison will attend college and majo

r in

ducatio

• Employment: After graduation from high school, Allison will obtain employment at a daycare while

ttending school

• Independent Living: After graduation, Allison will live at home while attending college.

Steven, who plans to learn a trade, could have the following postsecondary goals:

• Education/Training: Upon graduation from high school, Steven will attend a technical school

• Employment: After graduation from high school, Steven will obtain employment as a computer

chnicia

• Independent Living: After graduation, Steven will live in an apartment while he attends technical

chool

Gregory, who plans to get a job, could have the following postsecondary goals:

• Education/Training: After graduation from high school, Gregory will receive training through h

mploye

• Employment: Upon graduation from high school, Gregory will obtain employment at a home and

arden center

• Independent Living: After graduation, Gregory will live in a group home.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.28 What does an annual goal that facilitates movement toward a postsecondary goal look

like?

The following examples show measurable annual goals that facilitate movement toward postsecondary goals.

A postsecondary goal does not have to include timeframe, condition, behavior, and criterion. However, it is a

recommended practice to include these elements when developing goals that facilitate movement toward the

postsecondary goals.

Example 1

Timeframe Condition Behavior Criteria

In 36 weeks,

Given repeated review of

he Child Guidance

curriculum, opportunities

to brainstorm with the

teacher, and assistance

with organizing ideas,

Allison will create lesson

plans that include

appropriate strategies for

optimizing development of

toddlers and preschool

children’s skills

As evidenced by creating

least 2 plans for

toddlers and 2 plans for

preschool children by the

end of the course.

This is an academic goal as it aligns with the standards in the Career and Technical Education (CTE) course of

Child Guidance.

Example 2

Timeframe Condition Behavior Criteria

In 36 weeks

Given guided practice, a

opy of his personal

information, and writing

supports

Gregory will accurately

complete all required

fields of an application for

employment

In 4 out of 6 opportunities.

This is a functional goal as it is not directly aligned to any of the TEKs.

1.29 How often should reports of progress toward mastery of annual goals be provided to

parents/guardians?

Although it is common practice to provide IEP progress reports on the same grading cycle that is used for

report cards, the reporting of IEP goal progress is distinct and different than the issuing of grades and report

cards and should be determined by the ARD committee on an individual student basis. IDEA requires that the

student’s IEP include a description of how the child’s progress will be measured and “when periodic reports on

the progress the child is making toward meeting the annual goals (such as through the use of quarterly or

other periodic reports, concurrent with the issuance of report cards) will be provided.” (34 CFR §300.320

)(3)). The examples provided by IDEA include some possibilities that ARD committees can consider, but the

ltimate decision regarding when progress will be reported is up to the ARD committee to determine and

describe in the IEP.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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1.30 How should progress be reported in periodic IEP reports provided to parents?

Progress should be measured and reported in the same manner as the goals (and associated objectives) are

measured. For example, if the goal/objective states that the child will master a goal/objective 4 out of 5 times,

then report progress in that same way (i.e., how many times out of 5 the student is able to accomplish the

goal/objective). If the goal/objective is written as a percentage, then report progress as a percentage.

Notations such as “progress being made” or “continuing” are not adequate for reporting progress.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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Section 2: Academic/Standards-Based Goals

The questions and answers in this section apply only to academic/standards-based measurable annual goals.

These are goals which focus on the student learning the enrolled grade-level standard/curriculum (TEKS, Texas

Prekindergarten Guidelines, or The Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines).

2.1 What are academic/standards-based goals?

Academic/standards-based goals are annual, measurable goals aligned to enrolled grade-level curriculum

standards. The “standard” in the term “standards-based IEP goals” refers to the curriculum standard on which

the goal is based.

The curriculum standards in Texas are the Texas Essential Knowledge and Skills (TEKS) for student in

Kin

dergarten–Grade 12. Preschool students should have goals that are aligned with Texas Prekindergarten

Guidelines or The Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines.

2.2 What is the difference between the “enrolled grade-level standards” and a “standards-

based goal?”

The enrolled grade-level standards are the TEKS, Texas Prekindergarten Guidelines, or The Texas Infant, Toddler,

and Three-Year-Old Early Learning Guidelines curriculum. A standards-based goal is aligned to an enrolled

grade-level standard. It is not simply a restatement of the enrolled grade-level standard. Other information,

obtained from the PLAAFP, is used to customize it to the student’s needs and are outlined in the required

components of an annual goal.

2.3 What does ‘aligned to enrolled grade-level content standards’ mean?

The general education curriculum is the state’s grade-level academic content standards. Therefore, an IEP that

is developed to ensure that the student has access to the general education curriculum and meets the state’s

educational standards will be aligned with state academic content standards. This alignment ensures that

students with disabilities receive high-quality instruction that will give them the opportunity to meet the

challenging academic achievement standards for the state.

When developing grade-level, standards-based goals, it is essential to have knowledge of the enrolled grade-

lev

el curriculum as well as how the student’s disability impacts their involvement and progress in that

curriculum.

2.4 How should ARD committees use the enrolled grade-level standard/curriculum to write

goals?

The enrolled grade-level curriculum provides knowledge and skill statements and student expectations that all

students are expected to learn. The ARD committee must consider the unique needs of the student along with

the curriculum standards to determine where in the curriculum the student may encounter barriers as a result

of their disability. It is in the areas where a critical need is identified that an annual goal should be developed.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 22

The annual goal serves to ensure that the student has access to and makes progress in the general education

curriculum.

2.5 Do students need standards-based IEP goals for courses that do not have a STAAR end-

of-course requirement?

Yes. If a student has a critical area of need that will impact progress in the enrolled grade level curriculum,

then standards-based annual goal(s) would be required in that course, regardless of whether there is a

corresponding end-of-course state assessment.

2.6 Are ARD committees required to include the number (e.g., Grade 6, 10A) of the particular

TEKS and/or Student Expectation aligned to each annual goal?

No. Local education agencies (LEAs) may elect to include this process in their local policies and/or special

education operating procedures but are not required to do so. It is, however, very helpful to have the enrolled

grade-level standard available on the IEP documents so that service providers can clearly see how the annual

goals align to the enrolled grade-level standards and what adaptations the student needs.

2.7 Does having an academic/standards-based goal automatically mean a student has

modified content?

No. It cannot be assumed that an annual goal means content is modified. Students with disabilities who

receive special education services require specially designed instruction as a result of their disability. Specially

designed instruction requires that some adaptations be made. This can mean adaptations in content,

methodology, and/or delivery of instruction. It is important to understand that content is modified when the

depth and/or breadth of the curriculum is reduced to a level that no longer reflects the amount of learning

that is expected for the subject or course. Only the ARD committee can determine whether and, if so, what

and how content must be modified.

2.8 How do standards-based IEP goals relate to state assessments?

The Every Student Succeeds Act (ESSA) and IDEA regulations require that all students have access to and

instruction in enrolled grade-level content. All state assessments in Texas are aligned to the enrolled grade-

level content standards.

Students with disabilities have critical areas of need that result from their disability and require annual goals

to ensure access to and progress in the enrolled grade-level curriculum. Academic goals are standards-based

goals when they align directly with the enrolled grade-level TEKS. This is true even when the enrolled grade-

level standard must be adapted in some way due to the unique needs of the student. When annual goals align

to the enrolled grade-level standards, they are aligned with state assessments.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

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2.9 Is it a requirement to write goals for each tested objective on a state assessment?

No. The ARD committee decides on the appropriate goal(s) for the individual student based on the student’s

PLAAFP and identified critical areas of need.

2.10 Does having an academic/standards-based goal automatically qualify a student to take

an alternate state assessment?

No. Only a student who meets all the participation requirements for the alternate assessment (STAAR®

Alternate 2 Resources) may take it. The participation requirements indicate a student must:

• Meet the definition of a student with a significant cognitive disability;

• Require specialized, extensive support to access the grade-level curriculum and environment;

• Require intensive, individualized instruction in all instructional settings; and

• Access and participate in the grade-level TEKS through prerequisite skills.

In addition, the decision to administer the STAAR® Alternate 2 may not be based on:

• Racial or economic backgro

und,

• English learner status,

• Excessive or extended absences,

• Location of service delivery,

• Anticipated disruptive behavior or emotional distress, or

• Low performance on past state assessments.

2.11 For a student who takes an alternate state assessment, does he/she need annual goals

that correspond with the tested content area?

Yes. By accessing the curriculum through prerequisite skills, the student has modified content and would require

annual goals.

2.12 Is it a requirement to write an annual goal for every essence statement for students

assessed with an alternate state assessment?

No. The ARD committee decides on the appropriate goal(s) for the individual student based on the student’s

PLAAFP and identified critical areas of need.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 24

Section 3: Functional Goals

The questions and answers in this section apply only to functional/non-standards-based measurable annual

goals. These goals focus on the student accessing the enrolled grade-level standard/curriculum (TEKS, Texas

Prekindergarten Guidelines, or The Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines).

3.1 What type(s) of measurable annual goals might be functional in nature?

Goals that are non-academic are considered functional. Some examples may include goals pertaining to

behavior, social skills, related services, or the use of an assistive technology (AT) device. While the ultimate

purpose of these goals is to help the student access the general education curriculum, they are not required to

be based on the TEKS, Texas Prekindergarten Guidelines, or The Texas Infant, Toddler, and Three-Year-Old Early

Learning Guidelines.

See Question 1.19: “What is the difference between an academic goal and a functional goal?”

3.2 For which groups of students are functional goals appropriate?

For any student, whose PLAAFP statement indicates a non-standards-based critical need that is preventing the

student from accessing the general curriculum, the ARD committee may need to consider a functional goal.

The decision should not be based on the student’s disability condition, but rather on how the student’s

isability is impacting his or her access to the general curriculum. For example, the PLAAFP for a student with

a learning disability might indicate a need for a goal focusing on organizational skills if the student is having

difficulty keeping track of assignments, due dates, etc. In this case, a functional goal to address this critical

area of need would be appropriate.

3.3 Must measurable annual functional goals be standards-based?

No. There is not a state-adopted functional curriculum. The purpose of a functional goal is to help the student

access the enrolled grade-level curriculum. For example, if the ARD committee decides that a middle school

student needs a goal to help him/her transition independently between class periods so he or she can arrive

on time to access instruction, there are no TEKS containing this skill at the middle school level. If this is

considered to be a critical area of need, a functional goal that addresses this need would be included in the

student’s IEP.

3.4 Does having a functional goal automatically mean a student has modified content?

No. Functional goals are developed and implemented for a student to access the enrolled grade-level

standards and do not modify content in a course or subject. In addition, remember that functional goals do

not substitute for a student learning enrolled grade-level content standards.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 25

3.5 Does having a functional goal qualify a student to take an alternate state assessment?

No. Functional goals do not change the depth and/or breadth of the enrolled grade-level curriculum.

Therefore, functional goals should not impact state assessment decisions.

3.6 Can a student’s IEP include only functional goals?

Yes. The ARD committee must examine the student’s PLAAFP, which describes the student’s current academic

achievement and functional performance. The ARD committee will then use the information in the PLAAFP to

determine in which specific academic and/or functional area(s) a student needs goals. While all students must

have measurable annual goals, some students may have both academic and functional goals, some students

may have only academic goals, and some students may have only functional goals to enable them to access

the general curriculum.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 26

Glossary

Term Definition

ARD Committee Meeting

Admission, Review, and

Dismissal Committee Meeting

* ARD Committee – A committee composed of a child's parent; the child, when

appropriate; and specified school personnel who are involved in the education the

child. The ARD committee de

termines a child's eligibility to receive specia

ucation services and develops the child’s individualized education program (IEP)

The A

RD committee is the IEP team defined in federal law

*ARD committee meeting – A meeting of the ARD committee to address issues

elated to the student, including the annual review of the student’s specia

ucation program that includes an update of the student’s progress, a review o

he current IEP, and development of a new IEP for the upcoming year. T

he A

ommittee may also meet to revise a student’s IEP prior to the annual review

ppropriat

CFR

Code of Federal Regulations

* The codification of the general and permanent rules published in the Federal

egister by the executive departments and agencies of the federal government. It i

ivided into 50 titles that represent broad areas subject to federal regulation. Eac

olume of the CFR is updated once each calendar year and issued on a quarterl

asis. References in this document are to regulations that implement th

ndividuals with Disabilities Education Act (IDEA)

ECSE

Early Childhood Special

Education

*The local education agency’s (LEA’s) services for young children with disabilities

ges 3 through 5. These services may be provided in a variety of settings. Und

he Individuals with Disabilities Education Act (IDEA), preschool programs fo

children with disabilities must be delivered in the least restrictive environment.

ESSA

Every Student Succeeds Act

* A law signed on December 10, 2015, amending, and reauthorizing the

Elementary and Secondary Education Act.

For more information on ESSA, visit the U.S Department of Education ESSA

website

FAPE

Free Appropriate Public

Education

* Special education and related services that are provided at public expense under

public supervision and direction and without charge, meet the standards of the

Texas Education Agency, include an appropriate preschool, elementary school, or

secondary school education in the state involved, and are provided in conformity

with an IEP that complies with federal and state requirements.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 27

Term Definition

FIIE

Full and Individual Initial

Evaluation

FIE

ull and Individual Evaluation

*A comprehensive evaluation that consists of data gathered from multiple sources

or the student being considered for special education and related services

IDEA

Individuals with Disabilities

Education Act

*The federal law that provides assistance to states for the education of children

ith disabilities. This law gives every child with a disability and, as a result, a ne

or special education, the right to a free appropriate public education. Part C o

he IDEA requires services to begin at birth and extends until the child turns three

arly Childhood Intervention programs deliver Part C services. Part B of the IDE

equires services for children from ages 3 through 21. Most children receiving Par

services are in public schools

For more information on Part B and Part C, visit the

U.S. Department of Education

IDEA website.

IEP

Individualized Education

Program

*A written statement of the education program for each child with a disability that

developed, reviewed, and revised by the admission, review, and dismissal (ARD

)

ommittee, of which parents are active members. The IEP includes specifi

nformation about the student's present levels of academic achievement an

unctional performance (PLAAFP), participation in state and district-wid

asse

ssments, transition services, annual goals, special factors, special educatio

elated services, supplementary aids and services, extended school year service

nd least restrictive environment, among other things

LRE

Least Restrictive Environment

* The educational setting or instructional arrangement that the ARD committee

etermines is most appropriate for the student. To the maximum exten

ppropriate, students with disabilities must be educated with children who ar

ot disabled. Special classes, separate schooling, or other removal of student

ith disabilities from the general educational environment occurs only when th

ture or severity of the student’s disability is such that education in genera

ucation classes with the use of supplementary aids and services cannot

hieved satisfactorily

LEA

Local Education Agency

*A public board of education or other public authority legally constituted within a

State for either administrative control or direction of, or to perform a service

function for, public elementary schools or secondary schools in a city, county,

ownship, school district, or other political subdivision of a State, or for

ombination of school districts or counties that is recognized in a State as a

dministrative agency for its public elementary schools or secondary schools. LEA

nclude public school districts and open enrollment charter schools.

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 28

Term Definition

PLAAFP

Present Levels of Academic

Achievement and Functional

Performance

*PLAAFP for the school-aged student summarizes the current strengths and needs

f the student in both academic and functional performance areas. It must includ

ow the student’s disability affects the student’s involvement and progress in th

gen

eral education curriculum, regardless of the setting in which the studen

urrently receives services. Additionally, it may describe the current instructiona

vel of the student compared to the grade level Texas Essential Knowledge an

ills (TEKS), and, if the student is below grade level, the PLAAFP also may describ

he prerequisite skills the student needs in order to achieve grade-level proficienc

* PLAAFP for the preschool student summarizes the current levels of present

erformance related to the student’s developmental domains, functiona

erformance, and pre-academic skills. It must include how the student’s disabilit

ffects the student’s participation in appropriate activities. Additionally, it ma

escribe the student’s current developmental levels compared to the Texa

rekindergarten Guidelines or LEA-adopted prekindergarten curriculu

SDI

Specially Designed Instruction

*Instruction adapted, as appropriate, to the needs of the eligible child with a

isability, which may include the content, methodology or delivery o

nstruction, to address the unique needs of the child that result from the child’

isability and to ensure access of the child to the general curriculum so that th

hild can meet the educational standards within the jurisdiction of the loca

ucational agency that apply to all children

STAAR®

State of Texas Assessments

of Academic Readiness

* The required state assessment in Texas

STAAR® Alternate 2

STAAR Alternate 2 is an assessment based on alternate academic standards and is

signed for students with the most significant cognitive disabilities receiving

special education services. Students must meet participation requirements to take

this test. STAAR Alternate 2 was developed to meet federal requirements of both

the Elementary and Secondary Education Act (ESEA) and the Individuals with

Disabilities Education Act (IDEA).

TEKS

Texas Essential Knowledge

and Skills

*The required curriculum for each grade level used in the Texas public schools. The

KS are the state standards for what students should know and be able to do. It i

he general curriculum referred to in the Individuals with Disabilities Education Ac

(

IDEA)

For more information on the TEKS, visit the TEA Texas Essential Knowledge and

Skills website.

*Retrieved/adapted from The Legal Framework for the Child-Centered Educational Process http://framework.esc18.net

(May 2021)

QUESTION AND ANSWER DOCUMENT: IEP MEASURABLE ANNUAL GOALS

Page 29

Resources

Child Find, Evaluation, and ARD Supports Statewide Network Individualized Education Program (IEP)

Individuals with Disabilities Education Act (IDEA) Individualized Education Program (IEP)

IRIS Center for Training Enhancements. (2004). IEPs: Developing High-Quality Individualized Education

Programs

Specially Designed Instruction (SDI) Field User Guide

TEA Secondary Transition Guidance

TEA STAAR® Alternate 2 Resources

TEA Technical Assistance: Individualized Education Program (IEP) Development

TEA Texas Essential Knowledge and Skills

Texas Complex Access Network (TX CAN): A Step Towards IEP Quality and Rigor (online course)

Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines

Texas Prekindergarten Guidelines

spedsupport.tea.texas.gov

tea.texas.gov