Lesson Six Reading
Writing Measurable Annual Goals and Objectives/Benchmarks Related to California Content Standards
Develop the Goal and Write an Objective/Benchmark
Individualized Education Program (IEP) Goals and Objectives/Benchmarks Required in the IDEA, as Amended in 2004
This section follows the organizational structure of the Association of California School Administrators (ACSA) Goals and Objectives Handbook.
One of the changes from IDEA, as amended in 2004, was to eliminate the requirement for objectives/benchmarks for all students with disabilities except those students with disabilities who take the alternate assessment. [20 USC § 1414 (d)(1)(A)(i)(I)]
- While some children within a category of disability may share some relevant behavior characteristics and educational needs, the possibility of finding sufficient clusters of children with identical behavior characteristics, identical levels of educational performance, and identical educational needs is improbable. Consequently, it is impermissible for public agencies to have the IEP for each student in a class contain identical statements of present levels of academic achievement.
- Even individual test scores
may not adequately reflect a student’s
particular needs. The notice of interpretation states that to the extent
possible the statement should be written in objective, measurable terms
and in an effort to present objective information. Test scores that are
pertinent to the student's diagnosis might be included, if appropriate.
—from Appendix C to 34 CFR § 300, question 36 - With regard to prospective review of the adequacy of a student's educational program, proposed placement and services should be analyzed to ensure that all such elements of the student's program are logically and educationally related to achievement of the goals and objectives identified in the IEP. The statement of goals and objectives also highlight gaps in programming. Each IEP goal should have corresponding items of instruction or services identified. Having goals without related programming indicates that the school district is not providing free, appropriate public education (FAPE).
- The IEP definition in 20 USC § 1414(D)(1)(A)(i)(II) provides that the IEP must include the following:
(II) a statement of measurable annual goals, including academic and functional goals, designed to—
(aa) meet the child'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; and
(bb) meet each of the child's other educational needs that result from the child's disability
- Annual educational goals should be developed that directly correlate
with the student’s present education levels, as delineated
in the first portion of the student's IEP.
—from 34 CFR § 300.346(a)(1)
Goals should not be too broad or vague, nor should they be as specific as the short-term objectives. When developing annual goals, capitalize on student strengths. Educators need to consider three things: past and present educational performance, the priority of various needs, and the amount of time anticipated for the student to attain each of the goals.
- When writing an IEP, it is important to understand the relationship between annual and short-term objectives.
Although the IDEA, as amended in 2004, now only requires objectives/benchmarks for students with disabilities who take the alternate assessment. [20 USC § 1414 (d)(1)(A)(i)(I)] IEP teams should determine whether or not to include objectives/benchmarks in the IEP based on the needs of the individual student.
For those students that should have objectives/benchmarks written into their IEPs, annual goals are set for each area in which a student with a disability has an identified need. Those goals are reduced into short-term objectives.
The Notice of Interpretation on IEP requirements describes annual goals as "statements that describe what a child with a disability can reasonably be expected to accomplish within a twelve month period in the child's special education program.”
The notice also describes how short-term objectives relate to annual goals:
Short-term instructional objectives (also called IEP objectives) are measurable, intermediate steps between the present levels of educational performance of a student with a disability and the annual goals that are established for the student. The objectives are developed based on a logical breakdown of the major components of the annual goals, and can serve as milestones for measuring progress toward meeting the goals.
—from Appendix C to 34 CFR § 300, question 39Short-term objectives should describe a sub-skill of an annual goal, not merely restate the goal. The objectives are written in a sequential order that reflects a progression through the various skills toward the annual goals. Short-term objectives also permit monitoring of progress throughout the year.