Activity 4.4
Measurable Annual Goals Reminders
Note: The focus of these modules is intentionally scaled to address a narrow component of the
IEP development process – creating measurable annual goals. When developing an actual
IEP, please remember that it is important to consider all areas (present levels, measurable
annual goals, summary of services, etc.) in the context of the entire IEP and the student’s
individual needs, rather than considering each component in isolation.
Measurable Annual Goals “Reminders”
Measurable annual goals are used to guide instructional decisions for
an individual student. Attributes include:
 Clear
 Positive
Easily Understood
 Specific
 Realistic
 Quantifiable
Measurable annual goals should reflect the identified needs of the
student. They:
 Align with statements from the Present Levels of Academic
Achievement and Functional Performance (PLAAFP).
Bridge the Gap
 Demonstrate relevance to the student’s academic, (social, and
vocational) needs.
 Describe what the student can reasonably be expected to do
in one year.
Measurable annual goals prioritize learning based on the following:
 Close the gap between the student’s present level of
performance and the grade-level expectation
Prioritize standards,
 Determined to be necessary for the student’s ability to access
Skills, and
general education curriculum
Knowledge
 Inclusion of specially designed instruction (SDI) needed to
progress.
 Facilitate access to the general education curriculum.
Measurable annual goals set a target for instruction for the year.
They:
Set Attainable
 May be informed by grade level standards or extensions when
Targets
appropriate.
 Advance the student more than one year’s growth when
possible.
What are four critical components of a measurable annual goal?
Four Components
1.
2.
3.
4.
Timeframe (in what length of time?)
Conditions (under what context?)
Who (the student) Behavior (will do what?)
Evaluation (through what assessment) Criterion (to what
degree/level?)
The components include: timeframe (in what amount of time), under what conditions
(given/context), who (date, time frame), behavior (will do what), evaluation (through what),
criterion (to what degree or level).
Activity 4.4
Measurable Annual Goals Reminders
The example below illustrates six components for a 3rd grade student.
 Statement of when goal will be achieved (e.g., By Annual Review Date)
 Conditions (e.g., given an oral reading probe at grade level [3rd grade])
 Observable Behavior (e.g., will read aloud; will complete assignment)
 Criterion/Evaluation (e.g., 115 wpm with no more than 5 errors; 90% accuracy on
teacher-made tests; 85% completion rate on homework)
NOTE: IDEA 04 removed the requirement to include short-term objectives in IEPs for all
students, and only requires short-term objectives for those who take alternate assessments
aligned to alternate achievement standards.
Who
Sue
Bob
Tracey
Time Frame
By Annual Review
Date
By Annual Review
Date
By Annual Review
Date
Conditions
given an oral
reading fluency
assessment (ORF)
at grade level,
given who, what,
when, where, and
how questions from
a grade level
selection,
given 3 digit
subtraction
problems with
regrouping,
Who/Behavior
Sue will read
Bob will read the
selection and
respond either
orally or in writing
Mark will correctly
solve
with 80% accuracy
on standardized
tests
with 75% accuracy
on teacher-made
tests
Criterion/Evaluation From 95 wpm to
115 wpm with no
more than 5 errors