IEP Goals in California: What Parents Need to Know
What makes an IEP goal measurable in California?
California IEP goals must be measurable annual goals designed to meet the child's needs resulting from the disability to enable involvement and progress in the general education curriculum, and to meet each of the child's other educational needs resulting from the disability (EC 56345(a)(2); 34 CFR 300.320(a)(2)). For students who take alternate assessments aligned to alternate achievement standards, the IEP must also include benchmarks or short-term objectives. Under California's 'direct relationship' requirement (5 CCR 3040(b)), every goal must flow logically from the present levels of performance—a goal that does not connect to a documented area of need in the present levels is procedurally deficient. Goals must be written in observable, measurable terms with clear criteria for mastery, and the IEP must describe how progress toward each goal will be measured and reported. California requires that progress reports on goals be provided to parents at least as frequently as report cards are issued to nondisabled peers (EC 56345(a)(3)), which is typically quarterly or by trimester. The IEP team should consider the child's strengths, parent concerns, evaluation results, and academic/functional needs when developing goals. Goals should be ambitious yet achievable within one year, and each goal should specify the condition under which the behavior will be performed, the behavior itself, and the criteria for meeting the goal.
What California Requires
All IEP goals must be measurable annual goals that address the child's needs resulting from the disability and enable progress in the general education curriculum (EC 56345(a)(2); 34 CFR 300.320(a)(2)).
For students taking alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives in addition to annual goals (EC 56345(a)(2)(B)).
Each goal must have a direct relationship to the present levels of performance documented in the IEP (5 CCR 3040(b)).
The IEP must describe how each goal will be measured and when periodic progress reports will be provided to parents (EC 56345(a)(3)).
Progress reports on IEP goals must be provided at least as frequently as report cards are issued to nondisabled students, typically quarterly or by trimester (EC 56345(a)(3); 34 CFR 300.320(a)(3)).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the IEP meeting (EC 56343(d); 34 CFR 300.324(b)).
Progress reports on goals must be issued at least as frequently as report cards for nondisabled students (EC 56345(a)(3)).
Goals must be revised at the annual review or more frequently if the student is not making expected progress or if there is a change in circumstances (34 CFR 300.324(b)(1)).