IEP Goals in Connecticut: What Parents Need to Know
What makes an IEP goal measurable in Connecticut?
Connecticut IEP goals must be measurable annual goals that address each area of disability-related need identified in the present levels and enable the student to be involved in and make progress in the general curriculum (Conn. Agencies Regs. § 10-76d-11; Conn. Gen. Stat. § 10-76d). The Planning and Placement Team (PPT) develops goals that must be measurable, functionally relevant, and linked to the student's identified needs. Unlike the federal minimum (which requires benchmarks or short-term objectives only for students taking alternate assessments), Connecticut follows the federal standard: benchmarks or short-term objectives are required for students taking alternate assessments aligned to alternate achievement standards, but are optional for other students unless the PPT determines they are appropriate. The IEP must describe how progress toward each annual goal will be measured and how parents will be regularly informed. Goals are reviewed at least annually by the PPT, and the IEP must be revised when the student is not making adequate progress, when reevaluation results identify new needs, or when the parent or teacher requests revision (Conn. Agencies Regs. § 10-76d-12).
What Connecticut Requires
Annual goals must be measurable and address disability-related needs identified in the present levels to enable progress in the general curriculum (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(2)).
Short-term objectives or benchmarks are required for students participating in alternate assessments aligned to alternate achievement standards (34 CFR 300.320(a)(2)(ii), as implemented in Connecticut).
The IEP must include a description of how progress toward annual goals will be measured and how parents will be regularly informed of that progress (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as report cards are provided to parents of nondisabled students (34 CFR 300.320(a)(3)).
Goals must be revised when a student is not making adequate progress, which may require convening the PPT before the annual review (Conn. Agencies Regs. § 10-76d-12).
Key Timelines
Annual goals cover a one-year period and are reviewed at least annually at the PPT meeting (Conn. Agencies Regs. § 10-76d-12).
Progress reports must be issued at least as frequently as report cards for nondisabled students (34 CFR 300.320(a)(3)).
Goals must be revised when a student is not making adequate progress; the PPT should convene as needed before the annual review (Conn. Agencies Regs. § 10-76d-12).