IEP Goals in Florida: What Parents Need to Know
What makes an IEP goal measurable in Florida?
Florida IEPs must contain a statement of measurable annual goals, including both academic and functional goals, designed to meet the student's needs resulting from the disability and to enable the student to be involved in and make progress in the general education curriculum (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2)). Goals must be specific, measurable, achievable, relevant, and time-bound (SMART), tailored to each individual student's identified needs as documented in the PLAAFP. For students with disabilities who take the Florida Alternate Assessment aligned to alternate academic achievement standards (access points), the IEP must include a description of benchmarks or short-term objectives (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2)(ii)). At the discretion of the IEP team, benchmarks or short-term objectives may also be included for any other student with a disability. Each annual goal must be directly linked to the student's present levels of performance, and the IEP must describe how the student's progress toward meeting each annual goal will be measured (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3)). The IEP must specify when periodic reports on the progress the student is making toward meeting the annual goals will be provided to parents, such as through quarterly or other periodic reports concurrent with the issuance of report cards (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3)). For preschool children, goals must be designed to enable participation in appropriate activities rather than the general curriculum. Florida requires that goals address all areas of identified need — academic areas such as reading, mathematics, and writing, as well as functional areas including communication, social skills, behavior, daily living skills, and motor skills as applicable. When developing goals, the IEP team must consider the student's strengths, parental concerns, evaluation results, statewide and district assessment performance, and the student's academic, developmental, and functional needs (FAC 6A-6.03028(3)(g)). For transition-age students (beginning at age 14 or ninth grade under Florida law), annual IEP goals must be aligned with and support the student's measurable postsecondary goals in the areas of education, training, employment, and independent living as appropriate (F.S. §1003.5716(2)(c); FAC 6A-6.03028(3)(h)). The IEP team must review goals at least annually and revise the IEP as appropriate to address any lack of expected progress toward annual goals and in the general education curriculum (FAC 6A-6.03028(3)(j); 34 CFR 300.324(b)(1)). Because Florida provides FAPE through age 22 (F.S. §1003.57(1)(a)), students eligible for services beyond the typical federal age of 21 must continue to have IEP goals addressing their transition and functional needs.
What Florida Requires
IEP must include measurable annual goals with both academic and functional components (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2))
Goals must be designed to meet needs resulting from the disability and enable progress in the general curriculum (34 CFR 300.320(a)(2)(i)(A))
Benchmarks or short-term objectives required for students taking the Florida Alternate Assessment aligned to access points (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(2)(ii))
Benchmarks or short-term objectives may be included for any student at the IEP team's discretion (34 CFR 300.320(a)(2)(ii))
IEP must describe how progress toward each annual goal will be measured (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3))
IEP must specify when periodic progress reports will be provided to parents, such as quarterly concurrent with report cards (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3))
Goals must be directly linked to baseline data established in the PLAAFP (34 CFR 300.320(a)(1)-(2))
For transition-age students, annual goals must align with measurable postsecondary goals in education, training, employment, and independent living (F.S. 1003.5716(2)(c); FAC 6A-6.03028(3)(h))
IEP team must review goals at least annually and revise if the student is not making expected progress (FAC 6A-6.03028(3)(j); 34 CFR 300.324(b)(1))
Students eligible through age 22 under Florida's FAPE extension (F.S. §1003.57(1)(a)) must continue to have IEP goals addressing their transition and functional needs
Key Timelines
Annual goals must be developed as part of the IEP within 30 calendar days of eligibility determination (FAC 6A-6.03028(3)(f))
Goals must be reviewed and updated at least annually (FAC 6A-6.03028(3)(f); 34 CFR 300.324(b))
Periodic progress reports must be provided to parents at intervals specified in the IEP, such as quarterly concurrent with report cards (FAC 6A-6.03028(3)(h); 34 CFR 300.320(a)(3))