IEP Goals in Indiana: What Parents Need to Know
What makes an IEP goal measurable in Indiana?
Indiana IEP annual goals must be measurable, address the student's needs resulting from the disability, and enable involvement and progress in the general education curriculum (511 IAC 7-42-6(a)(2)). Indiana follows the federal standard: benchmarks or short-term objectives are required only for students who take alternate assessments aligned to alternate achievement standards — not for all students (511 IAC 7-42-6(a)(3)). Goals must be written with clear criteria for mastery, a method of measurement, and a schedule for evaluating progress. The IEP must describe how progress toward each annual goal will be measured and when periodic reports will be provided to parents — at a minimum, as often as report cards are issued to nondisabled students (511 IAC 7-42-6(a)(4); 34 CFR 300.320(a)(3)). The Case Conference Committee (CCC) reviews goals at least annually and must revise them if the student is not making expected progress, reevaluation data indicates changed needs, or other circumstances require revision (511 IAC 7-42-7). For students on a Transition IEP (TIEP), annual goals must be aligned with and support achievement of measurable postsecondary goals (511 IAC 7-43-4). Goals should address all disability-related areas identified in the present levels — academic, functional, behavioral, communication, or vocational — as appropriate.
What Indiana Requires
Annual goals must be measurable and address the student's needs resulting from the disability, enabling involvement and progress in the general education curriculum (511 IAC 7-42-6(a)(2); 34 CFR 300.320(a)(2)).
Benchmarks or short-term objectives are required only for students taking alternate assessments aligned to alternate achievement standards — Indiana follows the federal standard and does not require them for all students (511 IAC 7-42-6(a)(3)).
The IEP must describe how progress toward each goal will be measured and when periodic progress reports will be provided to parents (511 IAC 7-42-6(a)(4)).
Progress reports must be issued at least as often as report cards are provided to nondisabled students (34 CFR 300.320(a)(3)(ii)).
For Transition IEP students, annual goals must support progress toward measurable postsecondary goals in education/training, employment, and if appropriate, independent living (511 IAC 7-43-4).
The CCC must revise goals if the student is not making expected progress toward meeting goals by year's end, or if evaluation data, parent concerns, or other factors indicate a revision is needed (511 IAC 7-42-7).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the CCC meeting (511 IAC 7-42-7).
Progress reports must be issued at least as frequently as report cards for nondisabled students — typically quarterly in Indiana districts (34 CFR 300.320(a)(3)(ii)).
Goals must be revised when the student is not making expected progress or evaluation data indicates changed needs (511 IAC 7-42-7).