IEP Goals in Kansas: What Parents Need to Know
What makes an IEP goal measurable in Kansas?
Kansas IEP goals must be measurable annual goals designed to meet the student's needs resulting from the disability and enable progress in the general curriculum (K.A.R. 91-40-17(a)(2); 34 CFR 300.320(a)(2)). Unlike some states, Kansas follows the federal baseline and requires benchmarks or short-term objectives only for students with the most significant cognitive disabilities taking alternate assessments — not for all students. Goals must be written in objective and measurable terms and flow directly from the present levels. The IEP must describe how progress toward each goal will be measured and when periodic reports will be provided to parents (K.A.R. 91-40-17(a)(3)). Kansas requires that progress reports be provided to parents at least as frequently as report cards are issued to nondisabled students (K.A.R. 91-40-17(a)(3); 34 CFR 300.320(a)(3)). The IEP team must consider the student's strengths, parent concerns, recent evaluation results, and academic, developmental, and functional needs when developing goals.
What Kansas Requires
All IEP goals must be measurable annual goals addressing the student's disability-related needs and enabling progress in the general curriculum (K.A.R. 91-40-17(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 — NOT for all students (K.A.R. 91-40-17(a)(2); 34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each goal will be measured (K.A.R. 91-40-17(a)(3); 34 CFR 300.320(a)(3)).
Progress reports on IEP goals must be provided to parents at least as frequently as report cards are issued to nondisabled students (K.A.R. 91-40-17(a)(3); 34 CFR 300.320(a)(3)(ii)).
Goals must be based directly on present levels of academic achievement and functional performance (K.A.R. 91-40-17(a)).
Goals must be revised if the student is not making expected progress toward goals, when reevaluation results indicate new needs, or when parents or teachers request a revision (K.A.R. 91-40-18(a); 34 CFR 300.324(b)).
Key Timelines
Annual goals cover a one-year period and must be reviewed at least annually at the IEP meeting (K.A.R. 91-40-18(a); 34 CFR 300.324(b)).
Progress reports on goals must be issued at least as frequently as report cards for nondisabled students (K.A.R. 91-40-17(a)(3)).
Goals must be revised when a student is not making expected progress, which may require convening the IEP team before the annual review (K.A.R. 91-40-18(a)).