IEP Goals in Maine: What Parents Need to Know
What makes an IEP goal measurable in Maine?
Maine IEP goals must be measurable annual goals, consistent with MUSER Ch. 101 § VIII(1)(b). For students who take alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives (consistent with federal law, 34 CFR 300.320(a)(2)(ii)). Maine follows the federal baseline that short-term objectives are required only for alternate assessment students, unlike some states that require them for all. Goals must address the student's disability-related needs and enable involvement and progress in the general curriculum. The IEP team must consider the student's strengths, parent concerns, evaluation results, and academic, developmental, and functional needs when developing goals (MUSER Ch. 101 § VIII(2)). Goals are reviewed at least annually, and the IEP must be revised when the student is not making expected progress, when reevaluation results indicate new needs, or when parents or teachers request a revision. Maine uses the Maine Educational Assessment (MEA) and the Maine Alternate Assessment (Maine Alt.) for state assessments; IEP accommodations and alternate assessment decisions must be documented for each.
What Maine Requires
Annual goals must be measurable and address disability-related needs to enable progress in the general curriculum (MUSER Ch. 101 § VIII(1)(b); 34 CFR 300.320(a)(2)).
Benchmarks or short-term objectives are required for students taking alternate assessments aligned to alternate achievement standards (MUSER Ch. 101 § VIII(1)(b); 34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each annual goal will be measured and when periodic progress reports will be provided (MUSER Ch. 101 § VIII(1)(g)).
Parents must be informed of progress toward annual goals at least as frequently as report cards are issued to nondisabled students (MUSER Ch. 101 § VIII(1)(g); 34 CFR 300.320(a)(3)).
Goals must be revised when the student is not making expected progress or when reevaluation or changed circumstances warrant revision (MUSER Ch. 101 § VIII(5)).
Key Timelines
Annual goals cover a one-year period and are reviewed at least annually at the IEP meeting (MUSER Ch. 101 § VIII(5)).
Progress reports must be provided at least as frequently as report cards for nondisabled students (MUSER Ch. 101 § VIII(1)(g); 34 CFR 300.320(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 (MUSER Ch. 101 § VIII(5)).