IEP Goals in Maryland: What Parents Need to Know
What makes an IEP goal measurable in Maryland?
Maryland IEP goals must be measurable annual goals designed to meet the child's needs resulting from the disability and to enable involvement and progress in the general education curriculum (COMAR 13A.05.01.09A(2); 34 CFR 300.320(a)(2)). Goals must be aligned with the Maryland College and Career-Ready Standards (MCCRS) and must flow logically from the present levels of performance. For students taking alternate assessments aligned to alternate achievement standards (the Maryland Alternate Assessment, or MISA), the IEP must also include benchmarks or short-term objectives (34 CFR 300.320(a)(2)(ii)). Maryland does not require benchmarks or short-term objectives for students who do not take alternate assessments, following the federal baseline. The IEP must describe how progress toward each goal will be measured and how parents will be regularly informed of progress — at least as frequently as report cards are issued to nondisabled peers (COMAR 13A.05.01.09B). Goals should be written in observable, measurable terms with clear criteria, conditions, and level of performance specified. The IEP Team reviews goals at least annually and must revise them if the child is not making expected progress, if reevaluation results indicate a change, or if the parent or teacher requests a review (COMAR 13A.05.01.08B). Maryland emphasizes that goals must be ambitious but achievable and must address all areas of identified need.
What Maryland Requires
All IEP goals must be measurable annual goals addressing the child's needs from the disability and enabling progress in the general education curriculum, aligned with MCCRS (COMAR 13A.05.01.09A(2); 34 CFR 300.320(a)(2)).
For students taking the Maryland Alternate Assessment (MISA), the IEP must include benchmarks or short-term objectives in addition to annual goals (34 CFR 300.320(a)(2)(ii)).
The IEP must describe how each goal will be measured and when periodic progress reports will be provided to parents (COMAR 13A.05.01.09B; 34 CFR 300.320(a)(3)).
Progress reports on IEP goals must be provided at least as frequently as report cards are issued to nondisabled students (COMAR 13A.05.01.09B; 34 CFR 300.320(a)(3)).
Goals must be reviewed at the annual IEP meeting or more frequently if the child is not making expected progress or circumstances change (COMAR 13A.05.01.08B).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the IEP meeting (COMAR 13A.05.01.08B; 34 CFR 300.324(b)).
Progress reports must be issued at least as frequently as report cards for nondisabled students, typically quarterly in Maryland LEAs (COMAR 13A.05.01.09B).
Goals must be revised at the annual review or more frequently if the child is not making expected progress (COMAR 13A.05.01.08B; 34 CFR 300.324(b)(1)).