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.05.01.09(A)(2); 34 CFR 300.320(a)(2)). Goals must be aligned with the Maryland College and Career-Ready Standards (MCCRS) — Maryland's adoption of the Common Core State Standards with Maryland-specific additions — and must flow logically from the present levels of performance, with a documented baseline for each goal. For students assessed using the Alt-MCAP (Maryland's alternate assessment aligned to alternate achievement standards for students with the most significant cognitive disabilities), 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. Under COMAR 13A.05.01.09(B), the IEP must describe how progress toward each annual goal will be measured, the specific measurement criteria and procedures, and when periodic reports on progress will be provided to parents — at least as frequently as report cards are issued to nondisabled peers, which in Maryland LEAs typically means quarterly. Goals must be written in observable, measurable terms with clear criteria (accuracy, frequency, conditions), a timeframe, and a level of performance specified. The IEP Team reviews goals at least annually (COMAR 13A.05.01.08(B)) and must reconvene to revise goals if the child is not making expected progress toward annual goals, if reevaluation results indicate a change in needs, or if the parent or teacher requests a review (COMAR 13A.05.01.08(B)(1)). Maryland emphasizes that goals must be ambitious yet achievable, must address all areas of identified need, and must be sufficient in number and scope to enable the child to receive meaningful educational benefit — consistent with the U.S. Supreme Court's standard in Endrew F. v. Douglas County School District (2017).
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 Maryland College and Career-Ready Standards (MCCRS) (COMAR 13A.05.01.09(A)(2); 34 CFR 300.320(a)(2)).
For students taking the Alt-MCAP alternate assessment, 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, including specific criteria, measurement procedures, and when periodic progress reports will be provided to parents (COMAR 13A.05.01.09(B); 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, typically quarterly in Maryland LEAs (COMAR 13A.05.01.09(B); 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, if reevaluation results indicate a change, or if the parent or teacher requests a review (COMAR 13A.05.01.08(B)(1)).
Each goal must have a documented baseline from the present levels and must be written in observable, measurable terms with clear criteria, conditions, and level of performance (COMAR 13A.05.01.09(A)(2); COMAR 13A.05.01.09(B)).
Goals must be ambitious yet achievable and sufficient to provide meaningful educational benefit consistent with Endrew F. v. Douglas County School District, 137 S. Ct. 988 (2017) (MSDE guidance).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the IEP meeting (COMAR 13A.05.01.08(B); 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.05.01.09(B)).
Goals must be revised at the annual review or more frequently if the child is not making expected progress (COMAR 13A.05.01.08(B)(1); 34 CFR 300.324(b)(1)).
IEP must be developed within 30 calendar days of eligibility determination, including all goals (COMAR 13A.05.01.08(A)).
Sources
Related IEP Guides
IEP Goals: How to Tell If They're Actually Good (With Examples)
Are your child's IEP goals actually good enough? Real examples of vague vs. strong goals, plus the exact questions to ask at your next meeting.
IEP Goal Progress Monitoring: How to Know If Your Child Is Actually Making Progress
How IEP goal progress is measured, what progress reports should include, what to do when progress stalls, and how to hold schools accountable.
Present Levels (PLAAFP): The IEP Section That Drives Everything Else
The Present Levels section is the foundation of the IEP. Learn what it should include, red flags to watch for, and how to add your voice.