IEP Goals in Nevada: What Parents Need to Know
What makes an IEP goal measurable in Nevada?
Nevada IEP goals must be measurable annual goals that address the student's disability-related needs and enable progress in the general curriculum, consistent with NAC 388.284 and federal requirements (34 CFR 300.320(a)(2)). Goals must be based on the student's present levels of academic achievement and functional performance. Nevada follows the federal standard requiring benchmarks or short-term objectives only for students taking alternate assessments; the IEP must specify how progress toward annual goals will be measured and how parents will be regularly informed. The IEP must be reviewed at least annually, and when a student is not making expected progress, the IEP team must convene to revise the goals and services accordingly (NAC 388.290). The IEP team must consider the student's strengths, parental concerns, recent evaluation results, and academic, developmental, and functional needs when developing goals (NAC 388.284). Parents must be informed of their child's progress toward annual goals at least as frequently as report cards are issued to students without disabilities.
What Nevada Requires
Annual goals must be measurable and address disability-related needs to enable progress in the general curriculum (NAC 388.284; 34 CFR 300.320(a)(2)).
Benchmarks or short-term objectives are required only for students with the most significant cognitive disabilities who take alternate assessments (34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each annual goal will be measured and how parents will be regularly informed (NAC 388.284; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as report cards are issued to nondisabled students (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 (NAC 388.290; 34 CFR 300.324(b)).
Key Timelines
Annual goals cover a one-year period and are reviewed at least annually at the IEP meeting (NAC 388.290).
Progress reports must be provided at least as frequently as report cards for nondisabled students (34 CFR 300.320(a)(3)).
Goals must be revised when a student is not making adequate progress; an IEP team meeting may be convened before the annual review if necessary (NAC 388.290; 34 CFR 300.324(b)).