IEP Goals in New Hampshire: What Parents Need to Know
What makes an IEP goal measurable in New Hampshire?
In New Hampshire, IEP goals must be measurable annual goals that address the child's needs resulting from their disability and enable involvement and progress in the general education curriculum, as well as other educational needs (Ed 1109, aligned with 34 CFR 300.320). Goals must include a description of how progress will be measured and when periodic progress reports will be provided to parents. For children taking alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives. Beginning not later than the first IEP in effect when the child turns 14 (Ed 1109.01(a)(10))—or younger if appropriate—the IEP must include measurable postsecondary goals related to training, education, employment, and independent living skills, along with transition services to help reach those goals. If a functional behavioral assessment has been conducted, the IEP team must include data from that assessment and reference any positive behavior intervention plan developed (RSA 186-C:7, IV, effective 1/1/2024). Progress toward IEP goals must be reported to parents through periodic reports, at least quarterly or concurrent with report cards. An initial IEP must be in effect within 30 calendar days of the eligibility determination meeting (Ed 1109.03).
What New Hampshire Requires
Annual IEP goals must be measurable and address needs resulting from the child's disability while enabling involvement and progress in the general education curriculum and meeting other educational needs (Ed 1109; 34 CFR 300.320(a)(2)).
For children with disabilities beginning not later than the first IEP in effect when the child turns 14 (Ed 1109.01(a)(10)), or younger if appropriate, the IEP must include measurable postsecondary goals related to training, education, employment, and independent living skills, updated annually (34 CFR 300.320(b)).
If a functional behavioral assessment exists, the IEP team must review it and include data from the assessment; the IEP must reference any positive behavior intervention plan that is developed (RSA 186-C:7, IV, effective 1/1/2024).
Progress toward IEP goals must be measured and reported to parents through periodic reports (at least quarterly or concurrent with report cards) showing whether the child is making progress toward annual goals (Ed 1109; 34 CFR 300.320(a)(3)).
For children taking alternate assessments, the IEP must include benchmarks or short-term objectives aligned to alternate achievement standards, and the IEP must explain why the student cannot participate in the regular assessment (34 CFR 300.320(a)(2)(ii); 34 CFR 300.320(a)(6)(ii)).
An initial IEP must be developed and in effect within 30 calendar days of the eligibility determination meeting; IEPs must be reviewed and revised at least annually thereafter (Ed 1109.03; 34 CFR 300.323).
Key Timelines
Initial IEP (including all annual goals) must be in effect within 30 calendar days of the eligibility determination meeting (Ed 1109.03).
Measurable postsecondary goals must be included in the IEP no later than when the child turns 14 (Ed 1109.01(a)(10)), or younger if determined appropriate by the IEP team, and updated annually thereafter (34 CFR 300.320(b)(1)).
Progress reports on IEP goals must be provided to parents periodically—at least quarterly or concurrent with the issuance of report cards (34 CFR 300.320(a)(3)(ii)).
IEP must be reviewed and revised at least annually; at each annual review the IEP team must assess whether goals remain appropriate (Ed 1109.03; 34 CFR 300.324).