IEP Goals in New Jersey: What Parents Need to Know
What makes an IEP goal measurable in New Jersey?
New Jersey IEP goals must be measurable annual goals designed to meet the student's needs resulting from the disability and enable involvement and progress in the general education curriculum (N.J.A.C. 6A:14-3.7(e)(2)). Unlike federal law, which only requires benchmarks or short-term objectives for students taking alternate assessments, New Jersey requires benchmarks or short-term objectives for all classified students (N.J.A.C. 6A:14-3.7(e)(3)). Goals must be aligned with the New Jersey Student Learning Standards and must flow from the present levels of performance. The IEP must describe how progress toward each goal will be measured (N.J.A.C. 6A:14-3.7(e)(15)) and how parents will be regularly informed of progress, at least as often as parents of nondisabled students receive report cards (N.J.A.C. 6A:14-3.7(e)(16)). Goals should be written in observable, measurable terms with clear criteria for mastery. The IEP team reviews goals at least annually and revises them if the student is not making expected progress, if reevaluation results indicate a change in needs, or if the parent or teacher raises concerns (N.J.A.C. 6A:14-3.7(j)).
What New Jersey Requires
All IEP goals must be measurable annual goals that address the student's needs resulting from the disability and enable progress in the general education curriculum, aligned with NJ Student Learning Standards (N.J.A.C. 6A:14-3.7(e)(2)).
New Jersey requires benchmarks or short-term objectives for ALL classified students, not just those taking alternate assessments — this exceeds the federal requirement (N.J.A.C. 6A:14-3.7(e)(3)).
The IEP must describe how each goal will be measured and when periodic progress reports will be provided to parents (N.J.A.C. 6A:14-3.7(e)(15)-(16)).
Progress reports on IEP goals must be provided at least as frequently as report cards are issued to nondisabled students (N.J.A.C. 6A:14-3.7(e)(16); 34 CFR 300.320(a)(3)).
Goals must be reviewed at the annual IEP meeting or more frequently if the student is not making expected progress or circumstances change (N.J.A.C. 6A:14-3.7(j)).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the IEP meeting (N.J.A.C. 6A:14-3.7(i); 34 CFR 300.324(b)).
Progress reports must be issued at least as frequently as report cards for nondisabled students, typically quarterly (N.J.A.C. 6A:14-3.7(e)(16)).
Goals must be revised at the annual review or more frequently if the student is not making expected progress (N.J.A.C. 6A:14-3.7(j)).
Sources
Related IEP Guides
IEP Goals: How to Tell If They're Actually Good (With Examples)
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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.