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)).