IEP Goals in North Dakota: What Parents Need to Know
What makes an IEP goal measurable in North Dakota?
North Dakota IEP goals must be measurable annual goals designed to meet the student's disability-related needs and enable the student to be involved in and make progress in the general education curriculum (NDAC 67-23-01-02). Goals must be written in measurable terms so progress can be objectively determined. North Dakota follows the federal standard requiring benchmarks or short-term objectives only for students with disabilities who take alternate assessments aligned to alternate achievement standards (34 CFR 300.320(a)(2)(ii)); unlike some states, North Dakota does not require benchmarks or short-term objectives for all students. The IEP must include a description of how progress toward each annual goal will be measured and how parents will be regularly informed of that progress at least as frequently as report cards are provided to parents of nondisabled students. IEP goals must be reviewed at least annually, and the IEP team must revise the IEP when a student is not making expected progress. Goals must flow directly from the present levels of academic achievement and functional performance documented in the IEP.
What North Dakota Requires
Annual goals must be measurable and address disability-related needs to enable progress in the general curriculum (34 CFR 300.320(a)(2); NDAC 67-23-01-02).
Benchmarks or short-term objectives are required only for students taking alternate assessments aligned to alternate achievement standards — North Dakota follows the federal baseline, not requiring them for all students (34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each annual goal will be measured (34 CFR 300.320(a)(3); NDAC 67-23-01-02).
Parents must be informed of progress toward annual goals at least as frequently as report cards are issued for nondisabled students (34 CFR 300.320(a)(3)(ii)).
Goals must be revised when a student is not making expected progress or when reevaluation or changed circumstances warrant revision (NDAC 67-23-01-05; 34 CFR 300.324(b)).
Key Timelines
Annual goals cover a one-year period and must be reviewed at least annually at the IEP meeting (NDAC 67-23-01-05).
Progress reports must be provided at least as frequently as report cards for nondisabled students (34 CFR 300.320(a)(3)(ii)).
Goals must be revised when a student is not making expected progress, which may require convening the IEP team before the annual review (NDAC 67-23-01-05).
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.