IEP Goals in Ohio: What Parents Need to Know
What makes an IEP goal measurable in Ohio?
Ohio requires every IEP to include a statement of measurable annual goals, including academic and functional goals designed to meet the child's needs resulting from the disability (ORC §3323.011(B); OAC §3301-51-07(E)(1)(c); 34 CFR 300.320(a)(2)). Goals must be designed to enable the child to be involved in and make progress in the general education curriculum, and to meet each of the child's other educational needs that result from the disability (OAC §3301-51-07(E)(1)(c)(i)-(ii)). Ohio follows the federal standard requiring that goals be measurable, meaning each goal must contain three elements: a clearly defined behavior, the condition under which the behavior will occur, and the criteria used to evaluate performance. For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, the IEP must also include a description of benchmarks or short-term objectives (ORC §3323.011(B); OAC §3301-51-07(E)(1)(c); 34 CFR 300.320(a)(2)(ii)). Benchmarks indicate interim steps toward achieving an annual goal and serve as measurement gauges to monitor progress. For all other students, Ohio provides that the Ohio Department of Education and Workforce may allow short-term instructional objectives at its discretion, but they are not required (ORC §3323.011(B)). The IEP must also describe how the child's progress toward meeting the annual goals will be measured (ORC §3323.011(C); OAC §3301-51-07(E)(1)(d)). Goals should be directly linked to the child's present levels of academic achievement and functional performance, ensuring a logical progression from baseline data to targeted outcomes. When reviewing the IEP, the team must consider any lack of expected progress toward annual goals and in the general education curriculum, the results of any reevaluation, information about the child provided by the parents, and the child's anticipated needs (OAC §3301-51-07(I)(1); 34 CFR 300.324(b)(1)). The Ohio Department of Education monitoring process verifies that IEP goals are aligned with present levels and that progress data demonstrates adequate movement toward each goal.
What Ohio Requires
The IEP must include measurable annual goals, both academic and functional, designed to meet the child's needs resulting from the disability and enable involvement in the general education curriculum (ORC §3323.011(B); OAC §3301-51-07(E)(1)(c); 34 CFR 300.320(a)(2)).
Each measurable goal must include a clearly defined behavior, the condition under which it will occur, and the criteria for evaluating performance (OAC §3301-51-07(E)(1)(c)).
Benchmarks or short-term objectives are required for children who take alternate assessments aligned to alternate academic achievement standards (ORC §3323.011(B); 34 CFR 300.320(a)(2)(ii)).
Goals must address both the child's needs in the general education curriculum and any other educational needs resulting from the disability (OAC §3301-51-07(E)(1)(c)(i)-(ii)).
The IEP must describe how the child's progress toward meeting the annual goals will be measured (ORC §3323.011(C); OAC §3301-51-07(E)(1)(d); 34 CFR 300.320(a)(3)).
When reviewing the IEP, the team must consider any lack of expected progress toward annual goals and revise goals as appropriate (OAC §3301-51-07(I)(1); 34 CFR 300.324(b)(1)).
Key Timelines
Annual goals are set for a one-year period and must be reviewed and revised at least annually (OAC §3301-51-07(I)(2); 34 CFR 300.324(b)).
Progress toward annual goals must be reported to parents at least as frequently as report cards are issued to nondisabled peers, such as quarterly (ORC §3323.011(C); OAC §3301-51-07(E)(1)(d); 34 CFR 300.320(a)(3)).
The IEP team may meet more frequently than annually to revise goals if the child is not making expected progress (OAC §3301-51-07(I); 34 CFR 300.324(b)).