IEP Goals in Pennsylvania: What Parents Need to Know
What makes an IEP goal measurable in Pennsylvania?
Pennsylvania requires that every IEP contain measurable annual goals consistent with 34 CFR §300.320(a)(2) and state requirements under 22 Pa. Code §14.131. Annual goals must be aligned with the student's present levels of academic achievement and functional performance and must address all areas of need identified through the evaluation process. Each goal 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 (34 CFR §300.320(a)(2)(i)). Goals must be measurable, including specific, observable criteria that indicate when the student has achieved the goal. Pennsylvania follows the federal framework requiring goals to contain a condition (the circumstances under which the behavior is performed), a clearly defined behavior (what the student will do), and performance criteria (the level of acceptable performance). For students who take the Pennsylvania Alternate System of Assessment (PASA), the IEP must include short-term objectives or benchmarks in addition to annual goals (34 CFR §300.320(a)(2)(ii)). Short-term objectives describe meaningful, measurable intermediate outcomes between the student's present levels and the annual goal. While short-term objectives are not federally required for students taking the regular PSSA or Keystone Exams, Pennsylvania practice and PaTTAN guidance encourage their use and IEP teams may elect to include them. The IEP must describe how progress toward each annual goal will be measured, including the measurement method, data collection procedures, and the schedule for reporting progress to parents (34 CFR §300.320(a)(3)). Progress reports must be provided to parents at least as often as report cards are issued to non-disabled peers (34 CFR §300.320(a)(3)(ii)), which in Pennsylvania typically means quarterly. Pennsylvania's IEP form requires specification of the reporting period and methodology for each goal. Goals must be reviewed and updated at least annually at the IEP meeting (34 CFR §300.324(b)).
What Pennsylvania Requires
IEP must contain measurable annual goals designed to enable progress in the general education curriculum and address all disability-related needs (34 CFR §300.320(a)(2)(i); 22 Pa. Code §14.131)
Each goal must include a condition, clearly defined observable behavior, and measurable performance criteria
Short-term objectives or benchmarks are required for students who take the PASA alternate assessment (34 CFR §300.320(a)(2)(ii))
Short-term objectives are not required but are encouraged by PaTTAN for students taking PSSA or Keystone Exams; IEP teams may include them
IEP must describe how progress toward each goal will be measured and when it will be reported to parents (34 CFR §300.320(a)(3))
Progress reports must be provided to parents at least as often as report cards are issued to non-disabled peers — typically quarterly in Pennsylvania (34 CFR §300.320(a)(3)(ii))
Goals must be reviewed and updated at least annually at the IEP meeting (34 CFR §300.324(b))
Any IEP team member may request a meeting at any time to revise goals based on progress data or changed needs (34 CFR §300.324(b)(1))
Key Timelines
Annual goals must be reviewed and revised at least annually at the IEP meeting (34 CFR §300.324(b))
Progress toward goals must be reported to parents at least as often as report cards — typically quarterly in Pennsylvania (34 CFR §300.320(a)(3)(ii))
Any IEP team member may request a meeting at any time when progress concerns arise (34 CFR §300.324(b)(1))