IEP Goals in Tennessee: What Parents Need to Know
What makes an IEP goal measurable in Tennessee?
Tennessee IEP goals must be measurable annual goals that address all areas of need identified by the disability and are designed to enable the child to be involved in and make progress in the general education curriculum, as required by Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(b) and Tenn. Code Ann. § 49-10-103. Goals must be written in objective, measurable language and must flow directly from the present levels of academic achievement and functional performance. Tennessee aligns with federal law in requiring benchmarks or short-term objectives only for students who take the Tennessee Alternate Assessment (TAA) aligned to alternate achievement standards (0520-01-09-.09(1)(c)); however, LEAs may include benchmarks for all students if the team determines they are appropriate. Progress toward goals must be reported to parents at least as frequently as progress is reported for nondisabled students (typically quarterly via report cards). The IEP team must consider the child's strengths, parent concerns, recent evaluation results, and academic and functional needs when developing goals (34 CFR 300.324(a)(1)). Tennessee's 10-school-day IEP meeting provision (0520-01-09-.12(4)) allows any team member to request a meeting to address goal concerns between annual reviews.
What Tennessee Requires
All IEP goals must be measurable annual goals addressing academic and functional needs resulting from the disability (Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(b); 34 CFR 300.320(a)(2)).
Goals must logically derive from the documented present levels of academic achievement and functional performance (Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(a)-(b)).
Benchmarks or short-term objectives are required for students taking the Tennessee Alternate Assessment (TAA) aligned to alternate achievement standards (Tenn. Comp. R. & Regs. 0520-01-09-.09(1)(c); 34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each goal will be measured and when periodic progress reports will be provided to parents (Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(c); 34 CFR 300.320(a)(3)).
Progress reports on IEP goals must be issued at least as frequently as report cards for nondisabled students — typically quarterly (34 CFR 300.320(a)(3)(ii)).
Goals must address all areas of educational need identified through the evaluation process under 0520-01-09-.11 (Tenn. Comp. R. & Regs. 0520-01-09-.11; 0520-01-09-.12(1)(b)).
The IEP team must consider the child's strengths, parent concerns, evaluation results, and academic/functional needs when developing goals (34 CFR 300.324(a)(1)).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually at the IEP meeting (Tenn. Comp. R. & Regs. 0520-01-09-.12; 34 CFR 300.324(b)).
Progress reports on goals must be issued at least as often as report cards are issued to nondisabled students (34 CFR 300.320(a)(3)(ii)).
Goals must be revised at the annual review or sooner if the student is not making expected progress (34 CFR 300.324(b)(1)(ii)).
Any IEP team member may request a meeting within 10 school days to address goal-related concerns (Tenn. Comp. R. & Regs. 0520-01-09-.12(4)).
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.