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. Goals must be written in objective, measurable language and must flow 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 alternate assessments aligned to alternate achievement standards; however, LEAs may include them 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). The IEP team must consider the child's strengths, parent concerns, recent evaluation results, and academic and functional needs when developing goals.
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; 34 CFR 300.320(a)(2)).
Benchmarks or short-term objectives are required for students taking alternate assessments aligned to alternate achievement standards (Tenn. Comp. R. & Regs. 0520-01-09-.12; 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; 34 CFR 300.320(a)(3)).
Progress reports on IEP goals must be issued at least as frequently as report cards for nondisabled students (34 CFR 300.320(a)(3)(ii)).
Goals must be based on present levels and address all areas of educational need identified through the evaluation process (Tenn. Comp. R. & Regs. 0520-01-09-.11; 0520-01-09-.12).
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)).