IEP Goals in Texas: What Parents Need to Know
What makes an IEP goal measurable in Texas?
Texas requires that every IEP include measurable annual goals, including academic and functional goals, designed to meet the child's needs resulting from the disability and to enable involvement and progress in the general education curriculum (34 CFR §300.320(a)(2)(i)). Under 19 TAC §89.1055, to be considered a measurable annual goal in Texas, a goal must contain four components: (1) a timeframe for achievement, (2) the condition(s) under which the behavior will occur, (3) the specific observable behavior to be performed, and (4) the criterion or measurable standard for mastery. At least one measurable annual goal is required, and the total number of annual goals is determined by the ARD committee after examination of the student's present levels of academic achievement and functional performance and identified areas of need. Annual goals are required when the content of a subject or course is modified, whether the content is taught in a general education or special education setting, to address how the content is modified. For students who take alternate state assessments aligned to alternate academic achievement standards (STAAR Alternate 2), the IEP must also include a description of benchmarks or short-term objectives (34 CFR §300.320(a)(2)(ii)). Benchmarks or short-term objectives break down annual goals into discrete, measurable intermediate steps, and mastery of all benchmarks can serve as the criterion for the annual goal. Goals for students in mainstream settings without modified content are still required when the student receives special education services, to address the unique needs arising from the disability. Related service goals, such as those for speech-language therapy or occupational therapy, function as instructional services and are classified as either academic or functional goals depending on their purpose and content alignment. All goals must be aligned with the Texas Essential Knowledge and Skills (TEKS) for students in standards-based programs, though prerequisite skill goals alone do not determine whether a student should take an alternate assessment. The ARD committee must also describe how the child's progress toward meeting the annual goals will be measured and when periodic reports on progress will be provided, such as through quarterly reports concurrent with the issuance of report cards (34 CFR §300.320(a)(3)). Texas requires that progress be measured and reported in the same manner as the goals are measured; for example, if a goal states the student will master an objective 4 out of 5 times, progress must be reported using the same metric.
What Texas Requires
Each measurable annual goal must contain four components: timeframe, condition, behavior, and criterion (19 TAC §89.1055)
Goals must be designed to meet the child's disability-related needs and enable involvement and progress in the general education curriculum (34 CFR §300.320(a)(2)(i))
For students taking STAAR Alternate 2 (alternate assessment aligned to alternate achievement standards), the IEP must include benchmarks or short-term objectives (34 CFR §300.320(a)(2)(ii))
The ARD committee determines the number of annual goals based on the student's present levels and identified areas of need; at least one measurable annual goal is required (19 TAC §89.1055)
Annual goals are required when subject content is modified, whether taught in general or special education settings (19 TAC §89.1055)
The IEP must describe how progress toward annual goals will be measured and when periodic progress reports will be provided (34 CFR §300.320(a)(3))
Progress must be measured and reported in the same manner as the goals are written — using the same metrics and criteria established in each goal
Key Timelines
Annual goals are reviewed at least annually by the ARD committee to determine whether they are being achieved (34 CFR §300.324(b)(1)(i))
Periodic progress reports must be provided to parents at least as frequently as report cards are issued to parents of nondisabled children (34 CFR §300.320(a)(3))
The IEP must be revised if the child is not making expected progress toward the annual goals (34 CFR §300.324(b)(1)(ii)(A))
Initial annual goals must be established within 30 calendar days of completing the FIIE as part of the initial IEP development (19 TAC §89.1011(g))