IEP Goals in Vermont: What Parents Need to Know
What makes an IEP goal measurable in Vermont?
Vermont IEP goals must be measurable annual goals that address the student's disability-related needs and enable progress in the general curriculum, consistent with Rule 2363.7 and 34 CFR 300.320(a)(2). For students who take the Vermont Alternate Assessment aligned to alternate achievement standards, Vermont requires benchmarks or short-term objectives on the IEP (Rule 2363.7; 34 CFR 300.320(a)(2)(ii)). The IEP must describe how progress toward annual goals will be measured and how parents will be regularly informed of progress — at least as frequently as progress reports are provided to parents of nondisabled students (Rule 2363.7; 34 CFR 300.320(a)(3)). The IEP team must consider the student's strengths, parental concerns, recent evaluation results, and academic, developmental, and functional needs when developing goals. Under Rule 2363.6, goals are reviewed at least annually, and the IEP must be revised when the student is not making expected progress toward annual goals, when reevaluation results indicate new needs, when the parent or teacher provides information about the student, or when the student's anticipated needs change. Each goal must connect directly to documented present levels of performance.
What Vermont Requires
Annual goals must be measurable and address disability-related needs to enable progress in the general curriculum (Rule 2363.7; 34 CFR 300.320(a)(2)).
For students taking the Vermont Alternate Assessment aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives (Rule 2363.7; 34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each annual goal will be measured, including the criteria, evaluation procedures, and schedule for determining whether objectives are being achieved (Rule 2363.7; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as progress reports are issued to parents of nondisabled students (Rule 2363.7; 34 CFR 300.320(a)(3)(ii)).
Goals must be revised when the student is not making expected progress or when reevaluation, changed circumstances, or parent/teacher input warrants revision (Rule 2363.6; 34 CFR 300.324(b)(1)).
Key Timelines
Annual goals cover a one-year period and are reviewed at least annually at the IEP meeting (Rule 2363.6; 34 CFR 300.324(b)).
Progress reports must be provided at least as frequently as progress reports are provided to parents of nondisabled students (Rule 2363.7; 34 CFR 300.320(a)(3)).
Goals must be revised when a student is not making expected progress, which may require convening the IEP team before the annual review (Rule 2363.6; 34 CFR 300.324(b)(1)).
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.