IEP Goals in Washington: What Parents Need to Know
What makes an IEP goal measurable in Washington?
Washington IEP goals must be measurable annual goals designed to meet the student's needs resulting from the disability and enable involvement and progress in the general education curriculum (WAC 392-172A-03090(1)(b)). Unlike some states, Washington does not require benchmarks or short-term objectives for all students — they are required only for students taking alternate assessments aligned to alternate achievement standards (WAC 392-172A-03090(1)(c)). Goals must be academic and functional, addressing all identified disability-related needs. The IEP must describe how the district will measure progress toward each annual goal and when it will report that progress to parents (WAC 392-172A-03090(1)(d)). Progress reports must be issued at least as often as report cards are provided to students without disabilities. The IEP team must periodically review and revise goals to reflect lack of expected progress, reevaluation results, parent concerns, or the student's anticipation of new needs (WAC 392-172A-03110(2)). Goals must also connect directly to the Specially Designed Instruction (SDI) described in the IEP and must address the unique educational needs identified in the present levels section.
What Washington Requires
Measurable annual goals must address the student's needs resulting from the disability and enable involvement and progress in the general education curriculum (WAC 392-172A-03090(1)(b)).
Benchmarks or short-term objectives are required only for students taking alternate assessments aligned to alternate achievement standards — not for all students (WAC 392-172A-03090(1)(c)).
The IEP must describe how progress toward each annual goal will be measured and when periodic progress reports will be provided to parents (WAC 392-172A-03090(1)(d)).
Progress reports on IEP goals must be provided at least as frequently as report cards are issued to students without disabilities (WAC 392-172A-03090(1)(d); 34 CFR 300.320(a)(3)).
Goals must be reviewed at the annual IEP review or more frequently if the student is not making expected progress (WAC 392-172A-03110(2)(a)).
Key Timelines
Annual goals are set for a one-year period and reviewed at least annually (WAC 392-172A-03110(2)).
Progress reports must be issued at least as frequently as report cards for students without disabilities (WAC 392-172A-03090(1)(d)).
Goals must be revised when the student fails to make expected progress, reevaluation provides new data, parent raises concerns, or the student anticipates new needs (WAC 392-172A-03110(2)(a)-(d)).