IEP Goals in West Virginia: What Parents Need to Know
What makes an IEP goal measurable in West Virginia?
West Virginia IEP goals must be measurable annual goals designed to enable the student to be involved in and make progress in the general education curriculum and to meet the student's other educational needs resulting from the disability (W. Va. C.S.R. § 126-16-7.1.2.b; 34 CFR 300.320(a)(2)). For students who take alternate assessments aligned to alternate achievement standards, the IEP must also include benchmarks or short-term objectives (34 CFR 300.320(a)(2)(ii)). Goals must flow logically from the present levels of academic achievement and functional performance. The IEP must describe how progress toward each goal will be measured and how parents will be regularly informed of that progress (W. Va. C.S.R. § 126-16-7.1.2.h). Progress reports must be provided at least as frequently as report cards are issued to nondisabled students. The IEP team must review and revise goals when a student is not making expected progress (W. Va. C.S.R. § 126-16-7.3.1).
What West Virginia Requires
Annual goals must be measurable and address disability-related needs to enable involvement and progress in the general curriculum (W. Va. C.S.R. § 126-16-7.1.2.b; 34 CFR 300.320(a)(2)).
For students taking alternate assessments aligned to alternate achievement standards, benchmarks or short-term objectives are required in addition to annual goals (34 CFR 300.320(a)(2)(ii)).
The IEP must describe how progress toward each annual goal will be measured (W. Va. C.S.R. § 126-16-7.1.2.h; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as report cards are issued to parents of nondisabled students (W. Va. C.S.R. § 126-16-7.1.2.h; 34 CFR 300.320(a)(3)).
Goals must be revised when the student is not making expected progress or when reevaluation or changed circumstances warrant revision (W. Va. C.S.R. § 126-16-7.3.1).
Key Timelines
Annual goals cover a one-year period and are reviewed at least annually at the IEP meeting (W. Va. C.S.R. § 126-16-7.3).
Progress reports must be provided at least as frequently as report cards for nondisabled students (W. Va. C.S.R. § 126-16-7.1.2.h; 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 (W. Va. C.S.R. § 126-16-7.3.1).