IEP Goals & Objectives

An important component of the IEP is individualized goals and objectives. Goals and objectives need to be supported by the evaluation or the most recent IEP progress report and tied to Minnesota Standards (academic) or Competencies (SEL and some behavior). They must be measurable. They are designed to meet needs derived from the student's disability and to lead them to make progress. Each goal must include a minimum of 2 objectives. 

Each service provider is responsible to provide their goal and objectives or collaborate with another service provider/the case manager on a collaborative goal/objectives they are supporting. 

Note: The goal bank in SpEd Forms is a tool. You always need to customize to fit the individual student. 

The following resources are for general information and ideas. They do not necessarily reflect MN compliance standards. 

General Resources (cover multiple areas)

• https://www.bridges4kids.org/IEP/iep.goal.bank.pdf?fbclid=IwAR3q7q_cgOW6BE9C-cFwksb7g_0338CL4FBIxnCoU6FGnW7RVGeQqW-QaFc

Transition Related

• https://instrc.indiana.edu/resource-collections/sample-ieps.html?fbclid=IwAR1zxYjf1PQh2ypQeFCQQuoIsvCLWoAPGnuugqSCH5KmasqWQ9PDKTF2HGM

• https://www.spedadulting.com/category/iep-goals/

Guidance:

• The postsecondary goals generate the annual goals. Annual goals are the yearly “steps” to enable the student to achieve postsecondary goals. 

• Annual goals must reasonably enable the student to achieve postsecondary goals. 

• Measurable and updated annually/yearly, just like all IEP annual goals. 

• Each postsecondary goal must be addressed by the annual goals. 

• Annual transition goals may address transition and academic or functional needs at the same time. For example, a student who has academic needs related to spelling and written expression and a corresponding transition need of completing a college application form and essay may have one annual goal that covers both needs in his/her IEP. A student that needs to continue to work on reading comprehension could do so using functional reading materials. 

Samples from MDE:

• Noncompliant Goal A: Jamal will improve his self-advocacy skills. 

• Compliant Goal A: Jamal will improve his self-advocacy skills from a level of being able to name his disability (Specific Learning Disability (SLD)) to being able to describe his academic strengths and weaknesses, including his needed modifications and adaptations in the educational environment, 100% of the time when asked. 

• Noncompliant Goal B: Paul will be able to understand and use the public bus schedules. 

• Compliant Goal B: Paul will improve his ability to undersatnd the metro bus schedule from his current level of not understanding how to use the bus schedule to being able to correctly respond to questions and scenarios relating to bus schedule maps and schedule times with 90% accuracy. 

When writing social/emotional/behavioral goals, target the skills needed to change the behavior and scaffold the skill. 

Example: Instead of targeting class attendance in a goal, work with the team to address the function of the concern. Does the student need to increase organizational skills, coping skills, etc. to increase attendance in class? Is the student at the level of setting up an organizational system or implementing it? Are they at a level of increasing awareness of coping strategies or implementing them in the moment?

Indicate which goals will be addressed during ESY if applicable.

If this IEP identifies that the student qualifies for ESY services (marked yes on services page), then check ESY box for each goal and objective that will be addressed as part of services. If this does not apply, leave the check boxes blank. 

• Targeted Technical Assistance: IEP Annual Goals and Short-Term Objectives - 8/30/16
  This online training provides guidance to special education school staff responsible for the development, documentation, and implementation of IEPs specific to annual goals and short term objectives.

• Targeted Technical Assistance: Progress Reporting on IEP Goals and Objectives - 11/17/16
  This online training provides guidance to special education school staff responsible for measuring, collecting, and reporting individual students’ progress toward their individualized education program (IEP) annual goals and short term objectives.

Continuing education units (CEU) for online MDE trainings are available! To request CEUs, complete our Request for Teacher CEU form and submit to MDE.

Guidance:

Samples from MDE:

• No