By: Frances Shefter, Esq. (and mom)
Parent’s Guide to Reading an IEP Series:
Part 1: Present Levels
Part 2: Annual Goals (Current Post)
Part 3: Accommodations — Coming soon
Part 4: Supplementary Aids and Services — Coming soon
Parts 5–8 — Coming soon
Last week, we talked about one of the most important sections of the IEP: the Present Levels of Academic Achievement and Functional Performance (PLAAFP), formerly known as the PLOP (Present Levels of Performance) section. Now more commonly just called the present levels. I shared why I always start there when reviewing a draft IEP and how those present levels are the basis for all other sections of the IEP.
What next? Well, unfortunately, even though IDEA is federal law, each state, or sometimes county, uses a different template and sections are in different orders. Next, I always go to the goals and ask one simple question:
Do these annual goals actually match the areas of weaknesses described in the present levels?
Sounds obvious, right? Unfortunately, the answer is actually no more often than one would think. This is one of the most common problems I see in IEPs. The goals have nothing to do with what is written in the present levels section. My next question to the teachers is, “How did you decide on this goal?” There is often silence. Then I direct them to the present levels and say, here are where the needs are, the goals should be directly related to what is written here.
There have been times that I sent a draft IEP, with my comments, back to the school and said that we need an updated draft that is well written and meets the needs of the individual student. Here is the reality, A well-written IEP should tell the educational story of your child. The present levels describe how your child is as a learner and identify your child’s unique needs, strengths and weaknesses. The goals describe what your child is expected to learn over the next year based on the needs and weaknesses from the present levels. The accommodations, supplementary aids and services, and special education services explain how the school will help your child get there.
If those pieces don’t connect, it’s time to start asking questions.
Goals Should Be Written from the Present Levels
If you remember last week’s blog, present levels describe who your child is as a learner. It tells the story of your child. It answers the questions of what your child can do today and where they struggle.
The annual goals answer a different question:
Where should your child be one year from now?
That means every goal should have a direct connection to something identified in the present levels.
For example, if the present levels state that your child struggles with reading comprehension, a goal should be for your child to answer “wh” questions after reading a passage.
If the present levels describe significant executive functioning challenges, such as difficulty initiating work, organizing materials, or completing assignments independently, then those needs should be reflected somewhere in the annual goals. But not all in one goal.
As you read each goal, ask yourself:
Can I point to the section in the present levels that explains why this goal exists?
If you can’t, ask the IEP team to explain the connection.
Every Area of Need Does Not Always Need Its Own Goal
This is an area where parents sometimes become confused.
While each broad section, reading, writing, executive functioning, etc., that has a present level does need a goal; not every single struggle needs to have a separate annual goal. Some needs can be appropriately addressed through accommodations or supplementary aids.
The important question is not:
“Does every weakness have a goal?”
The better question is:
“How are my child’s needs being addressed?”
If the answer is “nowhere,” that’s a concern.
Goals Should Target Your Child’s Individual Weaknesses
This may sound simple, but it is another issue I see regularly. Oftentimes, schools are told to link goals to grade level standards. I agree but your child’s goal should not be cut and paste from the grade level standards.
If your child already performs a skill independently and consistently, there is little value in writing a goal to maintain that skill unless there is a legitimate educational reason for doing so.
Annual goals should focus on the areas where your child needs specially designed instruction.
Ask yourself:
- Is this something my child actually struggles with?
- Is this an area where meaningful improvement would make a difference?
- Does this goal help my child become more independent?
If the answer is yes, you’re probably looking at an appropriate goal.
What Makes an IEP Goal Measurable?
One of the biggest misconceptions I hear is:
“The goal says 80%, so it’s measurable.”
Not necessarily.
A measurable goal tells you exactly what will be measured and how progress will be evaluated.
A strong goal should answer questions such as:
- What specific skill is being measured?
- Under what conditions will the student perform the skill?
- How well does the student need to perform it?
- How will the school collect the data?
- How often will the data be collected?
If you cannot explain exactly how the school will know whether your child has made progress, the goal probably needs more work.
Baselines Matter
This is where my passion for special education data literacy comes in.
Imagine someone tells you that your child improved from 40% to 80%.
That sounds wonderful.
But what if you never knew where they started?
Without a baseline, there is no way to know whether the annual goal is ambitious, appropriate, or even necessary.
The baseline should describe your child’s current level of performance. It provides the starting point for measuring growth over the next year.
If a goal does not include—or clearly connect to—a baseline, ask where that information can be found.
How Will Progress Be Measured?
Parents often focus on the wording of the goal but forget to ask one of the most important questions:
How will the school measure progress?
Will the teacher collect work samples?
Will there be curriculum-based assessments?
Behavior data?
Observation checklists?
Timed reading passages?
Writing rubrics?
Data collection should match the skill being taught.
More importantly, parents should understand what data will be collected before the school begins measuring progress.
How Often Should Progress Be Measured?
Another question I encourage parents to ask is:
How often is data being collected?
Many districts send progress reports every quarter; however, data is collected throughout the school year. The progress reports are a summary of the data that had been collected since the last progress report.
If the team cannot explain how frequently progress is being monitored, it becomes much harder to determine whether interventions are working or whether changes need to be made before months have passed.
Red Flags I Look for When Reviewing IEP Goals
Over the years, I’ve noticed several warning signs that often suggest the goals need another look.
Watch for goals that:
- Do not clearly connect to the present levels.
- Are copied from last year’s IEP without meaningful changes.
- Address skills your child has already mastered.
- Are so broad that no one could realistically measure them.
- Do not include a clear baseline.
- Fail to explain how progress will be measured.
- Do not identify meaningful educational needs.
- Focus on compliance rather than building skills.
- Leave parents wondering what success actually looks like.
One red flag by itself may not mean the IEP is inappropriate, but several together should prompt additional discussion.
Questions to Ask During the IEP Meeting
If you are unsure about a goal, don’t be afraid to ask questions.
Some of my favorite questions include:
- Can you show me where this goal comes from in the present levels?
- What data tells us this is the right goal?
- What is my child’s current baseline?
- How often will data be collected?
- How will I know if my child is on track to meet this goal?
- What happens if my child isn’t making enough progress halfway through the year?
Remember, asking questions isn’t challenging the team. It’s making sure everyone shares the same understanding of your child’s educational program.
Data Detective 🔎
Let’s practice.
Present Levels
“Maria has difficulty organizing materials and completing multi-step tasks independently.”
Annual Goal
“Maria will improve initiate a task within three minutes of instruction with 80% accuracy.”
Can you spot the problem?
The present levels describe 2 executive functioning needs, but the annual goal addresses one that is not even mentioned. Your child might be struggling with initiating tasks, but in order to know whether this goal is appropriate, the present level needs to state the baseline of how long it takes your child to initiate tasks currently.
A better question to ask the IEP team would be:
“Can you help me understand how this goal addresses the needs identified in the present levels?”
Sometimes there is an explanation. Sometimes there isn’t.
How Shefter Law Can Help
Reading an IEP is about much more than checking boxes. It is about making sure every part of the document works together to create an individualized program for your child.
At Shefter Law, we help families understand what they are reading before they walk into the meeting.
We can review your draft IEP, identify goals that may need clarification or revision, explain how the goals relate to the present levels, and help you develop a strategy for discussing your concerns with the IEP team. If you would like additional support, we can also attend the IEP meeting with you to help advocate for an IEP that is individualized, data-driven, and designed to help your child make meaningful progress.
You do not have to figure it all out on your own. Sometimes having another experienced set of eyes on the draft IEP can make all the difference. Contact us here!
Final Thoughts
The annual goals are not just another section of the IEP. They are the bridge between where your child is today and where the team expects your child to be one year from now.
When the goals are based on accurate present levels, include meaningful baselines, and clearly explain how progress will be measured, parents have a much better way to determine whether their child is making meaningful educational progress.
Next week, we’ll continue building your Parent’s Guide to Reading an IEP by looking at another critical section of the IEP: Accommodations and Supplementary Aids and Services. We’ll discuss how to tell whether the supports listed are actually individualized for your child—or simply a generic list that could apply to almost anyone.
Parent’s Guide to Reading an IEP Series:
Part 1: Present Levels
Part 2: Annual Goals (Current Post)
Part 3: Accommodations — Coming soon
Part 4: Supplementary Aids and Services — Coming soon
Parts 5–8 — Coming soon
