California Special Education Compliance and Best Practices

What Are Appropriate Goals and Objectives in an IEP?

In California, an IEP must include measurable annual goals that address each identified area of need for a student with a disability, ensuring access to a free appropriate public education (FAPE). Per IDEA (34 CFR § 300.320(a)(2)) and CEC § 56345(a)(2), the IEP shall include:

• Measurable annual academic and functional goals aligned with the California Content Standards (e.g., Common Core State Standards for ELA and Math, Next Generation Science Standards) when appropriate, or tailored to student-specific functional needs if the general curriculum is not suitable.
• Goals that inform parents and educators of the expected level of achievement, reflecting the student’s unique needs as identified in the Present Levels of Performance (PLP).

The California Department of Education (CDE) stresses that goals must be individualized, not based solely on grade-level standards or placement. IEP teams must consider:
(a) Enabling progress in the general education curriculum; and
(b) Addressing other educational needs stemming from the disability (e.g., social skills, communication, transition skills).

For students on alternate assessments (e.g., California Alternate Assessments, CAA), goals align with alternate achievement standards tied to the CCSS but modified for significant cognitive disabilities.

Best Practice Tips:

• Individualization: Avoid copying standards verbatim or using goals from other IEPs; tailor each goal to the student’s current PLP and specific weaknesses.
• Standards Alignment: When appropriate, base academic goals on California Content Standards, focusing on skills needed to meet them (e.g., “Student will solve 10 two-digit addition problems with 85% accuracy” rather than “Master 2nd-grade math”).
• Functional Goals: Include objectives for non-academic areas like behavior or daily living skills when relevant.
• Clarity: Write goals in plain language, ensuring parents and staff understand them.

What Is the Relationship Between the Present Levels of Performance (PLP) and Developing Goals and Objectives?

The PLP, required under CEC § 56345(a)(1), provides baseline data on the student’s academic achievement and functional performance, detailing how the disability impacts progress in the general curriculum. For every need or weakness identified in the PLP, the IEP must include at least one corresponding annual goal or supplementary aid/service.

The PLP establishes where the student is starting, while goals project the expected outcome after a year of special education services. For example:

• PLP: “Student struggles with reading comprehension, performing at a 1st-grade level in 3rd grade.”
• Goal: “Student will answer comprehension questions about a 2nd-grade text with 80% accuracy in 4/5 trials.”

Best Practice Tips:

• Ensure a direct link between PLP needs and goals; don’t add goals without a documented basis.
• Use PLP data (e.g., test scores, observations) to set measurable, realistic targets.
• Avoid excessive goals—focus only on areas impacted by the disability (e.g., no science goal if the student performs at grade level without supports).

Must Each Goal Be Accompanied by Appropriate Objectives?

In California, short-term objectives or benchmarks are mandatory only for students taking alternate assessments (34 CFR § 300.320(a)(2)(ii)), such as the CAA. For students on standard assessments (e.g., Smarter Balanced), annual goals alone are sufficient unless the IEP team opts to include objectives for clarity or progress tracking.

Objectives break goals into smaller, measurable steps, aiding mid-year monitoring. For example:

• Goal: “Student will write a 5-sentence paragraph with 90% grammatical accuracy.”
• Objective: “By December, student will write 3 sentences with 80% accuracy.”

Best Practice Tips:

• Include objectives for complex goals or when frequent checkpoints are needed.
• Ensure objectives align with the annual goal and include observable criteria (e.g., “in 3/4 opportunities”).
• Monitor progress regularly to adjust instruction or goals as needed.

How Is Progress Measured?

Goals and objectives must specify measurable evaluation criteria and procedures, per CEC § 56345(a)(3). While IDEA 2004 removed the federal requirement for short-term objectives for most students, California encourages districts to define how progress is assessed (5 CCR § 3040). Examples include:

• Criteria: Frequency (e.g., 9/10 trials), accuracy (e.g., 85%), duration (e.g., 10 minutes).
• Procedures: Teacher observations, quizzes, behavior logs, or work samples.

If progress falters or goals are met early, the IEP team should reconvene to revise the plan.

Best Practice Tips:

• Define clear, objective criteria upfront (e.g., “with 80% accuracy over 3 weeks”).
• Collect data consistently using specified procedures.
• Act promptly if data shows inadequate progress—don’t wait for the annual review.

Do You Need to Regularly Inform Parents of the Student’s Progress Toward the Goal?

Yes, CEC § 56345(a)(3) requires the IEP to state how parents will be informed of progress toward annual goals, at least as often as parents of nondisabled students (e.g., quarterly). Reports must indicate whether progress is sufficient to meet goals by year-end.

Best Practice Tips:

• Provide quarterly written updates with specific data (e.g., “Student achieved 75% accuracy on reading goal”).
• Use clear, jargon-free language to ensure parental understanding.
• Notify parents promptly if progress stalls, proposing an IEP meeting if necessary.

RESOURCES: These resources reflect official CDE guidance rather than traditional whitepapers, as California typically disseminates such information via training modules and reports. For additional documents, you might explore the Sacramento County Office of Education (SCOE) site, which hosted the statewide IEP template workgroup report, or contact the CDE Special Education Division directly at 916-445-4613.

Training on Writing IEPs Based on State Standards

• Source: California Department of Education
• Description: Self-paced training materials on crafting IEPs with measurable, standards-aligned goals (e.g., CCSS, NGSS). Includes examples and best practices for goal development.

Individualized Education Program Report (February 2024)

• Source: California Department of Education
• Description: A legislative report from the 2020 Budget Act, including recommendations for improving IEPs and a proposed statewide IEP template. Focuses on student-centered, standards-based goals.

Resources on IEPs for Students with Disabilities

• Source: California Department of Education
• Description: A collection of resources, including legal references (e.g., CEC § 56345) and guidance on IEP development, with emphasis on aligning goals with California standards.

The IEP – Module 3: Requirements for Local Educational Agencies

• Source: California Department of Education
• Description: Part of a five-part series, this module covers IEP development requirements, including goal-setting tied to state standards and benchmarks.