The Anatomy of an IEP

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Setting IEP Goals

You can create as many goals as needed in an IEP, but it’s important to balance the student’s needs. Too many goals—or ones that are too difficult—can lead to frustration and increased behaviors. That’s why team discussions are essential.

Goals can focus on:

• Academic skills

• Social skills

• Functional skills

• Life skills

 

Understanding Goal Components

Measurable Annual Goal

This is the main goal the student should reach by the end of the year.
It should include:

• A baseline (where the student is now)

• What the student will work on

• How often it will be taught and measured

• A specific success target (e.g., “80% accuracy”)

Note: Be cautious with “3 consecutive probes” (i.e., needing to get it right three times in a row). If a student messes up once, they may have to start over—this can slow progress.

 

Progress Monitoring

• Describe how progress will be measured and who is responsible

• Decide how often parents will get progress updates

 

Short-Term Objectives

These are smaller steps toward the annual goal, often broken into 4 parts.
They should be S.M.A.R.T.: Specific, Measurable, Achievable, Relevant, and Time-bound.
Again, avoid rigid benchmarks that could trap the student in a goal too long.

 

Special Education & Related Services

These include the aids, services, and supports students need in the classroom or school setting to succeed alongside their peers. The IEP must list:

• When services will start

• How often and where they’ll happen

• How long they’ll last

 

Transition Services (Starting at Age 14)

By age 14, the IEP team will start planning for life after high school, including:

• Further education or training

• Employment

• Independent living skills

• Community involvement

 

The student's interests and strengths should guide these goals. Students are encouraged to join their IEP meetings starting at age 14.

Learn more in the Lehigh Valley Autism Guide – Transition Services section.

 

State & Local Assessments

The IEP must explain whether the student will participate in standardized tests like:

• PSSA (grades 3–8 for Math/ELA, and grades 4 & 8 for Science)

• Keystone Exams (high school)

• PASA (for students with significant cognitive disabilities)

• Alternate or Local Assessments

Some students experience stress during testing. Parents can explore opt-out options when appropriate

 

Extended School Year (ESY)

 

The IEP team will decide if the student qualifies for additional support during the summer to maintain progress.

• Visit the ESY section on the Lehigh Valley Autism Guide for more info.

 

Educational Placement

This determines where the student receives services—ranging from full inclusion to self-contained classrooms. Families may need to advocate for the least restrictive environment when schools suggest more segregated placements.

 

PennData Reporting

Schools must report how students spend their day (in regular or special education settings) to the PA Department of Education. They also track graduation rates, discipline data, and outcomes like employment or college after high school.

•  Look up your district's stats here.