Kentucky IEP Goal Bank: Writing Measurable Goals Under 707 KAR

If you sit down and read your child's IEP goals and cannot figure out how anyone would know whether they were met, those goals may not be legally compliant. Kentucky has a specific required structure for IEP goals — more defined than most states — and goals that do not meet that structure are grounds for requesting revision.

Here is what Kentucky requires and what compliant goals actually look like across common disability areas.

Kentucky's ABCDEF Goal Format

Under 707 KAR and KDE guidance, every IEP annual goal must include six components, captured in the acronym ABCDEF:

• A — Audience: The student's name
• B — Behavior: The measurable skill or action the student will perform
• C — Circumstance: The conditions under which the behavior occurs
• D — Degree: The mastery criterion — how well, how consistently, or to what level
• E — Evaluation: The specific tool or method used to measure the goal
• F — Frequency: How often data will be collected

A goal missing any of these elements is not fully compliant with Kentucky's IEP standards. "Will improve reading fluency" has no Circumstance, no Degree, no Evaluation, and no Frequency. It cannot be measured, which means it cannot be reported accurately in progress notes.

Sample Academic Goals

Reading fluency: "When given a grade-level oral reading passage (Circumstance), Kayla (Audience) will read aloud at 110 words per minute with no more than 5 errors (Degree) as measured by bi-weekly curriculum-based oral reading probes (Evaluation/Frequency)."

Reading comprehension: "After reading a 3-paragraph informational text at her instructional level (Circumstance), Aisha (Audience) will correctly answer 4 out of 5 comprehension questions requiring inference or main idea identification (Degree) as measured by weekly written response samples (Evaluation/Frequency)."

Written expression: "Given a written prompt and a graphic organizer template (Circumstance), Marcus (Audience) will produce a 5-sentence paragraph that includes a topic sentence, three supporting details, and a concluding sentence (Behavior) on 4 out of 5 writing probes (Degree) as measured by bi-weekly written samples scored with a district-approved rubric (Evaluation/Frequency)."

Mathematics: "When presented with 20 single-digit multiplication problems in a timed format (Circumstance), Dylan (Audience) will complete at least 16 problems correctly within 3 minutes (Degree) as measured by weekly timed probes (Evaluation/Frequency)."

Sample Behavioral and Social-Emotional Goals

Task initiation (ADHD/executive function): "When given a multi-step independent work assignment (Circumstance), Jordan (Audience) will begin the first step within 3 minutes of instruction without redirection (Behavior) on 4 out of 5 consecutive opportunities (Degree) as measured by weekly direct observation (Evaluation/Frequency)."

Self-regulation: "When transitioning between activities (Circumstance), Eli (Audience) will use a taught self-regulation strategy (deep breathing or quiet count to five) instead of engaging in disruptive behavior (Behavior) on 8 out of 10 observed transitions (Degree) as measured by bi-weekly teacher observation data using a frequency chart (Evaluation/Frequency)."

Peer interaction (autism): "During unstructured lunch or recess (Circumstance), Mia (Audience) will initiate a greeting or topic-related comment with at least one peer (Behavior) on 3 out of 5 observed opportunities per week (Degree) as measured by weekly teacher/aide observation data (Evaluation/Frequency)."

Communication (autism/AAC users): "When presented with a choice board displaying 4-6 pictures (Circumstance), Noah (Audience) will point to or vocalize the name of his preferred item to make a request (Behavior) on 9 out of 10 opportunities (Degree) as measured by daily discrete trial data (Evaluation/Frequency)."

Transition IEP Goals in Kentucky

Kentucky's transition planning timeline begins earlier than most states. Under 707 KAR 1:320, the IEP must include transition service needs related to the student's course of study beginning in the eighth-grade year or at age 14 — whichever comes first. By the student's 16th birthday, the IEP must include measurable postsecondary goals in education/training, employment, and where appropriate, independent living.

These transition goals must be based on age-appropriate transition assessments — interest inventories, skills assessments, interviews with the student — and must directly connect to the transition services listed in the IEP.

Sample employment transition goal: "Following a structured job shadow visit to a local business (Circumstance), Cameron (Audience) will complete a written or verbal self-reflection identifying two tasks they performed independently and one skill they want to improve (Behavior) by the end of the semester (Degree) as measured by teacher-reviewed self-assessment form (Evaluation/Frequency)."

Sample postsecondary education goal: "Given direct instruction on college application components (Circumstance), Brianna (Audience) will independently complete all sections of one college or vocational program application using available supports (Behavior) by May of the current school year (Degree) as measured by review of the completed application (Evaluation/Frequency)."

Sample independent living goal: "When given a weekly meal planning template (Circumstance), Jason (Audience) will plan and prepare a simple three-ingredient meal without physical assistance (Behavior) on 4 out of 5 practice sessions per month (Degree) as measured by direct observation data (Evaluation/Frequency)."

Kentucky also requires that transition IEPs connect to the student's Individual Learning Plan (ILP) and list any interagency linkages — including the Office of Vocational Rehabilitation — for students who may need supported employment services after graduation.

Progress Monitoring in Kentucky

Progress monitoring is not optional and not informal. Each goal in the IEP must specify how progress will be measured and how often data will be collected. Progress reports must be provided to parents at least as often as report cards — which in Kentucky typically means quarterly, every 9 weeks.

Common progress monitoring approaches in Kentucky IEPs include:

• Curriculum-based measurement (CBM): Timed probes in reading, math, or writing that generate objective numerical data
• Frequency counts: Tallying how often a behavior occurs in an observation period
• Percentage correct: Scoring responses on discrete trial data sheets or work samples
• Rubric scores: Using a standardized rubric to evaluate quality of written work, social behavior, or vocational skills
• Anecdotal observation notes with a rating scale: For behavioral goals, structured observation forms with consistent criteria

"Teacher observation" alone is not a measurement tool unless it includes a consistent method and criteria. "Will improve" is not a mastery criterion unless it names a specific level.

If you are receiving quarterly progress notes that say things like "working toward goal" or "making progress" with no numerical data, those notes are not compliant. You have the right to request the underlying data on which those ratings are based.

If the data shows your child has not made progress on a goal for two or more consecutive quarters, that is a signal to request an ARC meeting to discuss whether the current services and instruction are working — not to wait for the annual review.

The Kentucky IEP & 504 Blueprint includes a progress monitoring review guide, a template for requesting a mid-year ARC meeting, and a breakdown of Kentucky's transition planning timeline and what must be in the IEP at each grade level.

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