New Hampshire IEP Goal Bank: Writing Goals That Are Measurable and Meet Ed 1109 Standards

The most common problem with IEP goals is not that they're written for the wrong subject—it's that they can't be measured. An IEP goal that cannot be measured cannot be monitored, cannot be evaluated at the annual review, and cannot become the basis for demanding more services when the child doesn't make progress. In New Hampshire, that problem is correctable.

What New Hampshire Requires for IEP Goals

Under New Hampshire's Ed 1109, IEP goals must be:

1. Measurable: There must be a way to objectively determine whether the goal has been met. A goal is measurable if you can answer the question: "How will we know, using data, whether the student achieved this goal?"

2. Based on PLAAFP data: Every goal must trace back to a specific deficit documented in the Present Levels of Academic Achievement and Functional Performance section. If the PLAAFP says the student reads at a 2nd-grade level in 4th grade, the reading goal should target the specific skill gap identified—not a vague aspiration to "improve reading skills."

3. Aligned with New Hampshire College and Career Ready Standards: Academic goals should map to the specific NHCCRS standard they address. This alignment matters because it connects the IEP goal to the student's progress toward diploma requirements and keeps the goal anchored to grade-level expectations (or a modified course of study, if applicable).

4. Realistic within one year: Goals describe what the student can be expected to achieve in the next 12 months with the supports and services documented in the IEP.

Reading and Literacy Goals

Phonological awareness (early elementary): "Given 10 unknown CVC words presented on index cards, [student] will correctly blend onset and rime in 8 of 10 trials across 3 consecutive data collection sessions as measured by teacher-collected probe data."

Reading fluency: "When presented with a grade 2 level passage, [student] will read aloud at a minimum of 70 correct words per minute with 95% accuracy, as measured by bi-weekly curriculum-based measurement probes, by [date]."

Reading comprehension: "After reading a 250-300 word informational text at [grade] level, [student] will correctly identify the main idea and two supporting details in 4 of 5 opportunities, as measured by teacher anecdotal notes and work samples."

Written Expression Goals

Sentence-level writing: "When given a sentence starter, [student] will write a complete sentence with correct capitalization and ending punctuation in 8 of 10 opportunities as measured by weekly writing samples."

Paragraph writing: "[Student] will independently write a 5-sentence paragraph with a topic sentence, 3 supporting details, and a concluding sentence in 4 of 5 structured writing opportunities, as measured by teacher-scored rubric."

Mathematics Goals

Computation: "Given 20 multi-digit addition problems (2-digit + 2-digit, with and without regrouping), [student] will complete at least 16 correctly within 5 minutes, as measured by weekly timed probes."

Problem-solving: "[Student] will solve 2-step word problems using addition and subtraction with 80% accuracy across 4 of 5 data collection sessions, as measured by teacher-collected probe data."

Communication and Language Goals

Expressive language: "[Student] will use 4+ word utterances to make requests for preferred items or activities in 8 of 10 opportunities across 3 consecutive observation sessions, as measured by SLP session data."

Pragmatics and social communication: "[Student] will initiate a topic-appropriate conversation with a peer by making a comment or asking a question in 3 of 5 structured opportunities during lunch or recess, as measured by teacher observation logs."

Receptive language: "[Student] will follow 2-step oral directions without gestural cues in 8 of 10 trials during daily classroom routines, as measured by teacher data sheets."

Social-Emotional and Behavioral Goals

Emotional regulation: "[Student] will independently use a designated coping strategy (e.g., deep breathing, requesting a break) when experiencing frustration, without adult prompting, in 3 of 5 observed opportunities per week, as measured by teacher observation data."

Self-advocacy: "[Student] will independently request academic help from an adult by raising hand or using a pre-agreed signal in 4 of 5 opportunities during independent work time, as measured by teacher data."

On-task behavior: "During 20-minute independent work periods, [student] will remain on task for at least 15 minutes (75%), as measured by 5-minute interval data collected during 3 weekly observations."

Transition and Independent Living Goals (Age 14+)

Under New Hampshire's Ed 1109.01, transition planning must begin at age 14. Goals must link to post-secondary outcomes.

Employment/career exploration: "[Student] will research and present on 3 career pathways of interest, including required education and typical job duties, completing the task with minimal adult support in 2 of 3 structured opportunities, as measured by teacher evaluation rubric."

Post-secondary education preparation: "[Student] will independently navigate the process of requesting accommodations at a college or vocational program by completing a mock accommodation request form with 80% accuracy, as measured by special educator review."

Daily living skills: "[Student] will independently complete a weekly shopping list based on a given meal plan and budget in 4 of 5 structured practice opportunities, as measured by special educator observation."

What to Watch for in Goals You're Handed

At your next IEP meeting, check every proposed goal against these red flags:

• No baseline: If the goal doesn't reference where the student is starting from (the PLAAFP data), the district can't prove progress or lack of it
• Vague conditions: "Given support" is not a condition. "Given a graphic organizer and sentence starter" is a condition.
• No measurement method: "As observed by teacher" is too vague. Who observes, when, how often, and using what tool?
• Achievement criteria that allows failure: A goal that says "in 6 of 10 opportunities" (60%) is not a mastery standard—it means the child can fail 40% of the time and still "meet" the goal

Goals written without these components protect the district, not your child. The New Hampshire IEP & 504 Blueprint includes detailed goal review checklists and guidance on requesting goal revisions at annual reviews when progress data shows the current goals aren't working.

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