New York IEP Goal Bank: Writing Measurable Goals Under Part 200

The CSE hands you an IEP with goals that say things like "Johnny will improve his reading skills" or "Maria will manage her behavior appropriately." These are not goals — they are wishes. Part 200.4(d)(2)(iii) requires annual goals that are measurable, and a goal without a baseline, a criterion for success, and a measurement method is not measurable. Here is what good goals actually look like and why the distinction matters.

What Part 200 Requires for IEP Goals

Under Part 200.4(d)(2)(iii), each annual goal must be:

• Measurable — meaning it can be objectively assessed, not just rated on a subjective scale
• Tied to the student's present levels (PLAAFP) — the goal must address a need identified in the present level statement
• Realistic within one year — aggressive enough to reflect meaningful progress, realistic enough to be achievable

Each goal should specify:

1. Who: The student
2. Will do what: A specific, observable skill or behavior
3. Under what conditions: The setting, materials, or level of support
4. To what criterion: The performance level that constitutes success (accuracy rate, frequency, independence level)
5. Measured how: The method for assessing progress (direct observation, work samples, data collection)
6. By when: The review period (annual goals + short-term objectives where required)

New York requires short-term objectives or benchmarks for students who take alternate assessments (NYSAA). For other students, short-term objectives are optional but recommended for complex goals.

Reading Goals

Decoding (early elementary):

"Given a list of 20 unfamiliar CVC words, [student] will correctly decode at least 18 out of 20 words with no prompting, as measured by monthly curriculum-based reading probes, by the annual review date."

Reading fluency (elementary):

"When presented with a grade 3 reading passage, [student] will read aloud at a rate of at least 90 words per minute with no more than 5 errors, as measured by bi-weekly reading fluency probes, by the annual review date."

Reading comprehension (middle school):

"After reading a grade-level informational text, [student] will independently identify the main idea and at least two supporting details in a written response of 3–5 sentences, with 80% accuracy across three consecutive work samples, by the annual review date."

Writing Goals

Sentence construction (elementary):

"Given a writing prompt, [student] will produce 5 sentences that each include a subject, verb, and one detail, with no more than 2 mechanical errors per sentence, across 4 out of 5 writing samples, by the annual review date."

Paragraph organization (middle school):

"Given a writing prompt, [student] will produce a paragraph containing a topic sentence, at least 3 supporting sentences, and a concluding sentence, with a score of 3 or above on the district writing rubric, in 4 out of 5 timed writing samples, by the annual review date."

Written expression (high school):

"[Student] will compose a 5-paragraph essay with an identifiable thesis, organized body paragraphs, and a conclusion, using no fewer than 2 text-based citations, with a score of 4 or above on the New York State Regents essay rubric, in 3 out of 4 writing assessments, by the annual review date."

Math Goals

Number sense/computation (elementary):

"When presented with 20 single-digit multiplication problems, [student] will solve at least 18 with automaticity (no longer than 3 seconds per problem) with no more than 2 errors, as measured by weekly 1-minute multiplication probes, by the annual review date."

Word problems (middle school):

"[Student] will independently solve grade-level two-step word problems involving multiplication and division by selecting the correct operation and completing the calculation with 75% accuracy, across 3 consecutive assessments, by the annual review date."

Social-Emotional / Behavioral Goals

Self-regulation:

"When presented with a frustrating task (as indicated by observable signs of dysregulation), [student] will independently initiate a learned coping strategy (deep breathing, requesting a break using a card) within 2 minutes, in 4 out of 5 observed opportunities per week, by the annual review date."

Peer interaction:

"During unstructured group activities, [student] will initiate appropriate peer interactions (greetings, conversational exchanges, cooperative play) at least twice per 30-minute observation period, with no adult prompting, as measured by direct observation logs taken twice weekly, by the annual review date."

Work completion:

"[Student] will complete and submit class assignments on or before the due date at a rate of 80% or above, as measured by teacher assignment tracking logs, by the annual review date."

Speech/Language Goals

Articulation:

"When speaking in conversational speech during 10-minute observation sessions, [student] will produce the /r/ sound in all word positions with 80% or greater accuracy, as measured by bi-monthly SLP observation data, by the annual review date."

Expressive language:

"When asked a question requiring an explanation (e.g., 'Why did that happen?'), [student] will produce a grammatically complete response of at least 3 clauses, with no significant word retrieval errors, in 4 out of 5 elicited language samples per session, by the annual review date."

Pragmatic language:

"During structured conversations with a familiar peer, [student] will initiate a topic, maintain the topic for at least 3 conversational turns, and close the conversation appropriately in 4 out of 5 observed interactions, by the annual review date."

Executive Function Goals (ADHD, Learning Disabilities)

Organization:

"At the start of each class period, [student] will independently retrieve the required materials and write the day's assignment in their planner, in 4 out of 5 observed opportunities per week, with no adult prompting, by the annual review date."

Task initiation:

"When given an independent work assignment, [student] will begin the task within 2 minutes of instruction without adult prompting, in 4 out of 5 opportunities, as measured by teacher observation data taken twice weekly, by the annual review date."

Functional / Daily Living Goals

Vocational (transition-age):

"[Student] will complete all steps of a 4-step job task sequence (greet customer, take order, confirm order, process payment) with no more than 1 verbal prompt from a job coach, across 3 consecutive work site observations, by the annual review date."

Community navigation:

"Given a written schedule and public transit route, [student] will independently travel from school to a community site using the subway or bus, arriving within 10 minutes of the scheduled time, in 4 out of 5 community-based instruction trips, by the annual review date."

How to Review Goals at Your CSE Meeting

Before signing any IEP, check each goal:

• Does it reference a specific baseline (where is the student NOW)?
• Is there a clear criterion for success (accuracy rate, frequency, score)?
• Is there a stated method for measuring progress?
• Is there a review frequency noted?
• Does the goal address an actual need identified in the PLAAFP?

If a goal says "Johnny will improve his reading" — that is not measurable. Ask: "What is Johnny's current reading level? What would meeting this goal look like, and how would we know?" The CSE must answer those questions. If they cannot, the goal needs to be revised before you sign.

The New York IEP & 504 Blueprint includes an IEP goal quality review checklist, a goal-writing worksheet aligned to Part 200 standards, and additional goal examples across disability categories and grade levels.

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