Texas IEP Goal Bank: Writing Measurable Goals for ARD Meetings

The ARD committee is developing your child's IEP and the goals they have proposed are vague: "Student will improve reading fluency." "Student will demonstrate positive behavior." You suspect these are not actually measurable — and you are right. Under Texas's implementation of IDEA, IEP goals must meet specific standards that a well-run ARD will be held to.

Here is how measurable goals work in Texas ARD meetings, with sample language across the most common skill areas and transition planning.

What Makes an IEP Goal Measurable in Texas

Under IDEA (34 CFR §300.320) and TAC §89.1055, a measurable annual goal must answer four questions:

1. What will the student do? (The observable skill or behavior)
2. Under what conditions? (The context: with what materials, in what setting, with what support level)
3. To what level? (The criterion: a percentage, a rate, a score, a frequency count)
4. How will it be measured? (The measurement method: observation, probe, curriculum-based assessment, data log)

"Student will improve reading fluency" answers none of these. A measurable version might be: "Given a grade-level reading passage, student will read aloud at a rate of 90 correct words per minute with no more than 3 errors, as measured by curriculum-based reading probes, on 3 consecutive probes by the annual review date."

The PLAAFP (Present Levels of Academic Achievement and Functional Performance) in the IEP must establish the current baseline from which goals are written. A goal that cannot be traced back to the PLAAFP baseline is a flag that the IEP process was not individualized.

Sample Goals by Skill Area

The following are model goal structures. Actual goals must be individualized to your child's specific baseline scores, setting, and support level.

Reading

Decoding/Fluency (SLD/Dyslexia): "Given a passage at the instructional reading level, student will read aloud at [X] correct words per minute with no more than [Y] errors, as measured by curriculum-based oral reading fluency probes administered by the reading specialist, on 4 out of 5 consecutive probe sessions by [date]."

Reading Comprehension: "After reading a grade-level informational text independently, student will answer literal and inferential comprehension questions with 80% accuracy, as measured by teacher-administered comprehension assessments, on 3 out of 4 consecutive assessments by [date]."

Math

Math Computation: "Given 20 grade-level computation problems, student will solve multiplication and division facts with 85% accuracy within 5 minutes, as measured by curriculum-based math probes, on 3 consecutive probe sessions by [date]."

Math Problem-Solving: "When presented with a two-step word problem, student will identify the relevant information and set up the correct equation with 75% accuracy, as measured by teacher-scored work samples collected weekly, by [date]."

Written Expression

"Given a writing prompt, student will produce a paragraph with a topic sentence, at least 3 supporting details, and a concluding sentence, with correct use of end punctuation on 90% of sentences, as measured by scored writing samples using the district rubric, on 3 out of 4 consecutive writing assignments by [date]."

Behavior and Executive Function

Task Initiation (ADHD/OHI): "Given a structured independent work period of 20 minutes, student will initiate a written task within 2 minutes of the teacher's direction, with no verbal prompt from staff, on 4 out of 5 observed opportunities per week, as measured by teacher observation data, over 6 consecutive weeks by [date]."

Self-Regulation: "When experiencing frustration during a difficult task, student will use a self-regulation strategy (deep breathing, requesting a break, or using a visual support) in lieu of a verbal outburst, on 4 out of 5 observed opportunities, as measured by teacher behavior data log, by [date]."

Communication (Speech/Language)

"During a structured conversation activity with a familiar adult, student will maintain the topic of conversation across 3 or more conversational turns, using appropriate eye contact and topic-relevant responses, on 4 out of 5 observed opportunities, as measured by SLP observation data in a small-group setting, by [date]."

Social Skills

"During an unstructured small-group activity, student will initiate appropriate social interactions (verbal greeting, question, comment) with at least 2 peers, unprompted, on 3 out of 5 observed daily opportunities, as measured by social behavior observation data log, by [date]."

IEP Goals for Autism in Texas

Autism IEP goals in Texas span several skill domains that a comprehensive IEP should address. The FIIE for autism should include assessments of communication, social skills, adaptive behavior, and academic performance — and goals should be written in each area of documented need.

Joint Attention/Nonverbal Communication: "Given a shared activity with a familiar adult, student will shift gaze between the adult and an object of interest (joint attention) on 4 out of 5 observed opportunities, as measured by SLP observation in a structured session, by [date]."

Following Multi-Step Directions: "Given a 3-step verbal direction in a classroom setting, student will complete all 3 steps in sequence without repetition from the teacher, on 4 out of 5 observed opportunities, as measured by teacher observation data, by [date]."

Adaptive Behavior — Independent Work Completion: "Given an independent academic task, student will remain on-task and complete the assignment without adult redirection for 15 consecutive minutes, on 3 out of 5 observed opportunities per week, as measured by staff observation data, by [date]."

Transition IEP Goals in Texas

Texas requires ARD committees to begin transition planning at age 14 — two years earlier than the federal minimum of 16. Transition IEPs in Texas must address:

• Appropriate measurable postsecondary goals based on age-appropriate transition assessments in education/training, employment, and independent living
• Transition services (courses of study, agency linkages, community experiences) needed to help the student reach those goals
• Updated annually

Sample Transition Goal — Employment: "By [date], given a supported job shadowing experience in a healthcare setting, student will complete a 4-hour shift with two or fewer instances requiring supervisor redirection, as measured by employer feedback form, in 3 out of 4 shadowing visits."

Sample Transition Goal — Education/Training: "By [date], student will independently complete a community college application, including requesting a disability services appointment, as measured by completed application and documentation of appointment, with no more than 2 teacher prompts."

Sample Transition Goal — Independent Living: "By [date], given a monthly budget and a list of simulated bills, student will allocate funds correctly across 5 expense categories with no more than one error, as measured by teacher-scored simulation activity, on 4 out of 5 consecutive monthly activities."

Texas also requires that transition planning identify the outside agencies (Texas Workforce Commission, DARS/HHSC, local college disability services) that will provide services after high school, and that those agencies are invited to the ARD when consent is provided.

Reviewing Goals in ARD Meetings

At every annual ARD, the committee reviews progress on existing goals and sets new goals. Questions to ask when reviewing proposed goals:

• What is the PLAAFP baseline this goal is written from?
• How and how often will progress toward this goal be measured?
• Who is responsible for measuring and reporting progress?
• When will we receive a progress report (Texas requires quarterly updates)?
• Is this goal ambitious enough given the Endrew F. standard — is it "reasonably calculated to enable progress appropriate in light of the child's circumstances"?

That last question matters. The 2017 Supreme Court decision Endrew F. v. Douglas County School District rejected the "merely more than de minimis progress" standard and replaced it with a higher bar. If a goal can be met by making minimal gains, it does not meet Endrew F.

The Texas IEP & 504 Blueprint includes a goal review checklist for ARD meetings and templates for requesting revised goals when proposed goals do not meet PLAAFP-linked measurability standards.

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