Virginia IEP Goal Bank: Measurable Goals Parents Can Request

One of the most common — and most serious — failures in Virginia IEPs is goals that cannot be measured. "John will improve his reading comprehension" is not a goal. It's a wish. Virginia regulations under 8 VAC 20-81 require measurable annual goals, and parents who can identify weak goals are in a far stronger position at the IEP table.

This post offers examples of well-written, measurable IEP goals across key academic and behavioral domains — the kind of goals you can use to compare against what the school is proposing, or to explicitly request as a starting point.

What Makes an IEP Goal Measurable?

Under Virginia's regulations, every IEP goal must be tied directly to a deficit identified in the PLAAFP (Present Levels of Academic Achievement and Functional Performance) and must include:

• Who (the student)
• Will do what (the specific skill or behavior)
• Under what conditions (the setting, materials, or supports)
• To what criterion (the measurable standard for mastery)
• By when (the timeframe — typically the annual review date)

If a goal does not specify how you will know when it has been met, it is not a valid IEP goal. Virginia parents have the right to request that vague goals be rewritten before signing the IEP.

Reading Goals

Decoding/Phonics: By [date], given a list of 20 nonsense words using CVC and CVCE patterns, [student] will accurately decode 16/20 words (80% accuracy) across 3 consecutive probes, as measured by curriculum-based assessments.

Reading Fluency: By [date], when given a grade-level reading passage, [student] will read aloud at [X] words per minute with no more than 3 errors, as measured by 1-minute fluency probes administered weekly by the special education teacher.

Reading Comprehension: By [date], after reading a grade-level informational text (with text-to-speech support if needed), [student] will accurately answer 4/5 literal comprehension questions and provide a written summary with at least 2 main ideas, measured via bi-weekly reading comprehension assessments.

Math Goals

Number Sense/Basic Operations: By [date], given a set of 20 single-digit multiplication problems, [student] will achieve 90% accuracy in 3 minutes across 3 consecutive weekly probes.

Math Problem-Solving: By [date], when given a multi-step word problem aligned to [grade] standards, [student] will independently identify the problem type, select an appropriate strategy, and arrive at a correct answer on 4 out of 5 problems, as measured by bi-weekly teacher-created assessments.

Writing Goals

Written Expression: By [date], given a writing prompt, [student] will independently compose a paragraph of at least 5 sentences containing a topic sentence, 3 supporting details, and a concluding sentence, with fewer than 5 mechanical errors, as measured by 3 consecutive writing samples scored by a teacher-designed rubric.

Organization: By [date], using a graphic organizer, [student] will compose a 3-paragraph essay with a clear introduction, body, and conclusion on 4 of 5 consecutive writing assignments, as measured by teacher rubric and writing samples collected in [his/her/their] portfolio.

Social/Emotional and Behavioral Goals

Emotional Regulation: By [date], when experiencing frustration in an academic task, [student] will independently use an identified coping strategy (deep breathing, requesting a break, using a sensory tool) without engaging in disruptive behavior on 4 out of 5 observed occasions, as measured by teacher observation data.

Peer Interaction: By [date], during structured group activities, [student] will initiate a positive peer interaction (greet, compliment, share materials) at least twice per 30-minute session without adult prompting, on 4 out of 5 opportunities, as measured by interval recording by the special education teacher.

Task Initiation: By [date], when given an independent work task, [student] will begin the task within 3 minutes of the assignment being given without prompting, on 4 out of 5 consecutive observations across at least 3 different settings.

Communication Goals (Speech/Language)

Expressive Language: By [date], during structured communication activities, [student] will use complete sentences of 5 or more words to express wants, needs, or observations with at least 80% accuracy across 3 consecutive speech therapy sessions.

Articulation: By [date], [student] will produce the /r/ phoneme in all word positions with 80% accuracy in conversational speech, measured by 5-minute spontaneous speech samples collected bi-monthly by the SLP.

Transition Goals (Age 14 and Older in Virginia)

Virginia requires transition planning to begin by the first IEP in effect when the student turns 14 — earlier than the federal baseline of 16. Transition goals are tied to post-secondary outcomes in education/training, employment, and independent living.

Employment: By [date], following a community-based job shadow experience, [student] will independently complete a 3-step job task (assemble materials, execute task, clean workstation) in [X] minutes with no more than 1 verbal prompt, as measured by direct observation data collected by the transition specialist.

Post-Secondary Education: By [date], [student] will independently research 3 post-secondary programs aligned to their career interest area, identify each program's application requirements, and create a comparison chart, as measured by the completed product evaluated against a teacher-designed rubric.

How to Use This at Your IEP Meeting

Bring this as a reference, not a script. If the school proposes a goal like "Sarah will improve her reading skills" — ask specifically: what baseline data are you starting from? What is the criterion for mastery? How will progress be measured and how often?

Virginia law requires progress reports on IEP goals to be provided to parents at least as often as grades are issued to students without disabilities. If you are not receiving quarterly progress reports, request them in writing.

The Virginia IEP & 504 Blueprint includes expanded goal examples across all 13 Virginia disability categories, PLAAFP templates, and guidance on how to challenge vague or insufficient IEP goals through Virginia's Prior Written Notice process.

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