IEP Annual Goals section

The Annual Goals section establishes clear and measurable objectives that support a student’s academic and developmental progress. These goals are tailored to the student’s current performance levels and customized to meet their specific needs. Each goal should be well-defined, achievable, and include measurable benchmarks to monitor progress throughout the year.

Annual goals serve as a structured plan for instruction and intervention.

Student Information

This section shows the basic information required to identify the student.

The following table shows the fields that are displayed on the screen.

Behavioral Support

This section of the Annual Goals section includes the following subsections.

For each of the following sub-sections, you are expected to provide an elaborate justification or explanation.

Goal Title

In this section, you specify the academic or functional skill area that would be assessed as the target goal.

The following table lists all the subsections that are to be covered as part of the analytical and statistical assessment.

For all the sub-sections in this section, the requested details can be captured as well as formatted text in the space provided alongside the field.

• To access the formatting option click the stylized text icon ().

• The text field also supports Spell Check () on the inserted text.

You can also import the text from another document using the Statement Bank Icon (). Alternatively, click the Speak Text Icon () to record a voice-over narration.

Statistical Progress Monitoring

The Progress Monitoring section in the Annual Goals area of the IEP is designed to track a student's development toward achieving their individualized goals. This section enables educators and specialists to systematically collect and evaluate data, ensuring that interventions and instructional strategies are effective.

IEP Initiation and Annual Review Dates

Initial and Target Percentages, and the capture dates

• Initial Baseline Percentage—This field Records the current performance level for the student before the interventions begin. Also captures the date, the baseline was recorded.

  • This provides a reference point for measuring growth.

• Target Percentage—This field defines the expected level of progress the student should reach by the end of the IEP period and mentions the date by which the target must be met.

Initial and Target Scores, and the capture dates

• Initial Baseline Percentage—This field records the student's current performance level before the interventions begin and also captures the date, the baseline was recorded.

  • This provides a reference point for measuring growth.

• Target Percentage—This field defines the expected level of progress the student is expected to reach by the end of the IEP period and indicates the date by which the target must be met.

The Initial and Target Scores drop-down provides the following options:

• Not Evident

• Introduced

• Emerging

• Developing

• Ongoing

• Demonstrated

• Applied

The Skill Level Evaluation section is critical to progress monitoring in an Individualized Education Program (IEP).

This section is designed to track a student's development across different proficiency levels for a specific skill or subject area.

Each level represents a different stage of learning and skill mastery:

Frequency of Collection

In this section, you can define how often data will be recorded.

The drop-down provides the following intervals as options:

• Daily – Ideal for behavioral or intervention-heavy goals.

• Weekly – Suitable for skill acquisition in academics.

• Biweekly/Monthly – Used for long-term progress tracking.

Apart from these intervals, you must provide a count for recurrences per interval.

Best Practice: Choose a frequency that provides meaningful data without overburdening staff.

Objectives and Benchmarks

In this section, you can document the CCC teams' Objectives and Benchmarks on the Annual Goals and planning.

If needed, you can add multiple Objectives and Benchmarks.

Click the icon to add an additional Objectives and Benchmarks, after the first record. And subsequently, more rows appear after that.

For this section, the details can be captured as well as formatted text in the space provided alongside the field.

• To access the formatting option, click the stylized text icon ().

• The text field also supports Spell Check () on the inserted text.

You can also import the text from another document using the Statement Bank Icon (). Alternatively, click the Speak Text Icon () to record a voice-over narration.

You can also shuffle the hierarchy of the disabilities added in any sequence.

• To move a disability upwards in the list, use the icon.

• Likewise, to move a disability downwards in the list, use the icon.

You can also delete any disability from the list by clicking theicon.

Notes

In this section, you can document any accommodations, modifications, or additional supports implemented in the BIP.

For this section, the details can be captured as well as formatted text in the space provided alongside the field.

• To access the formatting option, click the stylized text icon ().

• The text field also supports Spell Check () on the inserted text.

You can also import the text from another document using the Statement Bank Icon (). Alternatively, click the Speak Text Icon () to record a voice-over narration.