Annual goals are statements that explain what a child with a

disability can reasonably be expected to do in a 12-month period

in the child’s special education program. The goals are skills
and/or knowledge, not activities. Teachers should think about an
accelerated level of learning to catch the student up to their
current grade level.
Measurable
Goals and
Objectives Measurable annual goals are statements that contain five
critical components: student timeframe, conditions, behavior,
and criterion (more information below). A measurable goal
includes the behavior or skill that can be measured at periodic
intervals against a criterion of success.

Use the student’s name to
personalize the goal and
set the tone of the IEP
meeting, as it lets the
parents and providers
focus on the individual.
The timeframe identifies
the amount of time in the
goal period. It is typically
specified in the number of
weeks or a particular date
for completion.
Conditions are the way
progress toward the goal
occurs. They describe specific
resources or setting that will
help the child reach that goal –
it should relate to the behavior
being measured.

Behavior clearly Criterion states how much,

identifies the performance how often, or to what standard
that is being monitored. It the behavior must occur to
represents an action that demonstrate that the goal has
been achieved. The goal
be directly observed and
criterion specifies the amount of
measured. growth expected.

Student
Behavior
Timeframe
Conditions

Examples:
Annual goal: After 36 instructional weeks, when given a worksheet with 20-word problems, Sam will add
double digit numbers as evidenced by scoring 90% accuracy measured with a teacher made test.
Objective 1: By October 1st, 2018, given a worksheet with 5 problems and block manipulatives, the student
will add double digit addition problems with 50% accuracy as measured once each week with teacher made Criterion
problems.