Can the school conduct a reevaluation without my consent?

No, not for a reevaluation that involves new testing. The school must obtain your written consent before administering any new evaluations. If the school is reviewing existing data only (no new testing), they may not need consent for that review, but should notify you.

The school says they can just review existing records instead of new testing. Is that allowed?

Yes, but only if the team determines existing data is sufficient to establish continued eligibility and current needs. If you believe new testing is needed because the data is outdated or incomplete, you can advocate for it. You can also request an IEE if you disagree with assessment decisions.

Can I waive the reevaluation?

Yes, the school may ask you to sign a document agreeing a reevaluation is not necessary. You are not required to agree. If you have any questions about whether current data is still accurate, declining to waive and requesting a full reevaluation is the safer choice.

What if the reevaluation results say my child is no longer eligible?

Don't sign anything you disagree with at the meeting. Ask for more time to review. You can request an IEE, file a state complaint, or request a due process hearing. Losing eligibility means losing services, this decision deserves careful scrutiny, especially if your child is still struggling.

IEP Basics

How to Write IEP Goals: A Parent's Guide

IEP goals are the heart of the program. Vague goals lead to vague progress and vague accountability. Here is what strong goals look like and what to do when you see weak ones.

Meghan Moore, BCBA, M.A. Special Education

What IDEA Requires for IEP Goals

IDEA requires that every IEP include a statement of measurable annual goals, including academic and functional goals. Goals must be designed to meet the child's needs that result from the disability, and must be written in a way that allows objective measurement of progress.

The IEP must also describe how progress toward goals will be measured and when periodic reports will be provided to parents. Progress reports must be provided at least as often as report cards are issued to non-disabled students.

What a Strong IEP Goal Looks Like

A strong IEP goal has four parts:

Who: The student (implied in every goal)
Will do what: The specific skill or behavior in observable, measurable terms
Under what conditions: The context in which the skill will be demonstrated
To what level of performance: The criteria for mastery

Weak goal example: "John will improve his reading skills."

Strong goal example: "Given a third-grade level passage, John will read 90 words per minute with 95% accuracy on three consecutive weekly probes by June of the school year."

The strong version tells you exactly what John will do, in what context, at what level, and how you will know when he has gotten there. The weak version is not a goal. It is a wish.

Common Signs of Weak IEP Goals

Watch for these red flags in proposed IEP goals:

Vague action words: "Improve," "develop," "increase awareness of," "demonstrate understanding of." These cannot be measured without more specificity.
No criteria for mastery: A goal with no percentage, frequency, or level of performance cannot be objectively evaluated.
No baseline connection: Goals should grow from the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section. If the goal does not connect to documented present levels, it may not be grounded in data.
Goals that are already met: If the child is already at or above the goal level, the goal is not ambitious. Ask for the data.
Goals set too low: A goal that reflects minimal growth from present levels is not designed for meaningful progress. IDEA requires goals that are appropriately ambitious for the child.

How to Propose and Push Back on Goals

You have the right to propose goals, and the IEP team must consider them. Before the meeting, review the draft IEP if the school sends one in advance. Write down any goals you want to propose or modify.

During the meeting, ask these questions about any goal that concerns you:

What data supports the current level of performance in the PLAAFP?
How was this goal level determined?
What is the expected rate of progress?
How will progress be measured and how often?
What instruction or intervention will be used to help my child meet this goal?

If you disagree with a goal and the team will not revise it, write your disagreement in the IEP document or send a follow-up letter. Your written objection creates a record.

Goals vs. Accommodations

Goals and accommodations are not the same thing. An accommodation adjusts how a student accesses or demonstrates learning. A goal describes what skill the student is working toward building.

For example, allowing a student extra time on tests is an accommodation. Writing a goal for the student to complete grade-level reading comprehension tasks within a standard time window is a goal. A good IEP has both, calibrated to the student's needs.

Short-Term Objectives

IDEA no longer requires short-term objectives (also called benchmarks) for most students. However, they are still required for students who take alternate assessments. And even when not required, they can be useful for breaking annual goals into trackable steps. Ask the team whether short-term objectives would help your child's team monitor progress throughout the year.

Frequently Asked Questions

What does IDEA require for IEP goals?

IDEA requires that IEP goals be measurable annual goals. Each goal must be written in a way that allows the team to determine objectively whether the child has met it. The IEP must also describe how progress toward goals will be measured and when periodic reports on progress will be provided to parents.

What is a SMART IEP goal?

SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. A SMART goal tells you exactly what the child will do, how performance will be measured, what the target level is, and by when.

Can I propose my own IEP goals?

Yes. Parents are members of the IEP team and can propose goals. You can submit proposed goals in writing before the meeting or raise them during the meeting. The team must consider your proposals, though they are not required to accept them as written.

What should I do if IEP goals are too easy?

Challenge the goals at the IEP meeting. Ask what data supports the current level of performance and what the expected rate of progress is. Bring any outside evaluations or your own observations that suggest higher expectations are appropriate. If the school will not revise the goals, note your disagreement in writing.