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Special Education: Writing and Tracking Individualized Education Plan Objectives

Special Education: Writing and Tracking Individualized Education Plan Objectives with iSTEEP

iSTEEP provides a streamlined, data-driven process for writing and monitoring IEP goals by identifying which academic skills to address first and how to sequence instruction for continued growth. Using comprehensive diagnostic assessments in reading and math, educators can quickly pinpoint target skills based on each student’s current performance level. These diagnostics are aligned with structured skill sequences—ranging from early numeracy to complex operations in math, and from foundational to advanced reading skills—ensuring that interventions and progress monitoring are directly connected to instructional needs. Once a target skill is identified, iSTEEP makes it easy to follow up with appropriate interventions and progress monitoring tools. Teachers also benefit from visual displays of progress monitoring data and plain-language recommendations about when to adjust instruction—whether by increasing intensity, selecting a new intervention, or advancing to the next skill once proficiency is achieved.

 

Steps in Setting and Measuring IEP Goals

There are seven steps recommended to setting and measuring successful IEP goals. Below we will provide more details on each of the seven steps.

Step 1: Identify Present Levels of Performance (PLOP)

Definition: The PLOP describes the student’s current academic and functional performance. It serves as the baseline for goal-setting.

Sources of Data:  iSTEEP Diagnostic

Example of PLOP:

"4th Grade student is reading 45 words per minute (WPM) on a 2nd-grade passage with 90% accuracy."

iSTEEP Diagnostics can help with identifying the PLOP and determining where to begin instruction, which informs the next step - goal writing.

Step 2: Write Measurable, Specific Goals (Using the SMART Framework)

Once you have a clear PLOP, the next step is to write goals that are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART).  A well-written IEP goal clearly defines the expected outcome, how it will be measured, and when it should be achieved.

Key Components of a SMART IEP Goal:

    • Specific: What exact skill or behavior will be targeted? 
    • Measurable: Can we track progress and determine when the goal is met? 
    • Achievable: Is the goal realistic given the student's current level? 
    • Relevant: Does it align with the student's educational needs? 
    • Time-bound: Is there a clear deadline?

 

SMART Goal Structure:

    • Condition: Under what context will the behavior occur?
    • Behavior: What will the student do?
    • Criteria: What level of accuracy/speed is expected?
    • Timeframe: By when should the goal be met?

 

Example SMART Goals:

  • Reading:
    By June 2025, given a 2nd-grade passage, the student will read aloud at 90 WPM with 95% accuracy in three out of four trials.
  • Math:
    By May 2025, the student will solve two-step word problems with 80% accuracy in classroom assessments.

 

💡 Tips for Writing SMART Goals

  • Baseline to Target: Always include where the student is starting and where they need to go.
  • Data Collection: Specify how progress will be measured (e.g., teacher observations, rubrics, iSTEEP probes).
  • Instructional Use: Let the goal guide what skills you teach and monitor.

 

Example - Writing Goal (SMART Breakdown)

  • Specific: Maria will write complete sentences.
  • Measurable: Increase from 3/10 to 8/10 accurate sentences.
  • Achievable: Focus on sentences before essays.
  • Relevant: Critical to success across subjects.
  • Time-bound: By end of third marking period.

 

This streamlined SMART structure ensures every goal is practical, impactful, and measurable—driving instruction and accountability.

 

Step 3: Select Appropriate Progress Monitoring Tools

Choose tools that align directly with the skill targeted in the IEP goal. If you used iSTEEP Diagnostics, you're already set up for seamless progress monitoring.

Why iSTEEP Works:

  • Diagnostic connects to goal-writing
  • Interventions align with student needs
  • Built-in progress monitoring tracks growth over time

The iSTEEP Diagnostics correlates seamlessly to lessons to target the designated skills and progress monitoring is automatically administered when due.

 

 

Step 4: Set Benchmark or Short-Term Objectives

Purpose:
Break larger IEP goals into manageable steps—especially important for students with significant needs or more intensive goals.

Frequency:
Benchmarks are typically reviewed quarterly to track steady progress.

 

Example (Benchmarks for the Reading Goal):

    • Quarter 1: 60 WPM with 90% accuracy. 
    • Quarter 2: 75 WPM with 92% accuracy. 
    • Quarter 3: 85 WPM with 93% accuracy. 
    • Quarter 4: 90 WPM with 95% accuracy. 

 

💡 Benchmarks should align directly with the final goal, providing a logical progression toward mastery.

 

Step 5: Monitor and Record Progress

Frequency:
Progress is typically monitored weekly or biweekly using Curriculum-Based Measurement (CBM) or direct observation.

Documentation Tips:

  • Use charts or graphs to visualize growth (e.g., WPM over time).
  • Log each data point with date, score, and notes.
  • For behavior goals, use checklists or rating scales.

Example:
A fluency graph may show actual performance vs. a target line. Notes can indicate if additional supports were added or strategies changed.

Step 6: Adjust Instruction and Interventions as Needed

Use ongoing data to refine your instructional approach.

Data-Driven Adjustments:

  • If progress stalls, adjust the intervention (intensity, grouping, strategy).
  • Review progress monitoring data every 2–6 weeks.

Support from iSTEEP:
The Progress Monitoring Dashboard offers intelligent, real-time recommendations based on the student’s performance trends.

Documentation:
Log any instructional changes in the student’s IEP progress reports.

For additional information on Reading and Math Interventions in Special Education Click Here.

Step 7: Report Progress to Parents 

Frequency:
Progress must be reported to parents at least as often as report cards are issued.

Format Suggestions:

  • Current performance level
  • Status toward meeting the goal (on track, making some progress, etc.)
  • Any instructional changes made

iSTEEP is designed to assist special education progressional in the IEP goal-setting process—from identifying present levels of performance with diagnostic tools to writing SMART goals, monitoring progress, and reporting to parents. The process ensures that instruction, intervention, and progress monitoring are tightly aligned to help every student achieve meaningful growth.

For additional information on Reading and Math Interventions in Special Education

Click Here