Non-measurable IEP goals: 24 examples and rewrites
By the IEP Atlas editorial teamLast updated
Short answer
A non-measurable IEP goal is one two people could not score the same way, such as "will improve reading comprehension" or "will behave appropriately." Most fail for one of six reasons: a vague verb, no criterion, no condition, describing services instead of the student, describing feelings, or a goal that cannot be counted. Each example below shows the fix.
Non-measurable goals are rarely lazy. They are usually written fast, in May, from a goal bank that was vague to begin with. The good news is that the same few mistakes cause most of them, so the same few fixes repair most of them.
Each section below names one mistake and shows four goals that make it, each next to a rewrite. The rewrites include a condition, a criterion and a measurement method, and the baseline column shows the starting number the rewrite assumes. Baselines are made-up illustrations. Each rewrite links to the library template it is based on. For the method behind the fixes, see how to write IEP goals.
Find the mistake first
| What you see in the goal | The mistake | The fix | Usual measure |
|---|---|---|---|
| understand, know, improve, demonstrate | Vague verb | An action you can see or hear | Depends on the verb |
| "80% accuracy" with no items, or "most of the time" | No real criterion | A number with a denominator | Accuracy, opportunities |
| No "given," "during" or "when" | No condition | Name task, setting and support | Any |
| will receive, will be provided, will attend | Describes services | Describe what the student does | Any |
| calm, respectful, positive, motivated | Describes feelings | Name the behavior that shows it | Latency, opportunities, frequency |
| grade level, pass the class, read and write | Cannot be counted as written | One skill, one unit | CBM rate, rubric |
Mistake 1: A verb nobody can observe
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will understand what she reads. | Given an unpracticed instructional-level story, will retell it orally with characters, setting, problem, events and resolution, scoring at least 8 of 10 points on a retell rubric on 3 of 4 scored retells every two weeks. Template | 4 of 10 points |
| Will know his addition facts. | Given a 2-minute probe of mixed addition facts to 20, will write answers at a rate of at least 20 digits correct per minute in 3 of 4 consecutive weekly probes. Template | 8 digits per minute |
| Will improve phonics skills. | Given a 1-minute list of unfamiliar vowel-team and r-controlled words, will read at least 45 words correctly per minute in 3 of 4 consecutive weekly probes. Template | 20 words per minute |
| Will demonstrate emotional vocabulary. | Given 10 photos and a 4-symbol emotion board, will name or point to the emotion shown with at least 80% accuracy on emotion photos across 3 consecutive weekly sessions. Template | 40% of photos |
The fix in one line: ask what the student would do that shows the skill, and write that. The list of measurable verbs for IEP goals has swaps for every vague verb above.
Mistake 2: A criterion with nothing to count
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will follow directions 80% of the time. | When given a one-step direction by a familiar adult, will begin it within 10 seconds without a repeat in at least 8 of 10 opportunities, across 3 consecutive weekly summaries. Template | 3 of 10 directions |
| Will ask for help most of the time. | When unable to continue independent work, will request help by raising a hand, using a help card or saying "help" in at least 4 of 5 opportunities across 3 consecutive data days. Template | 1 of 5 times stuck |
| Will complete work with 80% accuracy. | During a 20-minute practice period, will turn in work with at least 80% of assigned items completed on 8 of 10 consecutive assignments, collected daily. Template | 45% of items |
| Will use his strategy consistently. | During 10 structured speaking turns, will use his chosen fluency-shaping strategy at the start of the turn in at least 8 of 10 opportunities across 3 consecutive therapy sessions. Template | 3 of 10 turns |
The fix in one line: every percentage needs a denominator. "80% of what?" should have an answer in the goal itself. For when 80% is a poor choice altogether, read why 80% accuracy is often the wrong criterion.
Mistake 3: No condition
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will read 90 words per minute. | Given an unpracticed passage at the instructional level, will read aloud for 1 minute at a rate of at least 72 words correct per minute in 3 of 4 consecutive weekly probes. Template | 45 words correct per minute |
| Will stay with the group. | During a class walk between rooms, with adults at the front and back, will stay within 2 arm's lengths of the group in 5 of 5 walks across 3 consecutive weekly summaries. Template | 1 of 5 walks |
| Will copy shapes. | Given a printed model of a circle, square, triangle and cross, will copy each shape closed and recognizable with at least 85% accuracy on shapes copied, on 3 consecutive weekly probes. Template | 25% of shapes |
| Will use a problem-solving strategy. | When a disagreement with a peer occurs at recess or lunch, will use the taught 4-step problem-solving sequence in at least 4 of 5 opportunities across 3 consecutive weeks. Template | 1 of 5 disagreements |
The fix in one line: name what changes the score if it changes. The page of condition examples for IEP goals shows a dozen more.
Mistake 4: Describing services instead of the student
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will receive speech therapy for /r/. | Given 10 target words with /r/ in phrases or sentences, will produce /r/ correctly with at least 80% accuracy on target-sound occurrences across 3 consecutive sessions. Template | 50% of /r/ sounds |
| Will be given a binder checklist. | During a weekly 10-minute binder check, will organize the binder and folder using the checklist, doing at least 7 of 8 steps independently on 3 of 4 consecutive checks. Template | 3 of 8 steps |
| Will be provided with breaks. | During a non-preferred task, when showing a defined early sign of frustration, will request a break with the taught form before leaving the seat in at least 4 of 5 opportunities across 3 consecutive weeks. Template | 1 of 5 times |
| Will attend social skills group. | During a 20-minute recess, will start an interaction with a peer by greeting, inviting, commenting or offering at least 3 times per recess across 3 consecutive observed recesses. Template | 0 per recess |
The fix in one line: services, supports and accommodations belong in their own sections of the IEP. The goal states what the student will be able to do because of them. The page on goal vs accommodation sorts out what goes where.
Mistake 5: Describing feelings or attitudes
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will stay calm when upset. | After a known trigger in the regulation plan, will begin a strategy from the personal regulation menu within 60 seconds on 4 of 5 consecutive observed opportunities. Template | 240 seconds |
| Will have a positive attitude toward work. | After the direction to begin independent written work, will write or mark a first response within 60 seconds on 4 of 5 consecutive observed work periods. Template | 210 seconds |
| Will be respectful in class. | During whole-group instruction, when the teacher asks the class a question, will raise a hand and wait to be called on in at least 8 of 10 opportunities across 3 consecutive weekly summaries. Template | 3 of 10 questions |
| Will feel confident speaking up. | When an IEP accommodation applies to a task, will request it by naming it to the teacher in at least 4 of 5 opportunities across 3 consecutive weekly sessions. Template | 0 of 5 times |
The fix in one line: name what the student does when they are calm, respectful or confident. That behavior is what you count.
Mistake 6: Goals that cannot be counted as written
| Non-measurable goal | Measurable rewrite | Baseline |
|---|---|---|
| Will read on grade level. | Given an unpracticed grade 4 passage, will read aloud at a rate of at least 95 words correct per minute in 3 of 4 consecutive weekly probes. Template | 62 words correct per minute |
| Will pass 5th grade math. | Given 10 fractions between 0 and 2 and number lines marked at whole numbers, will place and label each with at least 80% accuracy on fraction placements on 3 of 4 probes every two weeks. Template | 30% of placements |
| Will read and write a paragraph. | Given a familiar topic and 25 minutes, will write a paragraph with a topic sentence, 3 details and a conclusion, scoring at least 10 of 12 rubric points on 3 of 4 scored paragraphs. Template | 5 of 12 points |
| Will improve handwriting by one year. | Given a printed model of 5 pre-writing strokes, will copy each recognizably with correct orientation with at least 80% accuracy on strokes, on 3 consecutive weekly samples. Template | 20% of strokes |
The fix in one line: "grade level" and "one year of growth" are outcomes, not measures. Pick the skill that moves the student toward them and give it one unit.
How to measure the rewritten goals
Each rewrite names its method. Use the same method and materials for the baseline and every probe after it. The measurement guide explains each unit. Two data sheets cover most of the rewrites above: the accuracy data sheet for scored items and the opportunity data sheet for skills that depend on a situation, like asking for help or raising a hand. The IEP must say how progress toward each goal will be measured,[1] so write the method into the goal, not just the data plan.
Turning a rewrite into objectives
Once the annual goal is measurable, objectives are easy to build from it. Keep the behavior and step the criterion (3, then 5, then 8 of 10 opportunities) or the support (with a visual cue, then without). The page of IEP goals and objectives examples shows complete sets.
Adapting rewrites by grade and support level
| Level | Common vague goal | Rewrite pattern |
|---|---|---|
| Preschool | Will play nicely | Will play next to a peer with similar materials for 5 minutes |
| Grades K to 2 | Will learn letter sounds | Will say sounds for 26 letters at 40 sounds correct per minute |
| Grades 3 to 5 | Will improve comprehension | Will answer 8 of 10 literal questions about an unpracticed passage |
| Grades 6 to 8 | Will be more organized | Will complete 7 of 8 binder checklist steps at a weekly check |
| Grades 9 to 12 | Will develop job skills | Will complete 5 of 6 clock-in and clock-out steps on 4 of 5 shifts |
| Significant support needs | Will communicate wants | Will combine "I want" and an item symbol in 8 of 10 snack requests |
Paste any draft into the goal checker. It flags vague verbs, missing conditions and criteria with no number.
Frequently asked questions
What makes an IEP goal not measurable?
A goal is not measurable when two people could watch the same student and disagree about whether it was met. Vague verbs, missing criteria, missing conditions, and goals about feelings or services are the usual causes.
Is "will improve by one grade level" a measurable goal?
Not as written. Grade levels are broad and depend on the test. Pick a skill that moves the student toward grade-level work, measure it with one unit such as words correct per minute, and set a target from the baseline.
Can a non-measurable goal be fixed without a new meeting?
Changing an IEP goal usually requires the team's agreement through a meeting or an amendment, depending on state and district rules. Fixing wording before the draft is finalized is far easier, so check goals before the meeting.
Use it in IEP Atlas
- Measurable annual goal in the IEP glossary
- Annual goal in the IEP glossary
- Operational definition in the IEP glossary
- How to measure IEP goals
- IEP goal checker
Related guides
- How to write IEP goals: a step-by-step method with examples
- IEP goal examples: measurable goals for every area
- Observable verbs for IEP goals
- Goal vs accommodation: what belongs where
- Is this IEP goal measurable? A 5-step test with 10 practice items
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.