Repeating IEP goals: when the same goal year after year signals a problem

You open this year's IEP and the reading goal looks familiar. You check last year's copy. It is almost word for word the same. That can be upsetting, and it is a fair thing to ask about.

The law expects the IEP team to look at the IEP at least once a year. The team must change it when your child is not making the progress the team expected.^[1] A goal that repeats with no change is a sign that this review may not have happened. The pillar guide on how to write IEP goals explains what a goal should contain in the first place.

What a repeated goal means

A goal has a starting point (the baseline) and an end point (the target). Each year, the starting point should move. So even when the skill stays the same, the numbers usually change.

There are two kinds of repeated goals.

• A goal that moves up. The skill is the same, but the baseline and target are higher. Your child made progress and still needs more. This is often fine.
• A goal that stays still. The skill, the baseline and the target are the same as last year. Or the words changed but the numbers did not. This is the one to ask about.

The Supreme Court said in 2017 that an IEP must be designed so a child can make progress that fits the child's situation.^[2] The U.S. Department of Education's questions and answers on that case say the team should look at progress and change the IEP when needed.^[3]

Same goal every year: an annotated example

Here is a fictional example for a fourth grader named Mateo. You can hold it next to your own child's IEPs.

Last year (grade 3): "Given a grade 2 passage, Mateo will read 70 words correct per minute in 3 of 4 weekly checks." Baseline last year: 52 words correct per minute.

This year (grade 4): "Given a grade 2 passage, Mateo will read 70 words correct per minute in 3 of 4 weekly checks." Baseline this year: 55 words correct per minute.

What to notice:

1. The goal is the same, word for word. The passage level and target did not change.
2. The baseline barely moved. Mateo went from 52 to 55 in a full year. That is very little growth.
3. Nothing explains it. The IEP does not say why the goal was not met or what will be done differently.
4. The services did not change either. Same minutes, same group, same program.

Here is what a better version might look like. The team changed how Mateo is taught. He now gets a daily small-group phonics lesson for 30 minutes. They also explained the stall in the present levels: "Mateo gained only 3 words per minute. His errors are mostly vowel teams. His reading group did not teach vowel teams this year." The goal itself may still be about fluency. But now there is a reason to think next year will be different.

When a repeated goal is fine

Sometimes the same skill really does stay on the IEP for years. That can be fine when:

• Your child made clear progress, and the new target is higher.
• The skill is big, like reading or writing, and grows over many years.
• The goal was met in an easy setting and now moves to a harder one, like a general education class.
• Your child missed a lot of school for a known reason, and the team explains it.

A good sign is a short note that says why the goal stayed. If the note is missing, ask for it.

When it signals a problem

Be concerned when you see:

• The same baseline number two years in a row.
• A progress report that says "progressing" every quarter, but the final number did not change. Our guide on reading a progress report shows what to look for.
• No new teaching method, service or support after a goal was not met.
• A goal so vague it can never be checked, such as "will improve reading skills." Our page on measurable IEP goals for parents shows the difference.

Questions to ask the team

You can say these exactly as written.

1. "This goal looks the same as last year. Can you walk me through why?"
2. "What was the baseline last year, and what is it now?"
3. "Can I see the data or the graph from this year?"
4. "What will you do differently so this goal gets met?"
5. "Should my child get more time, a smaller group, or a different program for this skill?"
6. "Is the target still right, or is it too high or too low?"
7. "Could something else be getting in the way, like attention or vision? Should we test for it?"
8. "When will we check progress, and can we meet sooner if it is still flat?"

You do not have to agree to the goal at the meeting. You can ask for time to read it at home. You can also ask the team to write down your concern.

What to do next

1. Line up your child's last two or three IEPs. Put the goals for each skill side by side. Circle the baseline and target numbers.
2. Ask for the data before the meeting. Graphs or data sheets from this year show whether the goal moved at all.
3. Write down your questions. Bring the list above, and add your own.
4. Ask for a meeting before the annual review if you need one. You do not have to wait a full year. Teams can meet during the year to change the IEP.
5. Get free help. Every state has a Parent Training and Information Center. Staff there help families read IEPs and prepare for meetings. You can find yours through the Center for Parent Information and Resources.^[4]

You know your child well. If a goal seems stuck, your questions can help the team look again. Our guide to understanding IEP goals is a good next read. If your child's goal was met early instead, see what to do when a goal is met early.

Frequently asked questions

Use it in IEP Atlas

• IEP goal checker
• Goal builder
• Measurable annual goal in the IEP glossary
• Baseline in the IEP glossary

Related guides

• How to write IEP goals: a step-by-step method with examples
• SMART IEP goals examples (and when SMART is not enough)
• IEP goal met early: what to do next
• How to prioritize IEP goals: deciding which needs to write goals for this year
• "Appropriately ambitious" IEP goals: what Endrew F. requires

Sources

1. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
2. Endrew F. v. Douglas County School District RE-1, 580 U.S. 386 (2017), Supreme Court of the United States
3. Questions and Answers (Q&A) on U.S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1 (December 7, 2017), U.S. Department of Education
4. Center for Parent Information and Resources, CPIR

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.