Students themselves often provide critical input when establishing appropriate annual goals. It is also important to recognize that a student may work on more than one goal at a time. The student's performance is measured against the district standards and benchmarks. As districts develop assessments to measure their standards and benchmarks, all students need to be included. The IEP Team selects a district standard, a benchmark, or a composite of district benchmarks that includes more than one skill for writing a goal.
Conditions specify the manner in which progress toward the goal is measured.
Conditions are dependent on the behavior being measured and involve the application of skills or knowledge. Criterion identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been reached. The goal criterion specifies the amount of growth the student is expected to make by the end of the annual goal period. In ten weeks, when feeding from a bottle, Marion will consume at least five ounces of formula per feeding for at least five feedings per day across all days. They can be general, measurable statements representing the milestone.