Review the results of standardized tests performed to clearly define the student's abilities and areas of difficulty. These results are typically reported in age-equivalents, often reported in months. For example, the Peabody Developmental Motor Scales Second Edition, or PDMS-2, is frequently used to assess gross, visual and fine motor skills in 5- or 6-year-old students. PDMS-2 scores are expressed in age-equivalent months. Calculate percentage delay by dividing each sub-test score by the student's chronological age in months. Significant motor delays are addressed with physical and occupational therapy interventions. A measurable gross motor goal is "student will stand on one foot for 10 seconds without loss of balance". For this goal, time is the measurable component.
Set annual goals for each problem area identified in the standardized testing. For example, the Peabody Individual Achievement Test-Revised-Normative Data, or PIAT-R/NU, is used to test math, reading and spelling skills. If the test reveals delays with word recognition, one goal on the IEP should specifically address this skill. For example, if a student is currently able to recognize 50 out of 100 words on the PIAT-R/NU, the goal could state "student will recognize 75 out of 100 words on the PIAT-R/NU". The number of words identified correctly is the measurable component in this goal.
Measure the student's progress by re-administering the standardized tests at least three months after initial testing. Modify existing goals and set new benchmarks for goals that have been met.