Individualized education program (IEP) goals and objectives often provide illogical or insufficient methodological detail (e.g., Capizzi, 2008). Insufficient methods can lead to ambiguity among the staff members responsible for data collection or to data that fail to take into account factors that can affect performance or behavioral expression (e.g., time of day, number of students present). Whether it is ambiguity or insufficient evidence, the outcome is a pattern of results that are difficult to interpret and potentially misleading in terms of progress. Poor-quality evidence can in turn reduce a teacher's capacity to be effective. This article describes a framework that special educators can use to write and evaluate IEP goals and objectives. By following the guidelines and recommendations in this framework, special educators will find it easier to develop meaningful and measurable IEP goals and objectives. The enhanced quality of these goals and objectives will in turn facilitate collecting more reliable data related to student growth and program effectiveness.