The article explains how, amid growing parental frustration with a lack of transparency about what children were learning, special education programs in Washington State emerged as early leaders in accountability. Following the 1971 mandate requiring districts to educate all children with disabilities, special education administrators began using clear, written goals and measurable objectives to track student progress. Techniques such as “Management by Objectives,” individualized goal sheets, step-by-step skill tracking, and regular evaluation became central practices. Examples from Seattle, Issaquah, and Edmonds show how teachers used detailed objectives—like a 25-step walking plan or behavior charts—to monitor and adjust instruction. The article notes that while these methods were highly effective in special education, broader school systems struggled because many administrators avoided setting goals for themselves or their departments. Ultimately, the author argues that goal-setting and accountability should be embraced systemwide, not only in special education, to improve clarity, consistency, and student outcomes.