Unfortunately, as a special educator, you probably know that many IEP goals fall short and need more clarity, specificity, and measurability.
Together, we will explore the pitfalls of ineffective IEP goals and provide insights on how to enhance and refine them. We will give ten examples of poorly written goals and then show you how to write it effectively (the fix).
Well-crafted IEP goals are the cornerstone of a student’s educational journey. They serve as roadmaps for both educators and learners toward achieving desired outcomes.
A well-written goal is SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. These characteristics ensure that goals are clear, quantifiable, feasible, aligned with the student’s needs, and have a defined timeline for completion. They are not ambiguous.
By setting SMART goals, teachers can effectively track progress, tailor interventions, and celebrate achievements. Clear and meaningful goals also empower students by providing a sense of direction and purpose in their learning endeavors.
Student will pay attention 100% of the time. Objectives were 80% and 90%.
When student participates in an academic work task, student will maintain attention to the task for # seconds/minutes with # or fewer [insert prompt level] prompts from staff, in X of X opportunities.
Given daily assignments, student will improve reading skills by the end of the IEP date.
Given a grade level and [add supports], student can read grade-level text orally with accuracy, appropriate rate, and expression on successive readings, with % accuracy at # WPM.
Student will read a bunch of random CVC words with 47% accuracy.
Given a list of no more than # CVC words, student will repeat the word, identifying the beginning, middle and end sounds, with % accuracy in X of X trials.
Spelling goal: given a word list, student will spell word correctly in a sentence.
Given a word list with no more than # words, student will write # complete sentences in varying length, with % accuracy in sentence structure, spelling and grammar, in X of X opportunities.
Executive functioning: student will exhibit the characteristics of active listening in 3/4 documented sessions. Some of those characteristics were “caring heart” and “thinking brain”.
Student will increase their ability to engage in collaborative discussions by holding a reciprocal conversation on a topic, a topic that is preferred/not preferred, with # or less deviations from the topic, on X out of X opportunities.
Student will look both ways and safely cross the street 80% of the time on 4/5 trials.
Given instruction and modeling on traffic and pedestrian safety, student will look both ways twice before safely crossing the street, with 100% accuracy in X of X opportunities.
Kindergartener would follow instructions right away… with no additional prompts.
When given a verbal or written command with no more than # steps, student will follow through with the command, with [add supports] within X minutes in X of X trials.
Student will improve organizational skills by staying organized with 80% accuracy.
Given pictures of how to keep their backpack, locker, and desk organized, student will keep all 3 places organized, as measured by unannounced daily/weekly/monthly checks.
He will increase his writing skills.
After completing a writing assignment on grade level, provided [add supports], student can edit drafts using complete sentences with subject-verb agreement, in X of X trials with % accuracy, as measured by a grading rubric.
Given one minute think time and three minutes to write, so and so will write 5-7 sentences using 25 correct grammatical structures.
Given a topic to write about and [add supports], student will compose a journal entry with at least # sentences, using correct spelling, grammar, and punctuation, with % accuracy in X of X opportunities, as measured by a grading rubric.
And a bonus horrible IEP goal…
Saying that a student will follow the steps needed to use the bathroom “with modeling.”
Provided a picture/written task analysis of how to use the restroom from start to finish, student will follow the steps to use the bathroom, completing at least # of # steps with no more than # prompts/reminders from an adult, in X of X occurrences.
Well-written goals are a necessity for IEPs. Remember – write goals that make sense for your students and are detailed enough that they can be accurately measured and have data collected on them.
Teachers are dreamers, planners, and advocates. You don’t just see problems – you see possibilities. But bringing those possibilities to life takes more than heart. Inside The Intentional IEP, we give you the expert-led training, data-driven tools, and goal banks that lighten the paperwork load and sharpen your advocacy – so you can focus on progress, not just process.
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