Ugh – goal writing! Whether you’re a special education teacher, speech-language pathologist (SLP), occupational therapist (OT), or physical therapist (PT), you’ve likely felt the pressure when it comes to writing S.M.A.R.T. goals. It can feel overwhelming for any team member, especially when you’ve inherited an IEP and the goals seem impossible to measure.
The truth is, the challenge isn’t usually knowing what skills to target—it’s how to write clear, specific, and measurable goals that everyone on the IEP team can track and monitor. We’ve all been there—recycling old goals, writing overly complex objectives, or creating vague targets that are difficult for others to interpret.
That’s where the S.M.A.R.T. formula comes in. Whether you’re setting academic, communication, fine motor, or mobility goals, this formula ensures that all goals are measurable and tailored to the student’s unique needs.
The S.M.A.R.T. Goal Formula
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- Specific: Focus on one observable, measurable skill at a time.
- Measurable: Ensure there’s a clear way to measure progress—whether through accuracy percentages, frequency counts, or trials.
- Achievable: Keep the goal realistic and aligned with the student’s current abilities.
- Relevant: Make sure the goal addresses the student’s individual needs within the classroom, therapy room, or daily routine.
- Time-bound: Define the timeframe for goal completion or progress review.
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A template to guide you:
Student will [skill] when given [support], scoring [criterion] as measured by [frequency].
This formula can be used across disciplines, whether you’re working on articulation, fine motor skills, behavior, or mobility. It helps the entire team create goals that are specific, objective, and completely customizable for each student.
How Each IEP Team Member Can Use the S.M.A.R.T. Formula
Special Education Teachers:
When writing academic or behavioral goals, focus on observable behaviors like “complete multi-step math problems” or “follow two-step directions.” Break larger skills into manageable steps and ensure the goal reflects the student’s level of independence in the classroom.
Speech-Language Pathologists (SLPs):
For communication goals, use action verbs like point, name, or request to target specific language or speech behaviors. Avoid vague terms like understand or comprehend. Consider how often the student will demonstrate the skill and with what level of support (e.g., with visual prompts or independently).
Occupational Therapists (OTs):
When targeting fine motor or sensory goals, define the measurable actions, such as “grasp objects using a tripod grip” or “tolerate sensory input for 5 minutes.” Specify how you’ll measure success—whether through trials, frequency, or duration.
Physical Therapists (PTs):
For gross motor or mobility goals, focus on functional, measurable outcomes like “walk 50 feet with a walker” or “sit independently for 10 seconds.” Make sure the goals reflect what’s meaningful for the student’s daily functioning and how often progress will be reviewed.
Goal Writing Takeaways
- Stick to one skill per goal.
If you’re tempted to use “and” in the goal, it’s a sign you need to split it into two. Each goal should focus on one skill—whether it’s fine motor, speech, academic, or gross motor. - Be clear about the level of support.
Will the student complete the task independently, with verbal cues, or with physical assistance? This clarity helps ensure consistent progress monitoring across all team members. - Consider different ways to measure progress.
Not every goal needs to be based on percentages.