Blog

Writing Effective IEP Goals

By Michael McCormick, M.S., LBS

Creating measurable IEP goals that are effective and defensible in an Individualized Education Plan (IEP) is often the focus of professional development in special education. These goals, which are also referred to as Measurable Annual Goals (MAGs), need to be clear, focused on skill development, and customized to the learner’s needs.

One method of achieving this is by using the SMART goal framework to draft goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. It’s also important to note that a SMART goal focuses on the skills we’re teaching—not just the tools or methods used to track progress.

Four Components of Effective IEP Goals

A well-crafted IEP goal includes four components:

Condition: The specific setting or circumstances in which the skill or behavior will be demonstrated.
Learner’s Name: Refers to the individual for whom the goal is being written.
Clearly Defined Behavior: The skill or behavior that is observable and measurable—the action the learner will perform.
Performance Criteria: This includes three parts:

Level of performance (how well?): What level of proficiency is expected?
Number of times needed to demonstrate mastery (how consistently?): How many times must the learner demonstrate the skill to be considered mastered?
Evaluation schedule (how often?): How frequently will progress be measured?

A Common Pitfall When Writing IEP Goals

Despite our best intentions, we sometimes focus too much on the tools used to measure progress instead of the skills the learner needs to develop. This can make it difficult to design instruction.

This is an example of recommended and non-recommended approaches for a writing goal:

At first glance, the second example may seem clear, but it focuses more on the probe—a monitoring tool—than on the reading skills John needs to develop. It tells us how well he should perform on the assessment, but not which specific reading skills are being targeted.

If asked to plan explicit instruction around this goal, an educator might struggle as the goal lacks clarity regarding the skill to focus on.

Instead of focusing the goal on a monitoring tool, we should target the actual skill. The recommended IEP goal, listed at the top of the graphic in the above example, shifts the focus to summarizing—a specific, teachable skill—making it easier to plan instruction.

How to Write SMART Goals for IEPs

When members of the team use an agreed upon framework, such as SMART Goals, the final document has a greater chance of being effective and defensible. Here’s how the SMART framework applies to IEP Goals:

Specific: Identify the skill the learner needs to develop. The focus should align with the needs identified in the most recent evaluation or reevaluation report. For learners with complex needs, the IEP team must prioritize the most essential areas for growth, as trying to address every need via an annual goal may not be realistic.
Measurable: The goal should describe how progress will be measured in observable terms. In our earlier example, “earning a score” is not observable, but “summarizing the main idea and key details in writing” is.
Achievable: Goals need to be realistic. If a learner is currently summarizing with 50% accuracy, aiming for 100% mastery within a year might be too ambitious. Instead, a target of 80% might be more reasonable. However, some skills—like safety-related behaviors—may require 100% mastery (e.g., safely crossing the street).
Relevant: Goals should be connected to essential skills, especially for transition-age learners. Starting at 14 or 16 (depending on the state), transition planning becomes a critical part of the IEP. Goals should align with the learner’s future plans for Post-Secondary Education, Employment, and Independent Living—and, most importantly, the learner should have a say in these discussions.
Time-bound: IEP goals cover a one-year period, so it’s important to ensure the scope of each goal matches the learner’s profile and abilities. Monitoring progress regularly is crucial. If the learner isn’t making expected progress, the IEP team needs to meet and adjust the plan to help the learner stay on track.

Resources to Support Goal Development

If you’re looking to facilitate goal development and focus on specific skills, tools like Emergent Literacy Measures in Readtopia can help. This resource provides a structured way to monitor progress in reading, writing, and communication. Specifically, the Emergent Literacy Measures helps educators:

Identify a learner’s literacy profile
Pinpoint areas for targeted intervention
Track progress across various literacy categories

The categories include:

Communication
Print Has Meaning
Concepts About Print
Alphabetic Principle
Phonological Awareness
Language Comprehension

Sample IEP Goals

Let’s say the Emergent Literacy Measures identify a learner as “Early Emergent” in the category of Print Has Meaning. An IEP goal for that learner might focus on developing familiar patterns in their writing.

Sample Goal: “After reading a text with a repeated sentence pattern (e.g., “We saw”), when asked to use the same pattern to write about a self-selected topic, STUDENT will write at least [#] new sentences that follow the pattern across [X] consecutive weekly opportunities.”

As another example, let’s suppose the Emergent Literacy Measures identify a learner as “Emergent” in the category of Language Comprehension. A MAG for that learner might focus on sequencing events.

Sample Goal: “After the first shared or guided reading opportunity, when presented with [X] sequencing opportunities with different pieces of text and at least 3 events, STUDENT will correctly sequence the events with [%] accuracy across [X] consecutive weekly opportunities.”

Developing IEP goals with tools like Readtopia’s Emergent Literacy Measures may make it easier for educators to align instruction with the learner’s current abilities.

Goal Writing Strategies for IEP Teams

Writing IEP goals requires thoughtfulness, precision, and a focus on skill development. While probes or assessments help track progress, IEP Teams must emphasize skills rather than just the measurement methods.

Using the SMART framework and resources like Readtopia’s Emergent Literacy Measures, educators can devise goals that are tailored to learners’ unique needs. With such goals in place, instruction becomes targeted, progress monitoring more purposeful, and outcomes better aligned with the learner’s future success.

At the heart of a strong IEP goal is the collaboration between educators, families, and, most importantly, the learner. When we work together, we move beyond compliance and toward real, meaningful progress.

Author Bio:

The author is not an attorney and this article is not intended as legal advice.

Michael McCormick, M.S., LBS,

Michael is an educational consultant with the Sereni Law Group, a boutique defense firm in Delaware County, PA, offering training and professional development for educators, administrators, and related service personnel to enhance their work with special education students. He earned his Master’s degree from Bloomsburg University of Pennsylvania in Special Education and is a Licensed Behavior Specialist in the state of Pennsylvania. Over the course of his career, Michael has served as a teacher of complex learners, adjunct professor, supervisor of special education, and transition coordinator. Hear a three-part on-demand webinar series by Michael on Creating Clear and Effective IEP Plans and view his companion article on Defining Least Restrictive Environment: Considerations for IEP Teams.

Categories: Articles