special education teacher goals

13 SMART Goals Examples for Special Education Teachers

Do you work as a special education teacher and struggle to set practical goals in the classroom? If so, you are not alone. Many teachers face challenges when creating goals that align with their students’ needs.

However, developing SMART goals can make a significant difference in promoting student success and improving teaching practices . Here, we’ll explore 13 examples of SMART goals for special education teachers.

But before diving into the specific examples, let’s first understand what SMART goals are and why they are essential for special education teachers.

Table of Contents

What is a SMART Goal?

SMART is a framework for setting goals to enhance the quality of special education teaching. SMART is an acronym for Specific, Measurable, Attainable, Relevant, and Time-based.

If you’re still unsure what these mean, let’s delve deeper into each component of the SMART system:

Vague goals can lead to a lack of focus, resulting in wasted time. However, crafting well-defined goals will clarify what needs to be achieved, thereby increasing your overall efficiency.

It’s crucial to outline the steps and identify those responsible for accomplishing them. This approach creates a clear roadmap for everyone involved in the task and aids in finding challenges early on.

Measuring your teaching goals is crucial for success. Regularly monitoring progress allows you to spot areas that require further enhancement. Without this aspect, it’s hard to ascertain whether your efforts are making an impact or are merely spinning your wheels.

While it’s natural to get swept up in the thrill of your desires, you might fall short of your goals without a solid plan and realistic expectations.

Considering your current circumstances, it’s necessary to evaluate what is genuinely achievable . Reflect on the available resources to meet your objectives. The idea is to balance between ambition and feasibility.

Establishing goals aligning with your values can inspire you to reach your desired outcomes. Your core values will be a compass during challenging times, helping you stay on course.

A clear timeline enhances your ability to adhere to your schedule and maintain focus on your targets. As success isn’t achieved overnight, setting a deadline can encourage sustained dedication over time.

1. Utilize Positive Reinforcement

“For 6 months, I’ll use positive reinforcement techniques such as praise, encouragement, and rewards for students who display desired behaviors. I plan to observe student behavior before and after implementing this technique to measure its effectiveness.”

Specific: This goal specifies the reinforcement techniques the teacher will employ (e.g., praise, encouragement, and rewards).

Measurable: This can be measured by observing student behavior before and after implementing the technique.

Attainable: The timeline of 6 months is reasonable for a teacher to implement positive reinforcement techniques.

Relevant: Positive reinforcement is an important teaching tool to help students learn better and behave more appropriately in the classroom.

Time-based: The SMART statement should be achieved after 6 months.

2. Create an Individualized Education Program

“I’ll develop individualized education plans for every student in my classroom. This is a critical step to ensure that each student gets the best learning experience tailored to their needs. I will design all IEPs by the end of the school year.”

Specific: The goal clearly states what will be done and when it must be completed.

Measurable: You can measure success by looking at how many IEPs are created and how well they serve their purpose.

Attainable: This is possible because there is enough time to create individualized education plans for each student.

Relevant: This relates to creating the best learning experience for special education students.

Time-based: There is a one-year time frame to develop all IEPs.

3. Improve Students’ Reading Comprehension

“By the end of this semester, I want to implement a literacy program that will enable my special education students to enhance their reading comprehension. I’ll select a curriculum incorporating direct instruction and creative learning strategies, like story-building.”

Specific: You have precise actions available—implement a literacy program and incorporate direct instruction and creative learning strategies.

Measurable: Assess the student’s reading comprehension through formal and informal assessments.

Attainable: This is a reasonable goal if you dedicate time to research effective literacy programs.

Relevant: Special education students might often need extra help to develop reading comprehension skills.

Time-based: You should expect goal achievement by the end of the semester.

4. Expand Social Skills Development

“I want to focus on providing extra activities that encourage social skills development for my special education students. By the end of the school year, I’d like to see an improvement in how well students can communicate and collaborate with their peers.”

Specific: You will be working to provide activities that promote successful peer interactions.

Measurable: The teacher can measure students’ progress in interacting with peers through observation and assessments.

Attainable: Helping your students acquire these social skills is reasonable and achievable.

Relevant: This pertains to the overall development of these students , as socialization is an essential aspect of growth.

Time-based: You should see improvements by the end of the school year.

5. Strengthen Academic Performance

“I will work to improve the academic performance of my special education students by incorporating more hands-on activities into each lesson. I hope to have each student maintain an average grade of 75% or higher in each subject by the end of the semester.”

Specific: This SMART goal is explicit because it focuses on improving academic performance through a clearly defined plan.

Measurable: Take note of students’ performance in each lesson and make necessary changes.

Attainable: Enhancing academic performance is feasible if the special education teacher can implement their plan successfully.

Relevant: Boosting the academic performance of students is a priority for many teachers and is thus pertinent to their role.

Time-based: Four entire months are required for effective teaching.

6. Increase Parental Involvement

“I will use multiple strategies to increase parental involvement in their child’s education within three months. These strategies include weekly updates via email, face-to-face meetings, phone calls, and classroom visits.”

Specific: The goal outlines the strategies, when they should be used (weekly), and how long it’s expected to take (three months).

Measurable: You can count the updates sent each week, meetings held, calls made, and visits made.

Attainable: It is definitely possible to reach out weekly via multiple methods.

Relevant: Special education students benefit from having their parents involved in their schooling.

Time-based: The goal statement should be accomplished after three months.

7. Encourage the Inclusion of Special Needs Students

“I want to create an inclusive environment in my classroom this month. I’ll identify which special needs students can be included in regular activities and provide necessary accommodations. I’ll also ensure that students with special needs have the same access to resources as other students.”

Specific: The individual aims to create an inclusive environment in their classroom.

Measurable: Check which students should be included in regular activities.

Attainable: This is reachable because the teacher is taking proactive steps to ensure all students have access to the same resources.

Relevant: The statement is appropriate because it focuses on including special needs students in regular activities.

Time-based: The goal is time-bound because it has an end date of one month.

8. Implement Effective Behavioral Strategies

“Over two months, I will become proficient in implementing behavioral strategies for my students. I’ll read three books on the subject, attend a two-day conference about behavior strategies, and observe 5 classrooms in my school district to learn from their methods.”

Specific: This goal is straightforward because you plan to become proficient in behavior strategies for students with special needs.

Measurable: Evaluate your progress by checking off boxes after completing each step in the plan.

Attainable: The teacher has identified a realistic deadline to implement effective behavioral strategies.

Relevant: This relates directly to student success and classroom management, making it an appropriate goal.

Time-based: Completion of this goal is anticipated after two months.

9. Reduce Student Anxiety Levels

“The teacher will reduce their students’ anxiety levels by 15% within a month. They plan to teach students stress-reducing exercises such as yoga , deep breathing, guided meditation, and mindfulness activities.”

Specific: The statement outlines what the teacher will do to reduce students’ anxiety levels and how long they must do it.

Measurable: Document a baseline of each student’s anxiety levels and track the reductions over time.

Attainable: This goal is doable if the teacher provides interventions to reduce stress levels.

Relevant: The goal applies to a special education classroom environment because it focuses on improving student mental health.

Time-based: There is a time limit of one month for meeting this certain goal.

10. Boost Vocational Skills Training

“I will increase the vocational skills training of my special education students by 15% by the end of the school year. I’ll implement new strategies and activities to develop their skilled trades in carpentry, plumbing, auto repair, etc.”

Specific: This is specific because it explicitly states increasing the vocational skills training of special education students.

Measurable: This SMART goal is quantifiable as it requires increasing the training of special education students by 15%.

Attainable: Boosting vocational training by 15% is possible if the right strategies and activities are implemented.

Relevant: Increasing special education students’ vocational abilities is essential for their successful career paths .

Time-based: Goal attainment should be expected within a school year.

11. Nurture a Supportive Learning Environment

“I will create a safe and inclusive learning environment in my classroom so students feel comfortable asking questions and participating. Within four weeks, I will commit to 30 minutes each day to listen to all of my student’s concerns and needs.”

Specific: The SMART goal is clear—to foster an inclusive and supportive learning environment for the students.

Measurable: You will commit to 30 minutes each day to listen to the student’s concerns .

Attainable: Creating an inviting learning environment with the right resources and commitment is possible.

Relevant: A supportive learning environment is essential in special education.

Time-based: There is a four-week deadline to reach the desired outcome.

12. Integrate Technology in the Classroom

“I aim to integrate technology into the curriculum of my special education students by utilizing online resources. I’ll also use various technological devices to boost engagement levels with the subject material and enrich learning experiences within 7 months.”

Specific: This goal sets out what is required (integrating tech into the curriculum and utilizing online resources) and how long it will take (7 months).

Measurable: You could count the number of times you use the new tech in class.

Attainable: Integrating technology into a classroom is just a matter of research and preparation.

Relevant: Harnessing the power of tech will help special education students become more engaged in their learning experience.

Time-based: Achievement of goal is expected by the end of 7 months.

13. Promote Self-Advocacy Among Students

“I will create an open and supportive environment in my classroom for students to become comfortable with advocating for themselves. I’ll roleplay self-advocacy scenarios with my students and provide opportunities for them to voice their opinions in class for 5 months.”

Specific: The aim is precise since the teacher wants to create an open environment in the classroom to promote self-advocacy among students.

Measurable: Ensure you roleplay scenarios with their students and provide opportunities to voice their opinions in class.

Attainable: Not only is this a realistic goal but also an important one, as it can improve student confidence and communication skills.

Relevant: Self-advocacy is vital for special education students to build self-confidence and develop relationships with others.

Time-based: Five months provides enough time for the teacher to succeed.

Final Thoughts

Recognize that each goal should be tailored to meet the unique needs of your classroom. Following the SMART template, you can set incredible goals to positively impact your students’ learning experience.

So start creating SMART goals for your special education classroom today. And don’t forget to review and revise them as needed regularly. Progress is essential in any teaching journey.

Keep striving towards continuous improvement in all aspects of your work with these SMART goals. Hopefully, this guide has helped you better understand how to establish goals for your special education classroom.

• Grades 6-12
• School Leaders

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress. ADVERTISEMENT

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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11 SMART Goals Examples for Special Education Teachers

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Being a teacher is a fulfilling and rewarding profession. One thing I learned from my time in the classroom is that you can never plan too much as a teacher. Setting realistic goals for yourself and your students is the best way to get everyone on the same page and have a basis to measure the smallest accomplishments by.

This is especially true when it comes to special education. With over 700,000 special education teachers in the United States in 2022, these professionals must have the preparation and support needed . Every day, these teachers are tasked with the challenge of helping their students reach their full potential … despite any physical, mental, or developmental difficulties they might face.

Special education is not a one size fits all approach . So, teachers need to create goals tailored specifically to their students’ individual needs while thinking of the overall classroom. Whether you have students with autism spectrum disorder (ASD) , learning disabilities , or other challenges, setting smart goals for them can help ensure they get the quality education they deserve .

Table of Contents

What Are SMART Goals?

Setting SMART goals is one important way that special education teachers can measure the success of their educational plans , and ensure that they are staying on track .

So what do we mean by SMART goals in education ? SMART stands for Specific, Measurable, Attainable, Relevant, and Time-bound. This acronym helps educators to ensure that goals are precise, achievable and measurable within a certain timeframe.

For example, simply setting a goal of having students read more isn't SMART. However, setting a goal for students to read one book a month for the next six months is SMART!

What To Consider When Planning Smart Goals

S stands for Specific

When setting smart goals in special education, it is important to make sure your goals are as specific as possible. Goals should be clear and describe exactly what you and the student are working toward.

M stands for Measurable

Measurability is key when creating smart goals for special education. Without measurable milestones, you can’t track progress or see success. You can measure data by way of tests, surveys, observations, and other forms of assessment.

A stands for Attainable

Setting smart goals also means making sure that they are attainable. Stretch goals are great, but they should also be realistic and achievable within the specified timeframe. Remember, some special education students may be more severely disabled and require more time to reach their goals.

If a student is on the non-verbal autism spectrum, speaking goals aren't feasible. However, you can always consider assistive technology such as adaptive computers, VOCAs, PECS (Picture Exchange Communication Systems), and more for communication related goals.

R stands for Relevant

Smart Goals have to be relevant to the special education student and their individual needs. Relevant smart goals are contextual, and applicable to the classroom or even the student’s home or general environment. The goals can also apply to your career advancement as a special education teacher; the more you know, they more you can teach or adjust your methods.

T stands for Time-Bound

Most smart goals have a timeline, or an estimated time of completion. Time limits help ensure that there is a sense of urgency, and that smart goals are accomplished in a timely fashion.

Your time limit may be weekly, based on the school semester, or the whole school year. Some goals may be attainable daily such as a student answering five math questions correctly.

Now that you have a detailed understanding of the type of smart goals that special education teachers should strive for, let’s take a look at 11 smart goal examples!

11 Smart Goals Examples for Special Education Teachers

Setting SMART goals is an effective way for special education teachers to create objectives that will help drive student success . By creating Specific, Measurable, Attainable, Relevant and Time-Specific (SMART) goals, educators can track progress and maintain focus on the tasks at hand.

1. Increase Attendance Rate

By increasing attendance rates among students with disabilities by 10%, educators can ensure that all students are present and able to access the materials being taught.

“I will start reviewing attendance from previous semester or year to see where there are gaps and create plans to fill them. I will increase attendance rate by 10% within the next four months. I may have to confer with the administration to make sure “tardy” students were not marked late.”

S – The specific goal is to increase the attendance rate by 10% after reviewing previous attendance issues.

M – The measure for success is attendance rate. Teachers start by taking attendance daily.

A – An increase of 10% is attainable and realistic.

R – This smart goal is relevant to the special education classroom, as all students should be present and able to access the materials being taught.

T – This smart goal should be accomplished within the next four months. Four months is the average amount of time between each school semester, and should be an achievable timeline.

2. Create an Individualized Education Plan (IEP) for Each Student

As a special education teacher, IEPs are a vital resource for providing each student with the proper individualized instruction they need.

“I will dedicate time to see how each student learns, and create lesson plans tailored to their unique needs. I will create an individualized education plan for each student within one month.”

S – The specific goal is to create an IEP for each student.

M – The measure for success is the completion of individualized education plans.

A – This smart goal should be achievable within one month.

R – Creating an IEP is relevant to special education, as each student has unique needs that must be accounted for.

T – Creating an IEP should be achieved within one month, as this is sufficient time to assess each student and craft lesson plans tailored to their individual needs.

3. Increase Number of At-Risk Students Reading on Grade Level

Learning to read is a fundamental skill, and one that all students should be proficient in by the end of their elementary education.

“I will strive to increase the number of at-risk students that are reading on grade level by the end of the school year.”

S – The specific goal is to increase the number of at-risk students reading on grade level.

M – The measure for success is the number of at-risk students reading on grade level.

A – Increasing the number of at-risk students reading on grade level is attainable and realistic.

R – This smart goal is relevant to the special education classroom, as students with disabilities need extra assistance to read on grade level.

T – This smart goal should be achieved by the end of the school year, as this is a reasonable timeline for students to learn to read and become proficient. In some cases, some students may achieve this goal sooner, but the school year allows for enough time to ensure all students are reading on grade level.

4. Increase Student Vocabulary

By increasing student vocabulary, special education teachers can ensure that their students are better equipped to communicate effectively with others .

“I will work to increase my students’ vocabulary by 50% within three months.”

S – The specific goal is to increase student vocabulary by 50%.

M – The measure for success is the amount of words students can recognize.

A – Increasing student vocabulary by 50% is attainable and realistic.

R – This smart goal is relevant to the special education classroom, as students with disabilities need assistance in order to be able to communicate effectively with others. Even if students are non-verbal. teachers can use assistive technology tools to grasp student comprehension of new words.

T – This smart goal should be accomplished within three months, as this is a reasonable timeline for students to learn the necessary words to communicate effectively. This timeline also allows for review and reinforcement of previously learned vocabulary. 

5. Provide At-Risk Students with Accessible Reading Materials

Special education teachers can help at-risk students increase their reading comprehension by providing them with materials that are accessible.

“I will provide at-risk students with accessible reading materials by way of audio recordings or simplified texts within two months.”

S – The specific goal is to provide at-risk students with accessible reading materials .

M – The measure for success is the number of students who have access to reading materials.

A – Providing at-risk students with accessible reading materials is achievable and realistic.

R – This smart goal is relevant to special education, as students with disabilities may require alternative forms of learning materials in order to increase their reading comprehension.

T – This smart goal should be achieved within two months, as this is a reasonable timeline to find and provide accessible reading materials for these students. Additionally, this timeline allows sufficient time for the teacher to assess each student's individual needs and source materials accordingly. 

6. Get Another Special ED Certification

Ongoing professional development for Special ED specialists is vital. This smart goal is relevant for all special education teachers, as it is important to stay up-to-date on the latest trends and best practices in special education.

“ I will get certified within six months as a one of the following: Special Education Generalist, Special Education Administrator, Certified Disability Management Specialist, and Special Education Teacher Leader. ”

S – The specific goal is to get another certification within 6 months.

M – The measure for success is the successful completion of courses and exams towards the chosen certification.

A – Getting another certification within six months is achievable and realistic, providing the teacher has the necessary resources to complete courses and exams in the allotted time.

R – This smart goal is relevant to special education, as teachers need to stay up-to-date on the latest trends and best practices in special education.

T – This smart goal should be achieved within six months, as this is a reasonable timeline to complete courses and exams for the chosen certification. This timeline also allows enough time for the teacher to study and prepare for exams.

7. Increase Parental Communication

Special education teachers must ensure they are actively communicating with parents and guardians. This smart goal is relevant for all special education teachers, as parents and guardians need to be informed about the progress of their children.

“Within one month, I will create a system wherein I regularly update parents on any changes or advancements of their children in the classroom.”

S – The specific goal is to increase parental communication within one month.

M – The measure for success is the number of parents and guardians that have been updated on the progress of their children.

A – Increasing parental communication within one month is achievable and realistic, provided the teacher has a system in place to facilitate communication.

R – This smart goal is relevant to special education, as keeping parents and guardians informed about the progress of their children is an important responsibility for teachers.

T – This smart goal should be achieved within one month, as this is a reasonable timeline to put in place a system for communication and contact every parent or guardian of students in the class. This timeline also allows enough time for the teacher to arrange meetings or develop a suitable system of communication.

8. Facilitate Collaborative Learning Activities

Collaboration with other students is just as important for special education students as it is for any other student. This smart goal is relevant for all special education teachers, as it is important to nurture group dynamics and collaboration amongst students.

“ I will facilitate regular collaboration activities like group projects, interactive games, and other social activities within two months.”

S – The specific goal is to facilitate regular collaborative learning activities within two months.

M – The measure for success is the number of collaborative learning activities completed by students.

A – Facilitating regular collaborative learning activities within two months is achievable and realistic, provided the teacher has access to suitable resources for such activities.

R – This smart goal is relevant to special education, as collaboration is still vital to students of any and all abilities.

T – This smart goal should be achieved within two months, as this is a reasonable timeline to introduce new and engaging activities for students to work on collaboratively. This timeline also allows enough time for the teacher to plan, organize, and implement collaborative activities in the classroom. The teacher can see what works best, what the students enjoy most, and then adjust activities accordingly.

9. Implement A Positive Reinforcement System

Positive reinforcement is an important tool for special education teachers. This smart goal is relevant for all special education teachers, as positive reinforcement helps to encourage good behavior and reinforces the importance of good behavior.

“I will implement positive reinforcement through verbal praise, reward systems, or incentives within three months. The type of reinforcement I will use can vary depending on the student's comprehension level.”

S – The specific goal is to implement a positive reinforcement system within three months. Adjust reinforcement on age, grade level, comprehension level, and other factors.

M – The measure for success is the number of students who respond positively to the reinforcement system. Teachers can also measure success in terms of the number of rewards or incentives given out daily or weekly.

A – Implementing a positive reinforcement system within three months or sooner is realistic.

R – This smart goal is relevant to special education, as positive reinforcement is an important tool for reinforcing good behavior and encouraging students to work towards their goals.

T – This smart goal should be achieved within three months, as this is a reasonable timeline to implement a system of positive reinforcement. This timeline allows enough time for the teacher to research and develop an appropriate system of positive reinforcement, as well as trial and adjust the system if necessary. 

10. Attend at Least One Special Education Conference

Staying up-to-date on special education practices is crucial for any special education teacher. This smart goal is relevant to all special education teachers, as attending special education conferences can help to keep up with changes in the field and stay informed on new research.

“I will attend at least one special education conference or seminar related to my field within the year.”

S – The specific goal is to attend at least one special education conference within the year.

M – The measure for success is attendance at a special education conference.

A – Attending at least one special education conference within the year is achievable and realistic. The teacher may have to confer with the administration for time off and or funding. There are also virtual ones that provide access to conference lectures and journals.

R – This smart goal is relevant to special education, as attending conferences can help teachers stay up-to-date on special education practices, changes in the field, and new research.

T – This smart goal should be achieved within a year, as there are several conferences in-person and online.

11. Incorporate Relevant Technology into Classroom Activities

Technology can be a great tool for special education teachers, as it provides an engaging and interactive way to teach students. Tools may include smart boards, tablets, timers, video monitoring of progress, and where budget permits – virtual reality .

“I will learn to use and incorporate relevant technology in my class by the end of the semester.”

S – The specific goal is to incorporate relevant technology into classroom activities within the semester.

M – The measure for success is the number of activities that incorporate technology. The amount of activities can vary based on budget and teacher comfort level using such tools.

A – Incorporating relevant technology into classroom activities is achievable and reasonable within the semester. Teachers will need to work with their administration to allocate a budget for technology as well as plan out activities that incorporate the technology. Tools may be as simple as timers for students with attention disorders or advanced options like virtual reality for collaboration.

R – This smart goal is relevant to special education, as technology can be an effective and engaging teaching tool for students with special needs. It also provides a way for teachers to monitor student progress or enhance lessons.

T – This smart goal should be achieved within the semester, as this is a realistic timeline to plan and prepare activities that incorporate technology.

Final Thoughts on SMART Goals Examples for Special Education Teachers

SMART goals are an effective tool for special education teachers as they provide a framework for teachers to set and measure their goals . Teachers stay focused on the most important areas of special education and keep track of their progress. SMART goals also help to ensure that goals are achievable and realistic with a timeline for completion.

Being a teacher is one of the hardest jobs, and special education teachers have even more on their plate than the average teacher. However, with solid and measurable planning , special education teachers can set and reach their SMART goals in a structured and effective way.

For more on the topic of education, check out this article with 87 Education Quotes: Inspire Children, Parents, and Teachers . 

And if you want more SMART goal ideas and examples, be sure to check out these blog posts:

• 15 Teacher Professional Goals Examples
• 10 SMART Goals Examples for an IEP (Individualized Education Program)
• 10 SMART Goals Examples for Education and Educators

Finally, if you want to take your goal-setting efforts to the next level, check out this FREE printable worksheet and a step-by-step process that will help you set effective SMART goals .

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Professional Goals for Special Education Teachers

Every year in our school district (public schools), we're required to submit professional annual goals and our plan to achieve them. These professional development goals may be associated with a content area we were looking to improve in and apply to our current school setting or a long term goal aligned with a degree program. While these goals may vary from one educator to another, there are some common teaching career goals that many special educators strive to achieve.

If you're a new special education teacher looking for a bit of inspiration, here are seven ideas for professional goals.

• Improve IEP implementation. One goal that many special education teachers have is to improve the IEP (individualized education program) process. Short term objectives may include steps you'll take to involve more general education teachers, communicate next steps with families, and providing more support in the general education curriculum.
• Help students make progress. Another common goal is to help students make progress on their IEP goals. This may involve exploring different methods for differentiating instruction, using data-driven decision making (progress monitoring), and providing targeted interventions.
• Meet the challenges of the school year. All teachers face challenges during the school year, but special educators often have additional challenges due to the diverse needs of their students. Some common challenges include behavior problems, lack of resources, and time constraints. Special educators may set goals to address these challenges by seek ing out professional development opportunities or collaborating with other professionals in the field.
• Learn about new technologies and how to integrate them into the classroom to support students' needs. Technology has changed tremendously in the past few years, and it is important for teachers to be on top of new trends wther this is in the area of assistive technology or using technolgy as an engagement tool. If this is an area of interest already, this additional information would be helpful to overlap with your annual goals.
• Develop strategies for collaborating with families, community members, and other professionals. A long-term goal may be focused on positive relationship development with key stakeholders. What systems could you put into place to make sure everyone is informed throughout the school year? This goal could involve researching best practices and then gathering the implementation tools.
• Explore new ideas to promote student independence and self-advocacy. Whether you're teaching at the elementary school, middle school, or high school level, student independence is every special education program's top goal. This free webinar shares ideas for implementing a work system in the resource room to promote independence – Check it out here .
• Training and managing support staff to create a positive learning environment. New teachers (and veteran, too) often find themselves in situations with supporting other staff members with little to no preparation. This would be an ideal professional goal since it's an area that would benefit EVERYONE. Here's a fast way to achieve this goal – transform your classroom in a weekend with this mini-course: Positive Paraprofessional Partnerships .

How to Design a Plan to Achieve Professional Goals in Special Education

Now that you've selected a goal that supports your educational needs, what action steps will you take to achieve them?

Especially in already-packed school hours?

Here are some options I've used when constructing my own professional goals – feel free to borrow or mix and match any of these ideas!

• Attend workshops and professional conferences on special education topics. Ongoing participation was something that was already required as a certified special education teacher, so it was beneficial to overlap with my annual goal implementation plan. Don't forget to check out online options, too. There are many webinars and masterclasses available that will hopefully count towards credit. Click here to check out my free masterclass on IEP Data Tracking .
• Read professional books and articles. Is there a special education book you're already eyeing? If you're having a hard time fitting in more workshops, a book study spread out throughout the school year may be more feasible. Choose a book that closely aligns with your professional interests, i.e.: classroom management, developing effective lesson plans, and understanding severe disabilities. Many of these titles may already have a set of critical thinking questions available as a book companion.
• Observe other special education programs. This is my favorite way to learn! Is there another special education classroom setting in your school or district? If you're an inclusion specialist, you may benefit from observing self-contained classrooms or networking with a resource room teacher. Another idea is to look beyond the classroom and schedule a consultation with occupational therapists or social workers. These professional relationships can help develop the “bigger picture” as we look for the best ways to support our students.
• Continuing formal education. In your first years of your career, you may already be required to earn continuing education credits. It's already such a busy time, so I highly recommend checing our the syllabus and aligning your professional goals with something you'll already be focused on throughout the school year. This should already be thoughtffully planned study, so there's no need to add MORE to your plate.

While there are many goals you could set for your professional development this school year, these seven ideas are a great place to start. And the best part is that they don’t require a lot of time or energy to implement. My biggest piece of advice is to choose a topic you're either already focused on or aligned with your professional interests.

I can't wait to hear which goal you're choosing! Leave a comment below on which goal you’ll be focusing on this school year.

I'm Jennifer!

I’m Jennifer and I was a special educator in the elementary school setting over the past decade. I entered the classroom every day dedicated to making learning inclusive AND engaging.

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Professional Goals for Special Education Teachers

Teachers play an important role in the lives of their students, and they also have an impact on society as a whole. As such, it is essential that teachers be prepared to meet the challenges of their profession head-on. The best practice is to set professional goals for special education teachers for instruction and interventions.

Here are four examples of general goals that special education teachers should strive for when working with special needs students: 

1. To develop positive relationships with students and families. 

2. To foster academic success for every student. 

3. To ensure social and emotional growth for every student. 

4. To advocate for individualized education for all students with disabilities. 

DEVELOP RELATIONSHIPS WITH SPECIAL EDUCATION STUDENTS AND FAMILIES

Building positive relationships with the students and families in your classroom is key to a successful learning environment. It is important to take the time to get to know your students and their families. This includes finding out what their interests are, what they like to do for fun, and what their goals are for the future. When you have a good relationship with your students and their families, they will be more likely to trust you and feel comfortable coming to you for help.

PROFESSIONAL GOALS FOR SPECIAL EDUCATION TEACHERS – FOSTER ACADEMIC SUCCESS FOR EVERY STUDENT

No two students are the same, so it is important to be flexible in your teaching methods. As a special education teacher, it is your job to help every student in your classroom achieve academic success. This may mean adapting your teaching style and using different resources to meet the needs of each student.

Take the time to learn and focus on each student’s strengths.

ENSURE SOCIAL AND EMOTIONAL GROWTH FOR EVERY STUDENT

All students need to feel socially and emotionally supported in order to learn and grow. As a special education teacher, it is your responsibility to help every student in your classroom feel accepted and valued. This may mean providing social and emotional support through classroom activities, or by referring students to counseling services if needed.

Social Emotional Skills Checklist

Advocate for individualized education for all students with disabilities.

It is important for special education teachers to be advocates for their students. This means fighting for the right of every student to receive an individualized education that meets their specific needs. As a teacher, you know your students best and are in the best position to make decisions about what is best for them.

This can be done by writing letters to school administrators or by talking to other teachers about how they can help improve a student’s education. By advocating for individualized education, a teacher can help ensure that all students have the opportunity to succeed.

PROFESSIONAL GOALS FOR SPECIAL EDUCATION TEACHERS – USE RESOURCES TO TRACK A STUDENT’S PROGRESS

A special education teacher’s goal should be to help every student succeed. One way to do this is by tracking a student’s progress. This can be done with resources such as a learning management system (LMS) or an individualized education program (IEP). An LMS can help track a student’s academic performance, while an IEP can track a student’s physical and emotional progress. By tracking a student’s progress, a teacher can adjust their teaching methods to help the student succeed.

Another example of professional goals for special education teachers, is to help teach their students to set their own goals and track their own progress. This is a lifelong skill that is very beneficial for students.

Positive Goal Setting

Use classroom resources to teach students life skills.

A special education teacher’s goal should also be to teach students life skills. This can be done by using resources in the classroom. For example, a teacher can use worksheets to teach students how to budget their money or use flashcards to teach students about different types of jobs . By teaching students life skills, a teacher can help them prepare for adulthood.

WORK WITH OTHER TEACHERS TO HELP STUDENTS SUCCEED

A special education teacher’s goal should also be to work with other teachers to help students succeed. This can be done by collaborating with other teachers in the classroom or by sending reports about a student’s progress to other teachers. By working with other teachers, a teacher can help ensure that all of the students in their class are able to succeed.

TO ADVOCATE FOR INDIVIDUALIZED EDUCATION FOR ALL STUDENTS WITH DISABILITIES

A special education teacher’s goal should always be to advocate for individualized education for all students with disabilities. Teaching your students to advocate for themselves as they get older is critical as well.

Self-Advocacy for Students

Maintain the appropriate paperwork for a learner’s iep.

A special education teacher’s goal should be to maintain the appropriate paperwork for a learner’s IEP. This can be done by keeping track of when the paperwork is due and by making sure all of the information in the paperwork is accurate. By maintaining the appropriate paperwork, a teacher can help ensure that a student’s IEP is always up-to-date.

When setting professional goals for special education teachers, it is important to keep these four general goals in mind. But, don’t feel limited by them! Be creative and come up with goals that are specific to you and your classroom. Here are a few ideas to get you started:

-To develop a classroom policy that respects the diversity of all students.

-To create a positive learning environment where students feel safe to take risks.

-To develop a curriculum that is tailored to the needs of each student.

-To become a certified autism specialist.

-To learn a new technology that can help me better serve my students.

-To attend a conference on special education law.

-To read 10 new books on inclusionary practices.

Professional goals for a special education teacher can vary, but should always include helping students succeed and advocating for individualized education for all students with disabilities. By using resources in the classroom and collaborating with other teachers, a special education teacher can help every student in their class reach their potential.

Get inspired – watch this great interview with an experienced special education teacher.

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IEP Goal Bank: 100 SMART IEP Goals for Content Areas for Special Education Teams

An Individualized Education Program (IEP ) is a legally binding document that details a student's unique learning needs as well as the educational services and accommodations that will be provided to meet those needs. A well-written IEP will provide a solid framework for the student's learning plan and serves as a guiding communication tool among the school, the student, the student's family, and the outside service providers.

Critical to a well-implemented IEP , are strong, well-written IEP goals which help to create a precise roadmap for a student's education, by helping teachers and parents focus their efforts, and ensure that the student receives the appropriate support and tools necessary to achieve their full potential.

What are SMART IEP Goals?

For IEP goals to be effective, they should follow the SMART model . They should be:

To summarize, IEP goals should explicitly state what the student will achieve, how progress will be measured, and when the goal will be achieved.

Writing effective SMART IEP goals takes practice and time. To help get you and your IEP/Special Education team started, we've put together an IEP bank, featuring 100 SMART IEP goals for each content area. Feel free to bookmark this tab for future use. As always, make sure to modify the IEP SMART goals to fit the student's and schools specific needs and timelines.

Early Literacy IEP SMART Goals

• By the end of the school year, the student will be able to identify and name all uppercase and lowercase letters of the alphabet with 90% accuracy.
• By the end of the semester, the student will be able to segment and blend CVC words with 80% accuracy.
• By the end of the school year, the student will be able to read and comprehend simple sentences with 90% accuracy.
• By the end of the trimester, the student will be able to identify and produce rhyming words with 80% accuracy.
• By the end of the school year, the student will be able to read and comprehend simple stories with 90% accuracy.
• After 12 weeks, the student will be able to identify and produce beginning, middle, and ending sounds in simple words with 80% accuracy.
• By the end of the school year, the student will be able to use phonics rules to decode unfamiliar words with 90% accuracy.
• By the end of the school year,  the student will be able to recognize and use high-frequency words in context with 80% accuracy.
• By the end of the school year, the student will be able to identify and use punctuation marks appropriately in their writing with 90% accuracy.
• After 9 weeks, the student will be able to write their name and other simple words with proper letter formation and spacing with 80% accuracy.

Language Arts SMART IEP Goals

• By the end of the school year, the student will be able to read and comprehend grade-level text with 80% accuracy.
• By the end of the school year, the student will be able to write a five-paragraph essay with a clear introduction, body, and conclusion, with 80% accuracy.
• By the end of the school year, the student will be able to identify and use 50 new vocabulary words in context with 80% accuracy.
• After 12 weeks, the student will demonstrate fluency by reading 120 words per minute with 80% accuracy, as measured by teacher-administered fluency assessments.
• By the end of the semester, the student will be able to use assistive technology to communicate their thoughts and ideas with their peers and teachers with 80% accuracy.
• By the end of the school year, the student will be able to identify and analyze the elements of different types of literature, including plot, character, setting, and theme, with 90% accuracy.
• By the end of the semester, the student will be able to identify and use literary devices, including metaphor, simile, and symbolism, with 80% accuracy.
• After 9 weeks, when given an X-level text, the student will read with 90% accuracy, as measured by teacher observations and running record.
• By the end of the semester, the student will be able to identify and use different types of sentence structures, including simple, compound, and complex, with 80% accuracy.
• By the end of the school year, the student will be able to apply grammar and punctuation rules appropriately in their writing, with 80% accuracy.

Early Mathematics SMART IEP Goals

• By the end of the school year, the student will be able to count to 20 and recognize numbers up to 10 with 90% accuracy.
• After 12 weeks, the student will be able to add and subtract numbers up to 5 with 80% accuracy.
• By the end of the semester, the student will be able to identify and sort basic shapes, including circles, squares, and triangles, with 90% accuracy.
• By the end of the trimester, the student will be able to identify and compare sizes, including big and small, tall and short, with 80% accuracy.
• By the end of the school year, the student will be able to recognize and create patterns with shapes and colors with 90% accuracy.
• After 9 weeks, the student will be able to count and group objects up to 10 with 80% accuracy.
• By the end of the school year, the student will be able to identify and use coins and bills up to $1 with 90% accuracy.
• By the end of the semester, the student will be able to identify and extend simple number patterns with 80% accuracy.
• By the end of the school year, the student will be able to tell time to the hour and half-hour with 90% accuracy.
• By the end of the school year, the student will be able to use basic measurement tools, including rulers and scales, to compare sizes and weights with 80% accuracy.

Intermediate Math SMART IEP Goals

• By the end of the school year, the student will be able to add and subtract multi-digit numbers with regrouping up to 1000 with 90% accuracy.
• By the end of the semester, the student will be able to multiply and divide single-digit numbers with 80% accuracy.
• By the end of the school year, the student will be able to identify and use common fractions and decimals up to the hundredths place with 90% accuracy.
• By the end of the school year, the student will be able to solve word problems involving multiplication and division with 80% accuracy.
• By the end of the trimester, the student will be able to identify and use different types of angles, including acute, obtuse, and right angles, with 90% accuracy.
• After 9 weeks, the student will be able to identify and classify different types of polygons, including triangles, quadrilaterals, and pentagons, with 80% accuracy.
• By the end of the trimester, the student will be able to use a protractor to measure angles with 90% accuracy.
• After 9 weeks, the student will be able to solve problems involving perimeter and area of rectangles and squares with 80% accuracy.
• By the end of the school year, the student will be able to identify and use the coordinate plane to locate points with 90% accuracy.
• By the end of the semester, the student will be able to solve problems involving elapsed time and time zones with 80% accuracy.

Science SMART IEP Goals

• By the end of the semester, the student will be able to identify and describe the different states of matter (solid, liquid, gas) with 80% accuracy.
• After 9 weeks, the student will be able to identify and explain the water cycle and its different stages with 90% accuracy.
• By the end of the trimester, the student will be able to identify and describe the different types of rocks and how they form with 80% accuracy.
• By the end of the semester, the student will be able to identify and explain the basic structures and functions of plants and animals with 90% accuracy.
• By the end of the school year, the student will be able to conduct simple experiments and record their observations and data with 80% accuracy.
• By the end of the trimester, the student will be able to identify and describe the different types of energy, including potential, kinetic, and thermal energy, with 90% accuracy.
• By the end of the semester, the student will be able to identify and describe the different types of forces, including gravity, friction, and magnetism, with 80% accuracy.
• By the end of the trimester, the student will be able to identify and explain the basic features of the solar system, including planets, moons, and stars, with 90% accuracy.
• By the end of the school year, the student will be able to use scientific tools, including magnifying lenses and microscopes, to observe and record data with 80% accuracy.
• By the end of the school year, the student will be able to design and carry out simple investigations, including forming hypotheses and collecting data, with 90% accuracy.

Social Studies SMART IEP Goals

• By the end of the school year, the student will be able to identify and explain the fundamental principles of the US Constitution with 90% accuracy.
• By the end of the semester, the student will be able to identify and describe the different levels of government in the US and their respective powers with 80% accuracy.
• By the end of the school year, the student will be able to identify and explain the major events and causes of the American Revolution with 90% accuracy.
• By the end of the semester, the student will be able to identify and describe the different cultural and religious traditions in the US with 80% accuracy.
• By the end of the school year, the student will describe the roles and responsibilities of community helpers such as police officers, firefighters, and nurses, and explain how they contribute to the community's well-being, with 80% accuracy as measured by teacher observations and assessments.
• By the end of the semester, the student will be able to identify and explain the significance of discussed, key historical figures, such as Martin Luther King Jr. and Abraham Lincoln, with 80% accuracy.
• By the end of the school year, the student will be able to identify and explain the different types of economic systems, including capitalism and socialism, with 90% accuracy.
• By the end of the school year, the student will demonstrate an understanding of the basic concepts of maps and globes, including identifying continents and oceans, reading simple maps, and understanding basic map symbols, with 80% accuracy as measured by teacher observations and assessments.
• By the end of the trimester, the student will identify and describe at least three cultural celebrations or traditions in their own community and explain their significance, as measured by teacher observations and class assignments.
• By the end of the semester, the student will be able to use primary and secondary sources to conduct research and present findings about a social studies topic of their choice with 80% accuracy.

Foreign Language SMART IEP Goals

• By the end of the semester, the student will be able to recognize and correctly pronounce the sounds of the target language's alphabet with 80% accuracy.
• By the end of the school year, the student will be able to hold a basic conversation in the target language, including introducing themselves and asking and answering simple questions, with 90% accuracy.
• By the end of the school year, the student will be able to recognize and use basic vocabulary related to daily life, including numbers, colors, and common objects, with 80% accuracy.
• By the end of the school year, the student will be able to read and understand simple texts in the target language, including short stories and articles, with 90% accuracy.
• By the end of the semester, the student will be able to write simple sentences and paragraphs in the target language, including describing themselves and their surroundings, with 80% accuracy.
• By the end of the trimester, the student will be able to recognize and use more advanced vocabulary related to specific topics, including travel, food, and hobbies, with 90% accuracy.
• By the end of the school year, the student will be able to recognize and use basic grammar structures in the target language, including verb conjugation and sentence structure, with 80% accuracy.
• By the end of the school year, the student will be able to listen to and understand longer conversations and presentations in the target language, including news broadcasts and speeches, with 90% accuracy.
• By the end of the trimester, the student will be able to understand and follow simple directions in the target language, such as "stand up," "sit down," "open your book," etc., as measured by teacher observations and assessments.
• By the end of the school year,  the student will be able to engage in a simple conversation in the target language with the teacher or a peer, using at least 10 common phrases or questions, as measured by teacher observations and assessments.

Music IEP SMART Goals

• By the end of the semester, the student will be able to identify and describe different types of musical instruments and their sounds with 80% accuracy.
• By the end of the school year, the student will be able to play basic melodies on a chosen instrument with 90% accuracy.
• By the end of the trimester, the student will be able to read and understand basic music notation with 80% accuracy.
• By the end of the school year, the student will be able to perform in a group ensemble with their peers with 90% accuracy.
• By the end of the semester, the student will be able to recognize and describe different genres of music with 80% accuracy.
• By the end of the trimester, the student will be able to recognize and identify at least five basic musical symbols, such as notes, rests, and clefs, as measured by teacher observations and assessments.
• By the end of the semester, the student will be able to identify and describe different elements of music, such as rhythm and harmony, with 80% accuracy.
• By the end of the school year, the student will be able to sing or play a piece of music in a foreign language with 90% accuracy.
• By the end of the school year, the student will be able to sing or play simple songs with correct pitch and rhythm, as measured by teacher observations and assessments.
• By the end of the trimester, the student will be able to keep a steady beat using percussion instruments, such as drums and rhythm sticks, in time with recorded or live music, as measured by teacher observations and assessments.

Fine Arts SMART IEP Goals

• By the end of the semester, the student will be able to identify and describe different artistic styles and movements, such as impressionism and surrealism, with 80% accuracy.
• By the end of the school year, the student will be able to create original artwork using a variety of techniques, including drawing, painting, and sculpture, with 90% accuracy.
• By the end of the semester, the student will be able to identify and describe different elements of art, such as color and form, with 80% accuracy.
• By the end of the school year, the student will be able to create a drawing or painting that shows depth, using techniques such as overlapping, shading, or size variation, as measured by teacher observations and assessments.
• By the end of the semester, the student will be able to recognize and describe the cultural and historical context of different works of art, with 80% accuracy.
• After 9 weeks, the student will be able to identify and describe at least three elements of art, such as line, shape, color, or texture, as measured by teacher observations and assessments.
• By the end of the semester, the student will be able to create collaborative art projects with their peers, with 80% accuracy.
• By the end of the school year, the student will be able to analyze and interpret different types of art, including music and dance, with 90% accuracy.
• By the end of the semester, the student will be able to create digital art using different software and hardware tools, with 80% accuracy.
• By the end of the school year, the student will be able to create an original artwork that demonstrates an understanding of a specific art movement or artist, such as Impressionism or Pablo Picasso, as measured by teacher observations and assessments.

Physical Education SMART IEP Goals

• By the end of the school year, the student will be able to demonstrate basic physical fitness, including flexibility, strength, and endurance, as determined by grade level expectations.
• Given a two-step visual direction which requires a physical response (ex. clap hands then jump up), STUDENT will look at each picture to complete the response sequence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
• By the end of the semester, the student will be able to demonstrate proper form and technique for a chosen exercise or movement with 80% accuracy.
• By the end of the school year, the student will be able to work collaboratively with their peers in group activities with 90% accuracy.
• By the end of the semester, the student will be able to identify and describe the benefits of regular physical activity and exercise with 80% accuracy.
• By the end of the school year, the student will be able to create and implement a personal fitness plan with measurable goals and objectives with 90% accuracy.
• By the end of the semester, the student will be able to recognize and describe different sports and activities, including their rules and strategies, with 80% accuracy.
• By the end of the trimester, given picture cards of parts of the body labeled by what each body part is called, the student will ________ (read/repeat/identify/match) each picture card, with 80% accuracy, in 4 out of 5 opportunities.
• By the end of the semester, the student will be able to demonstrate proper safety procedures and precautions when engaging in physical activity with 80% accuracy.
• By the end of the school year, the student will be able to demonstrate basic gross motor skills, such as running and jumping, with 80% accuracy.

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Special Education Goals and Objectives

As we navigate the complex world of education, we must understand that every student has different needs and abilities. Special education aims to support students with diverse learning styles, disabilities, and special needs. But how can we ensure that these students receive the best possible education? By setting specific goals and objectives. To better understand the mission of special educators, you can read about the goal of a special education teacher here.

In this blog post, we’ll dive into the world of special education goals and objectives, exploring how they help students reach their full potential. We’ll discuss the importance of setting realistic and measurable goals, such as those provided in these IEP goals examples , and we’ll explore different types of objectives that can be tailored to each student’s unique needs.

Whether you’re a teacher, a parent, or a student, this post is for you. We’ll provide practical tips and actionable advice to help you create an effective plan for supporting special education students. So, grab a cup of coffee, sit back, and explore the world of special education goals and objectives together.

Special Education Goals and Objectives | Measurable Goals and Objectives

Measurable goals and objectives are a critical component of special education. These goals and objectives are designed to be specific, concrete, and measurable to track and document progress. By setting measurable goals and objectives, educators can better monitor students’ progress and determine whether interventions and strategies are effective.

When developing measurable goals and objectives for special education students, it’s important to consider their needs, strengths, and challenges. The goals and objectives should be tailored to each student’s unique abilities and consider any accommodations or modifications needed to support their learning. The Understood’s guide to accommodations provides a comprehensive look at potential supports.

One way to develop measurable goals and objectives is to use the SMART criteria, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This framework ensures that goals and objectives are clear, concrete, and achievable within a specific timeframe. For example, a SMART goal for a special education student might be, “Johnny will increase his reading comprehension by 20% within six months by using graphic organizers and receiving additional support from a reading specialist.

It’s important to note that measurable goals and objectives should not be focused solely on academic achievement. Goals and objectives related to social-emotional development, communication, and life skills are also crucial for the overall success of special education students. You can refer to the Collaborative for Academic, Social, and Emotional Learning ‘s work for more on this.

In conclusion, measurable goals and objectives are crucial in special education. They provide a framework for monitoring progress, evaluating interventions, and ensuring each student’s needs are met. By using the SMART criteria and tailoring goals and objectives to each student’s unique needs, educators can help students reach their full potential and succeed both in and out of the classroom.

Specific Goals and Objectives | List of Measurable IEP Goals and Objectives

• Goal: The student will improve their reading comprehension by using strategies such as making predictions, visualizing, and summarizing to comprehend grade-level text with 80% accuracy.
• The student will increase their reading fluency by reading at 100 words per minute with 95% accuracy.
• The student will identify the main idea and supporting details in a passage with 75% accuracy.
• The student will summarize a passage by including the main idea and at least two supporting details with 80% accuracy.
• Goal: The student will improve their written expression using graphic organizers and editing strategies to write a multi-paragraph essay with appropriate sentence structure and organization.
• The student will write a topic sentence and three supporting details with 70% accuracy.
• The student will edit their work for spelling and punctuation errors with 90% accuracy.
• The student will write a multi-paragraph essay with a clear introduction, body, and conclusion using a graphic organizer with 80% accuracy.
• Goal: The student will improve their math skills using manipulatives, visual aids, and problem-solving strategies to solve grade-level multi-step math problems.
• The student will correctly add and subtract two-digit numbers with regrouping with 80% accuracy.
• The student will identify the value of digits in a given number up to the thousands place with 90% accuracy.
• The student will solve multi-step math problems that involve addition, subtraction, multiplication, and division with 75% accuracy.
• Goal: The student will improve social skills by practicing communication and problem-solving strategies to interact appropriately with peers and adults.
• The student will initiate conversations with peers by asking and responding to questions in a group setting with 80% accuracy.
• The student will use “I” statements to express their feelings and needs in a conflict resolution scenario with 90% accuracy.
• The student will demonstrate appropriate social skills during a class presentation by making eye contact, using an appropriate tone of voice, and responding to questions with 80% accuracy.

These measurable IEP goals examples demonstrate how goals can be broken down into smaller, specific objectives that can be tracked and measured to ensure the student is making progress. By setting and tracking measurable goals and targets, the IEP team can ensure that the student’s needs are being met and that they are making meaningful progress toward their educational goals.

What is the Difference Between Goals and Objectives in an IEP?

Individualized Education Programs (IEPs) are legal documents that outline the educational goals, services, and accommodations a student with a disability requires to access their education. The IEP team, which includes educators, parents, and the student (if appropriate), works together to develop the plan.

In the context of an IEP, goals, and objectives are related but have distinct differences. Goals refer to the broad areas of academic and functional achievement in which the student should progress over the course of the IEP. Goals are usually long-term and may not be achieved within a single year. They describe what the student should be able to do or achieve in a particular subject or skill area by the time the IEP expires .

On the other hand, objectives are the measurable steps or smaller benchmarks the student must meet to reach the IEP goals. They are shorter-term and more specific than goals, describing what the student should be able to do within a certain timeframe, typically a school year. Objectives are designed to break down the larger goals into smaller, more manageable tasks that can be measured and tracked.

For example, a goal in an IEP for a student with a reading disability might be to “improve reading fluency and comprehension.” Objectives that align with this goal could include “increase the student’s reading speed by 20 words per minute in one month” or “demonstrate understanding of main ideas and details in a given reading passage.”

In summary, goals and objectives in an IEP work together to create a plan for a student with a disability to make progress in academic and functional areas. Goals are broader and long-term , while objectives are more specific and shorter-term, breaking the larger goals into manageable steps. By setting and tracking goals and objectives, the IEP team can ensure that students are making meaningful progress toward their educational goals.

Individualized Education Plan (IEP) Goal Bank

An IEP goal bank is a collection of pre-written, measurable goals and targets that can be used as a starting point for developing individualized education plans (IEPs) for students with disabilities. These goals are often organized by subject area or disability type, and they can be customized to meet the specific needs of individual students.

Goal banks can be a valuable resource for special education teachers and other IEP team members who may be responsible for developing and implementing goals and objectives for students with a wide range of abilities and needs. They can save time and provide guidance when it comes to writing goals that are specific, measurable, achievable, relevant, and time-bound (SMART).

Some examples of goal banks may include:

• Reading and Writing Goals for Students with Dyslexia
• Math Goals for Students with Learning Disabilities
• Social Skills Goals for Students with Autism Spectrum Disorder
• Behavioral Goals for Students with Emotional and Behavioral Disorders

While goal banks can be a helpful starting point for developing goals and objectives, it’s important to remember that each student is unique, and their goals should be individualized to meet their specific needs and abilities. The IEP team should use the goal bank as a resource and customize the goals to align with the student’s strengths, weaknesses, and educational needs.

Smart IEP Goals and Objectives

SMART IEP goals and objectives meet the criteria of the SMART framework, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound. The SMART criteria ensure that goals and objectives are clear, concrete, and achievable within a specific timeframe. In the context of IEPs, SMART goals and objectives are essential for ensuring that the student’s needs are met, and that progress is accurately tracked and documented.

Here are SMART IEP goals and objectives examples for a student with a reading disability:

Goal: By the end of the IEP period, the student will be able to read grade-level text with 80% accuracy and demonstrate comprehension of the main ideas and supporting details in written responses.

Objectives:

• Within the first quarter of the school year, the student will read 100 words per minute with 90% accuracy when reading independently.
• By the end of the second quarter of the school year, the student will be able to read aloud a grade-level passage with appropriate pacing and intonation.
• Within the third quarter of the school year, the student will be able to identify the main idea and supporting details in a grade-level reading passage with 70% accuracy.
• By the end of the school year, the student can write a paragraph summary of a grade-level reading passage that includes the main idea and at least two supporting details with 80% accuracy.

These objectives meet the SMART criteria: specific, measurable, achievable, relevant, and time-bound. They break down the larger goal into smaller, achievable steps and provide a clear roadmap for the student’s progress toward the overall goal. By tracking progress on each objective, the IEP team can ensure that the student is making meaningful progress toward their reading goals.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Special Education Teacher Professional Goals

Getting started as a special education teacher.

• What is a Special Education Teacher
• How to Become a Special Education Teacher
• Certifications
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• LinkedIn Guide
• Interview Questions
• Similar Job Titles
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• Professional Goals
• Special Education Teacher Resume Examples
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Why Every Special Education Teacher Should Have Goals

Different types of career goals for special education teachers, educational and certification goals, student-centered achievement goals, professional leadership and advocacy goals, collaborative and interdisciplinary goals, personal development and well-being goals, what makes a good career goal for a special education teacher , career goal criteria for special education teachers, student-centered impact.

• Develop Individualized Learning Plans
• Measure Progress with Tailored Tools
• Enhance Inclusive Classroom Strategies

Measurable Progress in Inclusive Practices

• Set IEP Improvement Targets
• Expand Use of Adaptive Tech
• Track Inclusion Milestones

Continuous Professional Development

• Pursue Special Ed Certifications
• Engage in Inclusive Ed Workshops
• Earn Advanced Degrees in Ed

Advocacy and Leadership

• Initiate Inclusive Policy Reforms
• Develop Peer Training Programs
• Contribute to SpecEd Research

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12 Professional Goal Examples for Special Education Teachers

Develop individualized education program (iep) expertise, enhance behavioral management techniques, cultivate inclusive classroom practices, pursue professional development in assistive technology, build collaborative networks with other professionals, advance your understanding of special education law, obtain additional certifications or endorsements, implement data-driven instructional strategies, foster parental involvement and communication, lead professional learning communities, advocate for policy changes and resources, master differentiated instruction techniques, career goals for special education teachers at difference levels, setting career goals as an entry-level special education teacher, setting career goals as a mid-level special education teacher, setting career goals as a senior-level special education teacher, leverage feedback to refine your professional goals, utilizing constructive criticism to enhance educational strategies, incorporating parent and student feedback to drive instructional excellence, leveraging performance reviews to shape professional development, goal faqs for special education teachers, how frequently should special education teachers revisit and adjust their professional goals, can professional goals for special education teachers include soft skill development, how do special education teachers balance long-term career goals with immediate project deadlines, how can special education teachers ensure their goals align with their company's vision and objectives.

What is a Special Education Teacher?

More Professional Goals for Related Roles

Shaping young minds, fostering growth and curiosity in early learning stages

Shaping young minds, fostering creativity and curiosity in the foundation years

Shaping young minds, fostering creativity and curiosity in early education stages

Supporting educational growth, fostering student engagement in a dynamic learning environment

Empowering students' academic growth through personalized learning and mentorship

Shaping young minds, stepping in to ensure seamless learning during teacher absences

10 Main Examples Of Special Education Teacher Goals

Last Updated on October 4, 2023 by Editorial Team

REVIEWED BY  NUMBERDYSLEXIA’S EXPERT PANEL  ON AUGUST 31, 2022

Teachers play a crucial role in the lives of all students. Children spend half of their day for years in school and are highly influenced by their educators. In the case of special education , in order to meet the individualistic needs of the students, it is essential for teachers to consciously set goals that help them with fulfilling their responsibilities with utmost care.

Not just for individual sessions, but also in inclusive classrooms where special students are placed with their other peers, it becomes quite crucial to follow and maintain the development path as required. 

Being accountable for the learning progress of special students, special education teachers must set goals as these goals will give both the teacher and student a sense of direction as well as a track to follow in their journey of learning. 

Below in this post, there are some examples of the goals to help special educators in designing their own considering the different requirements and needs of the child.

Special education teacher goals

Special education teacher goals are basically targets set for the teacher and child to reach a certain point, resolve a certain issue, or cater to a certain challenge being faced by the child. These are also centered around the child’s learning and growth based on academic, behavioral, technical, social, and functional aspects and so on. Some examples of goals for special education teachers are given below. 

1. Meeting Individual Needs and challenges

The teacher aims to meet the individual and specific needs of a child facing difficulties in learning. For instance, for a child with deficits in speech, the goal is to deliver speech and language therapy sessions once a week to reach a point where the child shows improvement in the same.

2. Enhance functional skills

Often children with special needs struggle with most basic functional skills. The goal here focuses on working to make the child independent to perform their daily chores. These could include letting the child walk up to their classroom themselves and identifying it, or buttoning their own shirt.

3. Facilitating and providing Accommodations

Special education teachers aim to ensure that students with special needs are provided enough and appropriate accommodations in classrooms such as modified work and assignments, allowance of needed devices, extra time on tests, and so on.

4. Foster Relationships

Building a warm and wholesome relationship with the child is necessary as it helps students find confidence, support, and comfort. It also motivates students to try their best to work on themselves and seek help with minimum hesitation. Special education teachers also build good working relationships with parents as they contribute as well. For instance, goals to engage in fun activities once a month outside the work environment with the child can be included.

5. Track Progress

The progress of students with special needs should be tracked on a regular basis. Students and their skills developed during providing special services should be assessed and feedback about the student’s performance shall be laid out. This is important for knowing whether or not the interventions work and what should be modified in the same. Checks every third week, roadmaps, and review cycles can be examples of these. 

6. Improve classroom adjustment

For children with special needs placed in a general or inclusive classroom, it can be challenging to adjust to the environment and cope with other students. For this, special educators must develop adjustment and coping mechanisms for the students to adapt to their classroom environment.

7. Enhance social skills

Due to challenges faced by students in learning, their confidence may take a toll and restrict them from reaching out or making friends in their classrooms. Inability to learn and certain things may also bring down their mood significantly leading to avoidance of any social relationships.

8. Focus on emotion regulation

Emotion regulation is as important as making interventions in academics and other challenges faced because they are affected significantly by other factors. Special Educators should include emotion regulation works such as self-esteem building, coping mechanisms, life skills, decision-making, and so on.

9. Collaborate with General Educator

It is important for the special educator and general educator to collaborate and work closely for the beneficial development of the student, contributing to their growth. Here, the goal is to meet, plan, and come up with strategies together every now and then. A cycle can be maintained for the same. 

10. Maintain Paperwork

Maintaining legal work and formalities is another goal of special educators to ensure that their education is hassle-free and even the transition is smooth. 

The Purpose

To reach any desirable target, goal setting is the first step. Setting goals by special education teachers is a vital step for providing students with the special services and resources they need to prosper and grow with their difficulties. Goals are helpful in many ways, for one, they provide direction. Setting goals specific to the difficulties faced by the student paves the way for catering to those particular challenges and eventually helping them improve. If there is no set idea of where to reach, and how to reach, then it would lead to challenges in fulfilling and meeting the requirements of parents, students, and other school authorities.

These goals are also important as they help the teacher track the progress and improvement of students. By setting a goal and reviewing the journey taken to accomplish it, teachers can understand the shortcomings or challenges faced and work on the same in a better manner. Monitoring the progress of students becomes easier if a particular goal is set. 

It has also been found that participation in goal setting improves self-efficacy and also promotes motivation. When there is a goal, teachers and students are both motivated to achieve it and are inspired by what they see and imagine as having accomplished it. 

Teacher goals vs. special education teacher goals: What’s the difference?

General education teachers and special education teachers often collaborate and work on parallel aspects and share similar duties. Children with identified special needs spend a significant amount of their time in a general classroom and so, the teamwork of both educators is what makes their learning process fruitful. One goal that stands to be the same for the general teacher and special education teacher is the growth, wellness, and success of each child. However, specific goals can be different for them. 

A general education teacher’s goal can center around the completion of a lesson plan around a particular time in the month, enhancing class engagement and participation, setting assignments and tests, delivering comprehensive material, and maximizing knowledge and skill for the students in class. 

On the other hand, the goals of special education teachers center around catering to the individual’s special needs of the child facing learning difficulties. These may look like working on functional, behavioral, and social skills, emotional regulation, specific speech therapy, accommodations, class adjustment, and so on. These goals only focus on the holistic development of the child, interventions to target the specific challenges being faced and not merely its academic success. 

Special education teachers and general education teachers, both play an important role in special and inclusive education. They influence not only academics and education but also their crucial and initial years of development. It is important for special education teachers to formulate their goals appropriately and specific to the individual needs of the students. These goals help teachers and students to follow a directed path of learning and growth for developing skills, knowledge, and interventions for the challenges faced by the students.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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Writing an IEP – A Complete Guide for Teachers

Writing an Individualized Education Plan (IEP) can be intimidating. After all, it’s a legally-binding contract that affects the wellbeing of someone else’s child! However, if you have an understanding of each of the elements of the IEP, how they’re all connected, and you follow the tips below, you will be able to write an impressive IEP that will definitely catch the attention of your administrator.

What is an IEP?

An IEP is an Individualized Education Plan for a student with a disability who is eligible for special education services. IDEA defines an IEP as “a written statement for each child with a disability that is developed, reviewed, and revised in a meeting…” this includes:

• A statement of the child’s present levels of academic achievement and functional performance
• A statement of measurable and annual goals, including academic and functional goals
• A statement of the special education, related services, and supplementary aids and services

The special education teacher (also known as an education specialist), writes an IEP for each student who is eligible for special education services. Typically, this person also facilitates the meeting where the IEP document is reviewed and agreed upon by all stakeholders (special education teacher, parents/guardians, general education teacher, related service providers, the student, and an administrator).

Preparing for an IEP

Check out this free resource on our Teachers pay Teachers store to help you get started: IEP Checklists! IEP Meeting/Process Preparation Templates: All types of IEP Meetings

Writing an IEP – Step 1: Assessments

In order to have the information you need to write an IEP, you need to have access to previous assessments in addition to having conducted new assessments. Click here (coming soon) to read an article about the different types of assessments and when/how to use them. The results of the assessments will give you the information needed to describe the student’s present levels of performance (AKA present levels of academic achievement and functional performance). If you want to write a good IEP, do NOT begin writing until you have conducted the appropriate assessments!

Examples of Assessments:

• Preference Assessments/Interest Inventories
• Interviews of the family, general educators, related service providers, and/or student
• Ecological Inventory
• Discrepancy Analysis
• Direct Observations
• Adaptive Behavior Scale
• Skills Inventories
• Academic Assessments
• Self-Determination Scales
• Related-Service Providers Assessments
• Transition Surveys

Writing an IEP – Step 2: Annual Goal Summaries

Before you write new IEP goals, you need to evaluate whether or not the student met their previous IEP goals. Each IEP goal should explicitly explain how to collect data (that is, if it’s written correctly in an objectively measurable way). This is usually identified at the end of the goal: “…as measured by ________”.

IEP Goal Example:

By 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John will demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 100% accuracy over 4 out of 5 opportunities, as measured by student work samples .

In this goal, it’s clear that the target skill is to correctly type/write his information into a given document. The teacher would measure this goal and evaluate whether or not it was met by looking at 5 different student work samples. If the student completed at least 4 of the 5 given documents with 100% accuracy, then the goal would be met.

For the goal summaries on the IEP, you will indicate whether or not the goal was met, and you can write an additional comment. Typically, a comment is not needed if the goal was met, however it’s always a good idea to include a comment if the goal was not met. For example, if our student did not meet the goal written above, my comment on the goal summary would look something like this:

“ As of 10/2/2022, when given a variety of simple job/volunteer applications or other employment-related forms, John can demonstrate knowledge of his personal and professional information (such as name, address, age, work experience, references, etc.) by correctly typing or writing his information into the given document with the support of models and self-accessed written reminders to stay on task, at 80% accuracy over 3 out of 5 opportunities , as measured by student work samples.

You will present the goal summaries at the IEP meeting. It’s also a best practice to provide the family with this information prior to the meeting for their review. This is a great opportunity to clear up any confusion and possibly avoid awkward moments at the IEP meeting! This also goes for the entire new IEP as well! Provide the draft to the family in advance to make this meeting as smooth as possible.

Writing all Components of an IEP

It’s important to note that the order/structure of each of the forms in the IEP varies state by state and even district by district. Typically, the forms you will be using and writing for the IEP are:

• Information/Eligibility
• Individual Transition Plan (ITP)
• Present Levels of Performance (PLOPs)
• Special Factors
• Statewide Assessments
• Services – Offer of FAPE (Free and Appropriate Public Education)
• Educational Setting – Offer of FAPE
• Behavior Intervention Plan (BIP) or Health Care Plan (if needed)

If you have an IEP open right now, and you aren’t seeing one of the forms or you’re seeing a form I didn’t mention, don’t worry! All of the information is the same, it’s probably just organized or labeled differently. We will dive into each element below.

Information/Eligibility:

This form is one of the easiest ones of the IEP! Usually, you won’t need to update this information unless there is an address change or an update to the student’s disability classification. One thing you will have to update is the IEP date. Put the day that the IEP meeting is planned to be held as the IEP date. The next annual (Plan Review) and triennial (Eligibility Evaluation) meeting due dates should be calculated from your IEP meeting date. Typically, your next IEP meeting will be one day before the exact one year mark of this year’s meeting. For example, if I was holding an IEP meeting this year on November 2nd, then the IEP would be due on November 1st of next year. Click here (coming soon) to learn more about an annual vs. a triennial IEP.

If this IEP meeting is the student’s initial meeting, then there is some additional information you will need to fill out.

Individual Transition Plan:

IDEA outlines that by law, students are required to have an ITP by the age of 16. It’s definitely a best practice to begin developing the ITP as soon as possible though, a great time being when the student enters high school.

In the ITP, you will describe the results of the assessments used in order to write the Post-Secondary goals. I like to send home a parent survey that touches on the central domains of transition: Continuing Education/Training, Employment, Independent Living, and Recreation/Leisure. ( Adulting Made Easy has a great survey on their TeachersPayTeachers ). From the results of the assessments (usually student questionnaires, interest inventories, and parent surveys/interviews), you can develop the ITP goals. These goals are different from annual IEP goals (to learn more about that, click here (coming soon)). You should have an ITP goal for the central domains of Transition listed above, except for recreation/leisure. These goals are structured “Upon completion of school I will…”, and then you type in the rest.

In addition to writing a Post-Secondary goal, you must include what transition service is applicable, activities to support the goal, community experiences to support it, and which annual IEP goals the ITP goal is linked to. For more in depth information on the ITP, click here (coming soon) .

Some districts will have you include other information in the ITP, such as district graduation requirements (course of study, record of completed/pending units, anticipated graduation date, etc.) and status of conservatorship.

Present Levels of Performance:

This is the place on the IEP where you will need to do the most writing! A lot of teachers get in the bad habit of not updating the present levels or not utilizing data from assessments to develop the present levels. This section of the IEP is SO important, because it will tell you what to write IEP goals for. Any areas of need (weaknesses) that are identified in the present levels, must have an IEP goal addressing that need. For example, if you wrote “John knows his personal information, however he still demonstrates a need in learning how to type or write the information into professional documents or provide the information when requested”, then you would need to write an IEP goal targeting writing/typing his information into given professional documents upon request.

Sections of the Present Levels of Performance:

• Strengths/Preferences/Interests
• Parent Input/Concerns
• Preacademic/Academic/Functional Skills
• Communication Development
• Gross/Fine Motor Development
• Social Emotional/Behavioral
• Adaptive/Daily Living Skills

Remember that it is crucial to use positive language when describing the student, their skills, and their areas of need. It’s a best practice to begin each section of the present levels with positives and the student’s strengths before describing their deficits. Write 1-3 paragraphs per section of the present levels, and include assessment data. For example: “His typing speed is 12 words per minute at 97% accuracy” or “She can identify her name from a field of 3, independently, in 4 out of 5 opportunities”.

Special Factors and Statewide Assessments:

This is where you will indicate whether or not the student uses Assistive Technology, requires low incidence services, equipment, and/or materials, and considerations if the student is blind, visually impaired, deaf, or hard of hearing. Sometimes in this section of the IEP you will also indicate if the student is an emerging multilingual student. This is also where you will describe behavioral supports if the student requires it. When you list which interventions, supports, and strategies you will use in the classroom to support the student with their behaviors, it’s best to use positive behavior support (tangible reinforcers, token economy systems, appropriate access to breaks, etc.)

The statewide assessments form is pretty self-explanatory. For students who no longer get tested, such as adult transitional students, you would check “out of testing range” and “not to participate”. The good news is that if you’re in post-secondary, this is an IEP form that you can skip!

Writing an IEP – Goals:

The annual goals are another central part to the IEP. Remember that your assessments conducted prior to writing the IEP will indicate areas of need for the student, and those areas of need are identified in the present levels of performance of the IEP. Now, you are going to write an IEP goal to address each area of need from the present levels.

On the form for the goals, you will include the area of need/target skill/goal description, a baseline (the student’s abilities and skills prior to instruction on this new goal), an observable and measurable annual goal, and 3 objectives/benchmarks that build up to your annual goal. It’s important to keep in mind that quality is more important than quantity when it comes to IEP goals!

For an in depth description on how to write quality IEP goals, click here . For IEP examples, click here (coming soon).

FAPE: Free Appropriate Public Education

The entire point of an IEP is to ensure that the student receives a free and appropriate public education (FAPE). The IEP outlines how the student will be provided with FAPE. The main factors of FAPE are services (program modifications, accommodations, and supports), and the educational setting. For more information on modifications vs. accommodations, click here (coming soon).

In this section of the IEP, you will list different supports that will be offered to the student. There is a lot of variety and levels of supports that can be offered ranging from visual cues to consultation between the teacher and occupational therapist to access to a calculator. You will also list the services that students will receive, such as: specialized academic instruction, language and speech, adapted physical education, psychological services, etc. In addition to what the service is, you will also document the frequency and duration of these services (i.e. language and speech weekly for 30 minutes).

A lot of districts include a section about Extended School Year (ESY) in this part of the IEP. If data demonstrates that the student is unable to retain critical skills over extended school breaks or recoup any lost skills within a reasonable amount of time when school resumes, then they will qualify for ESY, and this will be indicated on the IEP.

Important Tips for Writing an IEP:

Collaborate.

Collaborate with the family, student, related service providers, and other stakeholders. Each member of the IEP team has their own expertise and strengths, so it’s important to collaborate to ensure that everything is addressed!

Collect Data and Conduct Assessments

Begin collecting data and conducting assessments well in advance of when you begin writing an IEP so that you have the necessary information to develop present levels of performance, write IEP goals, and select appropriate services and supports.

Plan for Inclusion

Consider how IEP goals can be worked on in general education settings, how the student can access their supports across all environments, and collaborate with the general education teacher.

Become Aware of Your Own Identities and Biases

Your identities and beliefs might impact your behaviors related to teaching and the relationships with your students and their families. Be mindful of the language you use in the IEP! When writing an IEP, consider Pamela Hays ADDRESSING Framework :

• Disability (developmental)
• Disability (acquired)
• Socioeconomic status
• Sexual orientation
• Indigenous heritage
• National origin

Know Your Audience: Avoid Jargon

You don’t want to use language that will confuse/exclude the parents. It’s important for the parents to feel comfortable and understand what is being said in the IEP.

Write Appropriate, Observable, Measurable, and Meaningful IEP Goals

IEP Goals are appropriate if they apply to a majority of these factors:

• Addresses the general curriculum or a functional objective
• Functional: the skills can be used in student’s everyday life
• Generative: helps them learn other useful skills/concepts (a prerequisite skill)
• Important to the student and their family
• Age-appropriate (their chronological age, not their developmental age)
• Contributes to friendships/membership in society/their community
• Contributes to self-determination
• For goals addressing behavior: Competes with inappropriate responses

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Special Education Teachers: Top 26 Skills and Qualities Needed

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Are you excited by the idea of making an impact in the lives of students with learning differences? Children with a variety of learning challenges are often greatly affected in how they learn in the classroom and interact with others. Since special education teachers are meant to support this wide range of learning disabilities, their skills often extend far beyond conventional teaching methods.

To thrive in this fulfilling and impactful career, it’s important to understand what the role entails so you can provide inclusive learning environments, foster individual growth, and accommodate the diverse needs of your students. Here’s an overview of this incredibly rewarding career path, as well as the most important qualities and skills needed to be successful as a high quality special education teacher.

What Makes a Good Special Education Teacher?

Professionalism and ethical standards are essential skills to be a good special education teacher. Honesty, integrity, and fairness should guide your actions and decisions, while remaining up-to-date in this field will enable you to maintain a high level of professional competence.

Commitment to collaboration, self-awareness, reflection, and respect for diversity are additional qualities that are valued in special education teachers. These character traits are what Regis College looks for in prospective applicants to their Master’s in Teaching Special Education .

This is largely because special education teachers engage with parents and colleagues frequently to provide the best learning strategies for students that are both innovative and inclusive. “You can't do what the teacher next door does. It doesn't always work for your group of students,” says Dr. Priscilla Boerger, program director of Regis College’s Master’s in Teaching Special Education.

Want to learn more about Teaching Special Education? Download Our Free Checklist!

Top Skills Required for Special Education Teachers

While the previously mentioned qualities are essential to your success as a special education teacher, there are additional qualifications and skills that can boost your potential for landing a special education teaching job.

When preparing to become a highly qualified special education teacher , it’s important to consider the baseline skills needed to be an effective educator. According to our analysis of job postings data, here are the top skills school districts and principals want in prospective teachers and how they can enhance your performance as a special education teacher.

Top Skills for Teachers

1. teaching.

As an educator, you’ll have the rewarding opportunity to guide and inspire students in the classroom. In the case of special education, this means breaking down complex concepts, adapting instructional strategies, and providing individualized support is crucial. No matter what population of students you work with though, effective teaching ensures all students receive the knowledge and skills they need to thrive academically and personally.

2. Communications

Communication is fundamental to your success as a teacher because it’s the cornerstone to how students absorb instruction, curriculum, and guidance. All children process information in their own way, but students with learning challenges may have impairments that limit speech, hearing, vision, or social awareness. As such, developing effective communication methods enables you to convey instructions, provide feedback, and address concerns that ensure everyone is on the same page in supporting student growth.

Writing skills are indispensable for teachers since assessments and curriculum materials are often written by the instructor. Special education teachers are responsible for additional written materials, such as individualized education plans (IEPs), progress reports, and other documentation to track student development. Writing also enables you to communicate clearly with other professionals—such as psychologists or speech therapists—who collaborate on education plans.

4. Planning

On a daily basis, teachers must manage their time well and plan activities to meet learning goals. Special education teachers have additional planning responsibilities that focus on the short- and long-term goals of students with various learning challenges. While short-term planning in special education may involve more immediate activities that can help inform students’ IEPs, long-term planning is meant to anticipate potential challenges, develop assessment models, and adapt strategies to accommodate diverse learning styles.

5. Management

Teachers are responsible for maintaining a positive learning environment that promotes student engagement. “Classroom management is key because without a managed classroom, learning's not happening,” says Boerger. By implementing consistent rules, routines, and behavior management strategies, you can support students in achieving their full potential and minimize disruptions. In this way, strong management skills enable you to create a safe and nurturing space where students can focus on learning.

6. Mathematics

Math proficiency is an important skill in the classroom because teachers often work with students who require additional support in this subject. Having a solid foundation in mathematical concepts and problem-solving strategies can actually aid in designing the most beneficial instruction techniques.

7. Interpersonal communications

In addition to communication with students, teachers are also constantly communicating with fellow educators and parents. Since special education teachers frequently collaborate with students, parents, and support professionals, having strong interpersonal communication skills can greatly improve the ability to advocate for student needs.

“Communication with parents and guardians is so critical to building partnerships with the families,” Boerger explains. “Teachers can't always do it alone, so having those families work with the teachers for their child's success is going to be critical.”

8. Research

Thorough research skills are beneficial when educators encounter unfamiliar situations. Not only does research keep you informed about best practices, but it also helps you discover new interventions and evidence-based strategies. By fostering ongoing professional development through research, you can make more informed decisions that positively impact student outcomes.

9. Leadership

Leadership skills are important for empowering teachers to advocate for students, influence positive change, and collaborate well within teams. By taking initiative, demonstrating strong communication skills, and being proactive in problem-solving, you can better support the overall success of your students.

10. Problem-solving

While all teachers need to be adaptive, special education teachers have to be flexible and creative when facing a variety of challenges. Some of these problems can range from disruptive behavior to resource management. By analyzing situations, assessing student abilities, and developing creative solutions, you can adapt your teaching strategies to address student needs.

Top Skills for Special Education Teachers

While these highly valued skills for teachers are important to your success in special education, there are a number of skills that are specific to the industry.

According to our analysis of job postings data, here are the top job-specific skills employers look for in a special education teacher.

11. Special education

Special education training equips teachers with the skills to evaluate learning disabilities and provide a safe, equitable learning environment. Special education teachers need to be knowledgeable of inclusive practices, legal requirements, and strategies to support students with diverse needs.

12. Individualized education programs (IEP)

Individualized education programs outline the specific goals, accommodations, and services for students with disabilities. Gaining a better understanding of how to develop and implement IEPs allows you to effectively assess students' strengths and needs, and ensure they closely align with the IEP objectives.

13. Lesson planning

Well-structured lesson plans are a major part of creating a rewarding classroom environment that caters to different learning abilities. For special education teachers, lesson planning involves selecting appropriate resources, setting benchmarks, incorporating accommodations, and designing objective-driven activities.

“From the very beginning, students write lesson plans in our program,” says Boerger. “They actually do what's called a ‘gateway assessment,’ which is where we assess them on reviewing a lesson to see if they can find things that are missing or how to make it better.”

14. Disabilities

A comprehensive understanding of disabilities is necessary to accommodate the unique challenges faced by students with learning differences. By recognizing the strengths and limitations associated with various disabilities, you can foster a nurturing environment for all students and implement individualized learning plans.

15. Classroom management

“Classroom management is not only important, but it's the skill that we hear from our supervising practitioners in the classrooms that students lack the most,” Boerger notes. Special education teachers must establish clear expectations and boundaries while offering positive reinforcement. They have to strike a good balance between offering consideration, driving progress, and limiting disruptions—which requires a mix of patience, confidence, and experience.

16. Autism spectrum disorders

Since children with autism spectrum disorder (ASD) are prevalent in special education, learning to identify characteristics, needs, and interventions specific to ASD is crucial. Teachers must be prepared to manage challenging behaviors and adapt instructional techniques to communicate better with these students. As a result, knowledge of ASD empowers you to promote social and academic growth for students on the spectrum.

17. Curriculum development

Special education teachers often play a role in curriculum development, ensuring that it’s accessible and adaptable for students with disabilities. By modifying curriculum materials, differentiating instruction, and incorporating multi-sensory approaches, you can provide meaningful learning experiences, while also addressing individual student goals.

18. Working with children

Educators who are passionate about working with children will be most successful in this career. Patience, empathy, and the ability to build rapport are essential in establishing positive relationships with your students and recognizing their individual strengths and interests. Focus on being an active listener, providing emotional support, and fostering a nurturing environment, so you can create a sense of belonging and trust.

19. Behavior management

Special education teachers have to be skilled at recognizing the underlying factors behind challenging behaviors. By promoting positive reinforcement, using visual cues, and implementing structured routines, you can support students in self-regulation and social-emotional development.

20. Instructional strategies

Having a rigid outlook won’t serve you well as an educator. Classroom teachers draw from a broad toolkit of instructional strategies, which they can tailor to different students based on cognitive and physical disabilities or behavioral challenges. To make the learning experience both practical and enjoyable, special education teachers must learn to deliver information in ways that are engaging and encourage students to take an active role in their own education.

Technology Skills Teachers Need

With the evolution of technology found in today’s classrooms—and the emergence of hybrid online learning—teachers are often expected to have a number of computer/technology skills to succeed. Special education is no exception.

According to our analysis of job postings data, here are the most sought-after technology skills for special education employers.

21. Microsoft Office (Excel, Outlook, PowerPoint, Word)

Proficiency in Microsoft Office programs improves organization, communication, and instructional delivery. Educators need tools to track student progress, analyze data, create classroom materials, present information, connect with parents and peers, and keep records. Above all, mastery of widely used tools will make it easier to get acclimated to the teaching environment and support student learning.

22. Zoom (video conferencing tool)

Zoom and other video conferencing tools have become essential for remote learning and collaboration. Learning to host video calls enables you to conduct live online classes, hold virtual meetings, and facilitate remote check-in sessions with students and families. Video conferencing also allows for seamless communication and instructional continuity when students have health issues or personal challenges keeping them out of the classroom.

23. Student information systems

Student information systems (SIS) streamline administrative record-keeping and allow smoother collaboration across different special education services. Familiarity with SIS ensures efficient data management, improved student assessments, and increased evidence-based decision-making. Teachers also need to learn how to input and retrieve data correctly in these systems so school systems can maintain accurate records.

24. Learning management systems

Learning management systems (LMS) provide a centralized platform for delivering and organizing educational content. LMS tools help special education teachers create online learning materials, track student participation, enhance accessibility, and promote independent learning. Boerger urges prospective teachers to gain exposure to learning technologies as much as possible during training. “When you do observations or volunteer work, really pay attention to the technology being used so that you can become well-versed in it.”

25. Spreadsheets

Spreadsheets continue to be go-to tools for organizing and analyzing data, which helps teachers gain valuable insights into student performance. Having an advanced knowledge of spreadsheet functions also allows you to streamline common tasks and generate reports for more efficient decision-making.

26. Google classroom

Google Classroom is a popular platform for delivering online learning and managing workflows. By leveraging the platform’s many features, teachers can facilitate real-time collaboration, distribute assignments and resources, monitor student progress, and provide timely feedback.

Become a Qualified Special Education Teacher

The impact of effective special education extends far beyond academics, as demonstrated by these top skills in the field. “Teaching special education is not for everybody, but we do need qualified teachers. There are a lot of kids who need a different way of teaching, and a different way of learning,” says Boerger.

Qualified special education teachers can help close today’s learning gap and build more inclusive environments that foster academic growth and social development. Luckily our analysis of occupation data reveals that special education teaching jobs are expected to grow at a rate of 9.5 percent from 2021 to 2031.

So if you’re interested in supporting children with unique needs, consider speaking with an admission counselor to learn more about the special education degree program at Regis College. This program can help you develop the skills needed to provide quality special education needed to reap the many benefits of becoming a special education teacher.

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Resources for Special Education Teachers

As a special education teacher, your focus should be on your students-- not the paperwork. Our goal at Spedhelper is to be your IEP helper and make the paperwork both easier and more useful to you and students' families. The website has free resources for quickly writing high-quality IEPs, from IEP goals to assessment resources and IEP tips, so you can get back to what really matters.

Find special education teaching tips, browse present level & assessment tools, see common core aligned goals.

IEP Goals for Mathematics

Find common core goal for mathematics for grades k-12 in number sense, word problems, algebra, life skills, geometry, computation, and more..

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Explore k-12, common core aligned iep goals for spelling, writing fluency, narratives, paragraphs, grammar, descriptive writing, and more..

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Find goal ideas for reading fluency, sight words, and reading comprehension-- along with baseline and assessment resources the goals begin with concepts about print and go all of the way up through fifth grade, non-fiction comprehension goals..

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Discover ideas for social, emotional regulation, and behavioral iep goals-- along with how to actually implement and measure the goals., what features and resources would you like to see what questions do you have.

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iteach Insight & Inspiration

• February 9, 2024

Krystal Craiker

How to write t-tess goals with examples, what is t-tess.

The Texas Teacher Evaluation and Support System process was developed by the Texas Education Agency or TEA and includes standards for professional development goal setting. To write T-TESS goals, having a holistic view of areas of improvement and a vision for career development is essential. 

Texas teachers prepare a Goal-Setting and Professional Development (GSPD) Plan including detailed professional goals. The development of a GSPD Plan that includes specific, measurable goals, necessary action steps, and desired outcomes that promote the professional development of educators. 

A well-developed plan begins with honest self-assessment, identifying areas of desired improvement, defining personal development milestones, and breaking goals down into actionable steps. 

With a clear idea of what you want to achieve, writing T-TESS goals becomes simple and formulaic. Each T-TESS goal has four elements: The goal and dimension or dimensions, specific actionable steps, a targeted completion date, and evidence of goal attainment. 

Breaking down each of these elements with examples will make it easy for you to define your own specific and measurable goals. 

Writing T-TESS Goals

Let’s dive into the four elements of a T-TESS goal.

Goal and Dimension

T-TESS goals are desired outcomes that address specific areas of improvement across 16 dimensions. These dimensions ensure that goals have a broad impact on teaching practices. To write clear, specific goals, identify and target dimensions with clear opportunities for improvement. 

Goals should align with the Texas Teacher Standards, connect with student outcomes, and be geared toward continuous improvement. Texas teachers are assessed across 16 dimensions within the T-TESS process. Targeting multiple domains with each goal ensures outcomes have the widest impact on teaching practices. 

For example, suppose feedback and self-assessment have identified an opportunity to improve the classroom environment. In that case, you may set a goal to create a visually stimulating and organized classroom environment that promotes student engagement and a positive learning atmosphere. 

To improve communication, you may set a goal to establish regular communication channels with parents, such as newsletters, emails, or a class website, to keep them informed about classroom activities and student progress.

Actions describe the specific steps required to meet each goal. By breaking goals down into actionable steps during the goal-setting process, you create a checklist for success. Actions should align with standards and directly impact desired outcomes. Planning for and executing these actions helps create documentation and evidence to assess goal achievement. 

An example of a classroom environment action might be to rearrange classroom furniture to create designated areas for different activities, ensuring an optimal flow for instruction and student movement. Actions that address communication include creating a monthly newsletter to keep parents informed.

Include collaborative details, including frequency and purpose of meetings, colleagues, departments and organizations involved, and specific classroom practices in your actions. Every T-TESS goal should include how you intend to reach your desired outcome.

Targeted Completion Date

Determining a deadline for T-TESS goals adds a layer of accountability and helps you define your priorities. Completion dates also make it easy to track progress, set milestones, and assess the efficacy of action plans between assessments. 

Like your goals, completion dates should be ambitious but realistic. To choose a targeted completion date, assess the scope of the goal and necessary actions. Establish a timeline of specific goal milestones and estimate the completion date. Including a timeframe at the beginning or end of your goal helps this critical detail stand out. 

Evidence of Goal Attainment

For T-TESS assessments, evidence can include teacher self-assessments, classroom observations, student success, and more. Evidence and documentation are a crucial component of the T-TESS assessment process providing accountability and valuable insight. Include specific assessment and evaluation processes, quantified successful outcomes, and requisites for success in each goal. 

Reflective journaling, lesson plans, meeting notes, student success data, and reports are essential to illustrate the success of your T-TESS goals. Organizing evidence and documentation should be an ongoing process throughout your teaching process and will make preparing for assessments easier. 

How to Set T-TESS Goals

There are a few things to keep in mind when writing your T-TESS goals. 

Be Specific and Realistic

Unrealistic goals can become overwhelming and discouraging. By balancing realism and ambition, Texas teachers can set attainable but challenging goals that encourage professional development without demoralization. T-TESS goals should be challenging and engaging not intimidating.

Utilize feedback to highlight opportunities for improvement and prioritize specific areas for growth. Align your goals with key aspects of effective teaching by targeting the four T-TESS domains. Goals should illustrate connections between professional development outcomes and student success. A specific goal not only defines the objective, but also the impact that outcome will have on teachers, students, and school communities. 

Goals that include direct language from the T-TESS domains, dimensions, and rubric are straightforward to assess. Including target numbers like frequency and percentages in goals provides high-value detail, making goals objectively simple to measure. 

Aim for Excellence

While remaining realistic and achievable, T-TESS goals should be ambitious and challenge teachers to exceed baseline expectations. Within a continuous improvement model, teachers are encouraged to participate in an ongoing cycle of reflection, action, and refinement that fosters professional development. Pushing out of comfort zones, taking risks, and innovation are the hallmarks of an ambitious goal.

Goals designed to exceed expectations while remaining attainable must be thoughtfully designed. Targeting individual talents and interests makes an ambitious goal more engaging and easier to achieve. Excellence requires going above and beyond. By designing goals that leverage their strongest skills for professional development, educators maximize the likelihood of success. The advantage of honest self-assessment and individual goal setting is subject matter expertise. 

The overarching goal of the T-TESS evaluation process is to establish a growth mindset and create a culture of perpetual improvement. Choosing ambitious goals fosters these goals as much as professional development at the individual level. 

Make It Measurable

Defining goals using specific metrics, such as percentages, numerical targets, or other quantifiable measures ensures that progress can be objectively tracked. T-TESS goals should include observable performance indicators and milestones that demonstrate the efficacy of action steps toward desired outcomes. 

Include observable outcomes when writing goals to communicate not only what you hope to achieve but also how others can assess the success of the goal. 

What should the outcome of the goal be? Don’t stop at defining a goal for an increase in a named skill. Define what percent increase and how the skill will be assessed. Consider markers of success for classroom observers, students, and yourself. 

T-TESS Goal Examples

Elementary students are still building foundational skills and teaching goals should reflect the unique needs at this stage of development. Goals that promote professional growth, improved instructional practices, and a positive learning environment are perfect for elementary teachers.

Example Goals

• Ensure 90% of reading lesson plans emphasize phonics instruction and targeted vocabulary development, as evidenced by lesson plan reviews.
• Implement differentiated instruction in 80% of math lessons to increase student mastery of foundational math concepts. Measure progress through assessment data aiming for a 15% increase in students who meet or exceed grade-level expectations by the end of the semester.
• Create a positive and organized classroom environment with enhanced classroom management practices. Implement positive behavior reinforcement, verbal praise, and tangible rewards, from weekly to twice weekly, and record with reflective journaling. 

For older students, write goals that address subject expertise, differentiated instruction, and assessment strategies, and reflect the diverse demands and individual developmental stages of secondary education. The examples below align with the needs of students and teachers with strong foundational skills. 

Example Goals:

• Increase subject expertise by incorporating real-world applications of current research into lesson plans. Review lesson plans to ensure that 90% of lessons include content aligned with the latest research and advancements.
• Apply differentiated instruction strategies in 80% of lessons in mixed-ability classrooms. Tailor instruction based on student readiness assessments. Measure progress through student performance assessments, aiming for a 10% increase in subject matter mastery.
• Integrate digital tools and resources into 80% of lessons to increase subject matter expertise in the use of technology. Assess effectiveness through student surveys and classroom observations.

Special Education

Special education is a unique landscape requiring highly individualized goals. Setting T-TESS goals that pertain to the development and implementation of individualized education plans (IEPs), effective use of assistive technology, and collaboration with colleagues like the examples below include a desired outcome, actionable steps, and markers of success while addressing specific dimensions:

Example Goals: 

• Enhance the development and implementation of Individualized Education Plans (IEPs) by conducting quarterly progress monitoring meetings with the IEP team. Ensure that all IEP goals are specific, measurable, attainable, relevant, and time-bound (SMART). Measure progress through documentation of goal achievement and student outcomes.
• Deepen collaboration with general education partners to promote inclusion of students with special needs in mainstream classrooms. Engage in regular co-teaching and co-planning in 70% of lessons. Measure progress through student performance data and direct observation.
• Integrate assistive technologies in 80% of lessons and assess impact through feedback and student performance. Implement professional development and skills training on the use of assistive technologies.

T-TESS Goals as a Tool for Professional Development

Defining your own challenging goals as part of the T-TESS process is an opportunity to take ownership of your professional development. By approaching goal setting with a growth mindset, an understanding of the aim of the T-TESS assessment program, and an organized plan, you can write a roadmap for your success while improving the quality of education for Texas students. 

The process of writing T-TESS goals is straightforward when you break each goal, define each element of the goal, and include specific, measurable details.

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• Determining Measurable Annual Goals in an IEP

National Association of

Special Education Teachers

THE PRACTICAL TEACHER

This Weeks Topic:

How to Determine Measurable Annual

 Goals in an IEP

(Including Academic and Functional Goals)

The term `individualized education program' or `IEP' means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes

(II) a statement of measurable annual goals, including academic and functional goals, designed to-- (aa) meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and (bb) meet each of the child's other educational needs that result from the child's disability

Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to be able to demonstrate within the period of time beginning with the time the IEP is implemented until the next scheduled review. Annual goals must be identified that meet the student s needs, as identified in the present levels of performance.

A goal is a measurable statement that describes what a child is reasonably expected to accomplish from the specialized educational program during the school year.

Explanation

The academic and functional goals should focus on the learning and behavioral problems resulting from the child's disability and be aligned with state and district performance standards. They should address the needs that are summarized in the statement of the child's present levels of academic achievement and functional performance. For those students taking alternate assessment, there should be at least one goal, with corresponding objectives or benchmarks, for each area of need.

The goals and objectives or benchmarks provide a mechanism for determining whether the child is progressing in the special education program and the general education curriculum, and whether the placement and services are appropriate to meet the child's identified educational needs (20 USC 1414 d 1 A i II).

Individual need determinations (i.e., present levels of performance and individual needs) must provide the basis for written annual goals. The IEP must list measurable annual goals, consistent with the student s needs and abilities to be followed during the period beginning with placement and ending with the next scheduled review by the Committee (effective dates of the IEP).

For each annual goal, the IEP must indicate the benchmarks and/or short-term instructional objectives and evaluative criteria, evaluation procedures and schedules to be used to measure progress toward the annual goal. The benchmarks or short-term instructional objectives must be measurable, intermediate steps between present levels of educational performance and the annual goals that are established for a student with a disability.

The measurable annual goals, including benchmarks or short-term objectives, must be related to:

• meeting the student s needs that result from the student s disability to enable the student to be involved in and progress in the general curriculum (or for preschool students, in appropriate activities); and
• meeting each of the student s other educational needs that result from the student s disability.

Measurable annual goals set the general direction for instruction and assist in determining specific courses, experiences, and skills a student will need to reach his or her vision. There must be a direct relationship between the goal and the needs identified in the PLEP. Goals also are descriptions of what a student can reasonably be expected to accomplish within one school year.

A goal must be meaningful, measurable, able to be monitored, and useful in decision making. The annual goal is meaningful if it specifies a level of performance and an expectation that is reasonable; the skill or knowledge the goal represents is necessary for success in school and post-school activities; and the family believes the accomplishment of the goal is important. The goal is measurable if it reflects performance or behavior that can be measured or observed.

A goal is able to be monitored it there are multiple increments in performance between the present levels of performance and the criteria stated in the goal. The goal should be written so that it can be monitored frequently. Finally, the goal is useful in making decision regarding the student s education and the effectiveness of the student s IEP.

To meet the requirements of this part, the IEP team reviews and analyzes the present levels of educational performance and then writes an applicable annual goal for each area of need described. Goals must be written to enable the student to be involved in and progress in the general curriculum and to advance in other areas of educational need.

The IEP team writes annual goals that:

• show a direct relationship to the present levels of educational performance;
• describe only what the student can reasonably be expected to accomplish within one school year or the 12-month term of the IEP;
• are written in measurable terms;
• prepare the student for his or her desired post-school activities, when planning for the school-to-adult life transition; and
• The goal must include at least three parts:

1. expected change in performance-specifies the anticipated change in performance from a baseline and usually reflects an action or can be directly observed; 2. proposed area of change- identifies skill, knowledge, understanding or behavior; and 3. proposed criteria specify the amount of growth, how much and how frequent, or to what standard or level of proficiency.

Principles of Formulating Goals for a

 Students IEP

When formulating goal statements, use the

following guidelines:

• Goals should be general statements that focus on deficit skill areas.
• Goals should be designed to address the needs identified in the statement of the child's present level of academic achievement of functional performance.
• Goals should be challenging and describe what a child can reasonably be expected to accomplish during the school year.
• All members of the IEP Team should easily understand the language of the goals.
• Goals should be written to increase the child's successful participation in the general education curriculum and allow for inclusion in the general education environment to the maximum extent appropriate, or for preschool children, to participate in appropriate activities with non-disabled peers.
• Goals should be stated so they are meaningful. Helpful questions to ask include:

Is accomplishment of the goal necessary for success in current and future environments? Does the family believe the accomplishment of the goal is important? Does the goal specify a level of performance and expectation that is reasonable? Goals should be measurable; they must reflect behavior that can be measured. Goals should be written so they can be monitored frequently and repeatedly. Goals should be written to enhance decision-making. Monitoring the goal provides data that can be used to determine the effectiveness of the child's educational program. Goals should reflect transition needs, if appropriate.

Step-by-Step procedures for

determining Measurable Annual Goals

Step A: Determine the Skills the Student

Requires to Master the Content of the

Annual goals should focus on the knowledge, skills, behaviors and strategies to address the student s needs. A student s needs generally relate to domains such as, but not limited to, reading, writing, listening, organization, study skills, communication, physical development, motor skills, cognitive processing, problem-solving, social skills, play skills, memory, visual perception, auditory perception, attention, behavior, and career and community living skills. The goals on a student s IEP should relate to the student s need for specially designed instruction to address the student s disability needs and those needs that interfere with the student s ability to participate and progress in the general curriculum.

Goals should not be a restatement of the general education curriculum (i.e., the same curriculum as for students without disabilities), or a list of everything the student is expected to learn in every curricular content area during the course of the school year or other areas not affected by the student s disability. In developing the IEP goals, the Committee needs to select goals to answer the question: "What skills does the student require to master the content of the curriculum?" rather than "What curriculum content does the student need to master?"

For example, a student may be performing very poorly on written tests in global studies that require written expression. The IEP goal for this student should focus on developing written expressive skills (e.g., using outlines or other strategies to organize sentences in paragraphs) rather than the curriculum goal that the student will write an essay about the economy of a particular country. Generally, goals should address a student s unique needs across the content areas and should link to the standards so that a student has the foundation or precursor skills and strategies needed to access and progress in the curriculum.

Step B: How Far By When?

From information in the present levels of performance, the Committee has identified which need areas must be addressed and where the student is currently functioning in each of those areas. The next step is to identify what the focus of special education instruction will be over the course of the upcoming year. The annual goals will guide instruction, serve as the basis to measure progress and report to parents and serve as the guideposts to determine if the supports and services being provided to the student are appropriate and effective.

An annual goal indicates what the student is expected to be able to do by the end of year in which the IEP is in effect (i.e., the period beginning with placement and ending with the next scheduled review by the Committee). The annual goal takes the student from his/her present level of performance to a level of performance expected by the end of the year.

To be measurable, an annual goal should, in language parents and educators can understand, describe the skill, behavior or knowledge the student will demonstrate and the extent to which it will be demonstrated.

Examples: One year from now, Jim will write 10 sentences with correct punctuation. Terry will ask questions about the instructions or materials presented to ensure comprehension. Tom will use a datebook for appointments and assignments. Terry will solve multi-step word problems. Brianna will stand at least two feet away from the other person while conversing. Lisa will walk 10 feet independently. Mackenzie will speak in complete sentences. Ron will point independently to pictures described. Jose will use word prediction software to write essays.

Terms such as "will improve ," "will increase ." and "will decrease ." are not specific enough to describe what it is the student is expected to be able to do in one year. To be measurable, a behavior must be observable or able to be counted. In general, it is recommended that goals describe what the student will do, as opposed to what the student will not do.

Example: The student will ask for a break from work versus The student will not walk out of the classroom without permission.

Step C: Determine Short-term

instructional objectives

For each annual goal, the IEP must include short-term instructional objectives or benchmarks. The instructional objectives or benchmarks must include evaluative criteria, evaluation procedures and schedules to be used to measure progress toward the annual goal. Short-term objectives and benchmarks should be general indicators of progress, not detailed instructional plans, that provide the basis to determine how well the student is progressing toward his or her annual goal and which serve as the basis for reporting to parents.

Generally, one annual goal would not include both short-term objectives and benchmarks. Whether short-term objectives or benchmarks are used for a particular annual goal is at the discretion of the Committee.

Short-term objectives are the intermediate knowledge and skills that must be learned in order for the student to reach the annual goal. Short-term objectives break down the skills or steps necessary to accomplish a goal into discrete components.

For example, the sequential steps that one student must demonstrate in order for him to reach the annual goal to "remain in his reading class for the entire period and ask for help when the reading work is difficult for him" are as follows:

Grant will be able to identify what upset him after a behavioral disruption. Grant will be able to state the physical signs he is feeling when reading work gets difficult and leads to a behavioral disruption. Grant will raise his hand for assistance when he begins to experience those physical signs.

Step D: Determine Benchmarks

Benchmarks are the major milestones that the student will demonstrate that will lead to the annual goal. Benchmarks usually designate a target time period for a behavior to occur (i.e., the amount of progress the student is expected to make within specified segments of the year).

Generally, benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their child s progress toward the annual goals. For example, benchmarks may be used for this same student for this annual goal as follows:

By November, Grant will remain in his reading class for 15 minutes without disruptions. By February, Grant will remain in class for 25 minutes without disruptions. By April, Grant will remain in his reading class for 35 minutes without disruption. By June, Grant will remain in his reading class for 45 minutes without disruption.

Writing short-term instructional objectives

and benchmarks

The following template may assist in the writing of short-term objectives or benchmarks:

Student will (do what) (to what extent) - (over what period of time) or (by when) as evaluated through ______________ on the following schedule: ___________________.

S. will wait his turn in group games for 3/5 turn-taking activities over three consecutive days as evaluated through teacher charting of the targeted behavior every 4 weeks.

K. will highlight and/or underline important concepts in reading materials on 4 out of 5 trials over a two-week period as evaluated through corrected work in class every 2 months.

By December, J. will initiate his class work when prompted by the teacher within 3 minutes over 10 consecutive trials as evaluated by structured observations of the targeted behavior once a month.

L. will use appropriate phrases to request toys or activities during free play on 5 trials over a 2-week period as evaluated by structured observations every 8 weeks.

D. will wait until all directions are received before beginning activities or assignments as evaluated through teacher charting of the targeted behavior every 4 weeks.

By January, M. will independently remove himself from the situation on all occasions when he is teased by peers during recess as evaluated quarterly by daily self-monitoring checklists.

Short-term objectives or benchmarks: The short-term objectives or benchmarks derive from the annual goals but represent smaller, more manageable learning tasks a child must master on the way to achieving the goals. The purpose of short-term objectives and benchmarks is to enable families, children, and teachers to monitor progress during the year and, if appropriate, revise the IEP consistent with the child's instructional needs. They describe how far the child is expected to progress toward the annual goal and by when. In most cases, at least two objectives or benchmarks should be written for each annual goal. Progress on each short-term objective or benchmark should be documented.

Short-term objectives generally break the skills described in the annual goal into discrete components. Benchmarks describe the amount of progress the child is expected to make in a specified segment of the year. Benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their child's progress toward achieving the annual goals.

Objectives and benchmarks must be measurable; they must use language that will allow a count of what a child does (i.e., The child will write, The child will read). Do not use phrases such as: "The child will understand," or "The child will appreciate").

Step E: Determine the Evaluative

Evaluative criteria identify how well and over what period of time the student must perform a behavior in order to consider it met. How well a student does could be measured in terms such as:

• frequency (e.g., 9 out of 10 trials)
• duration (e.g., for 20 minutes)
• distance (e.g., 20 feet)
• accuracy (90% accuracy)

The period of time a skill or behavior must occur could be measured in terms such as:

• number of days (e.g., over three consecutive days)
• number of weeks (e.g., over a four week period)
• occasions (e.g., during Math and English classes, on six consecutive occasions)

Step F: Determine Evaluation

Procedures to Measure the Student's

Evaluation procedures identify the method that will be used to measure progress and determine if the student has met the objective or benchmark. An evaluation procedure must provide an objective method in which the student s behavior will be measured or observed.

Examples: structured observations of targeted behavior in class; student self-monitoring checklist; written tests; audio-visual recordings; behavior charting; work samples.

Step G: Determine the Evaluation

Schedules to Measure the Student's

Evaluation schedules state the date or intervals of time by which evaluation procedures will be used to measure the student s progress toward the objective or benchmark. It is not a date by which the student must demonstrate mastery of the objective.

Examples: by March 2003, in three months, every four weeks, at the end of the term, quarterly

Short-term objectives and benchmarks should include the following three components to ensure that they can be evaluated:

Objective Criteria that enable progress to be monitored and allow for determination of the point at which the objective has been accomplished, such as: 95% accurate fewer than 5 times per day 50 correct responses in one minute 4 out of 5 trials correct on three consecutive days

Evaluation Procedures to be used, such as: teacher observation written performance oral performance criterion referenced tests parent report observation time sample teacher-made tests

Schedules to determine how often the objective will be measured, such as: one-two weeks twice a week once a month six weeks nine weeks each semester annually

Some examples of possible short-term objectives are listed below. Each objective has numbers corresponding to the three components: (1) objective criteria, (2) evaluation procedure and (3) schedules.

To read a 300 word article in the newspaper (1) in two minutes with 95% accuracy (2) as observed and recorded by the resource teacher (3) once a week.

To create (1) fewer than 5 disruptions per day for three consecutive days (2) as observed and recorded by the teacher's paraprofessional (3) each day.

To achieve (1) 95% accuracy (2) on a teacher made spelling test of seventh grade words as checked by the resource teacher (3) on a weekly basis.

To compose three-paragraph themes comprised of fifteen or more sentences using a word processing program with a spell checker (1) with 80% or better accuracy in the use of spelling, punctuation and grammar over 5 consecutive trials (2) as recorded by the resource teacher (3) weekly.

Step H: Determine How Progress

Toward Annual Goals will be

In accordance with the procedures, methods and schedules to measure a student s progress toward the annual goals, school personnel need to establish a reporting and recording system that ensures that a student s progress is objectively assessed. This information is necessary for reporting progress to parents and for the Committee to review the student s IEP. While reporting progress to parents may require more than a data recording form, Attachment 3 provides a supplemental form, as shown below, for school personnel to use to track each student s progress toward meeting the annual goals.

Questions and Answers about

 Annual Goals

Q: For each identified present level of

performance, must there be annual goals?

A: Yes--For each identified present level of performance, there must be at least one annual goal specified. These goals and subsequent objectives form the basis for the curriculum and specially designed instruction provided to the student. They are, therefore, written in terms of what the student will achieve. They should not be written in terms of what a parent or service provider will provide to the student.

Annual goals state the anticipated achievement expected within a 12 month period of time, although they can be written for a shorter period. In developing annual goals the present level of educational performance must be considered. Annual goals must not be a restatement of the present levels of performance. Yet anyone reviewing the IEP should be able to clearly determine the direct relationship between the two.

Measurable annual goals, including benchmarks or short-term objectives, are critical to the strategic planning process used to develop and implement the IEP for each child with a disability. Once the IEP team has developed measurable annual goals for a child, the team (1) can develop strategies that will be most effective in realizing those goals and (2) must develop either measurable, intermediate steps (short term objectives) or major milestones (benchmarks) that will enable parents, students, and educators to monitor progress during the year, and if appropriate, to revise the IEP consistent with the student s instructional needs.

The strong emphasis on linking the educational program of children with disabilities to the general curriculum is reflected in 300.347(a)(2), which requires that the IEP include: a statement of measurable annual goals, including benchmarks or short term objectives, related to (i) meeting the child s needs that result from the child s disability to enable the child to be involved in and progress in the general curriculum; and (ii) meeting each of the child s other educational needs that result from the child s disability. (Federal Register, Friday, March 12, 1999, Question 1, p. p. 12471).

Q: Must the measurable annual goals

address all areas of the general curriculum

or only those areas in which the student's

involvement and progress are affected by

his/her disability?

A: Areas of the general curriculum that are not affected by the student s disability do not need to be specifically addressed in the IEP. Annual goals should address areas of the general curriculum that are directly affected by the students disability. Accommodations and modifications may be needed for the student to participate in other areas of the general curriculum.

The school district.... is not required to include in an IEP annual goals that relate to areas of the general curriculum in which the student s disability does not affect the child s ability to be involved in and progress in the general curriculum. If a child with a disability needs only modifications or accommodations in order to progress in an area of the general curriculum, the IEP does not need to include a goal for that area; however, the IEP would need to specify those modifications or accommodations. School districts often require all children, including children with disabilities, to demonstrate mastery in a given area of the general curriculum before allowing them to progress to the next level or grade in that area. Thus, in order to ensure that each child with a disability can effectively demonstrate competencies in an applicable area of the general curriculum, it is important for the IEP team to consider the accommodations and modifications that the child needs to assist him or her in demonstrating progress in that area. (Federal Register, Friday, March 12, 1999, Question 4, p.12472)

Q: What are short term objectives or

benchmarks?

A: Short term objectives or benchmarks are measurable, intermediate steps between an individual s present level of performance and the annual goal. Objectives should be based on a logical breakdown of the annual goal and reflect advancement toward that goal. They therefore must be provided for each area in which present levels of performance and annual goals have been stated..... each annual goal must include either short-term objectives or benchmarks. The purpose of both is to enable a child s teacher(s), parents and others involved in developing and implementing the child s IEP, to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal. IEP teams may continue to develop shortterm instructional objectives, that generally break the skills described in the annual goal down into discrete components. The revised statute and regulations also provide that, as an alternative, IEP teams may develop benchmarks, which can be thought of as describing the amount of progress the child is expected to make within specified segments of the year. Generally, benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of their child s progress toward achieving the annual goals.

An IEP team may use either short term objectives or benchmarks or a combination of the two depending on the nature of the annual goals and needs of the child. (Federal Register, Friday, March 12, 1999, Question 1, p. 12476).

Q: Can short term objectives or benchmarks

be changed without initiating another IEP

A: No. If either a parent or the school district believes that a required component of the student s IEP should be changed, the school district must conduct an IEP meeting if it believes that a change in the IEP may be necessary . (Federal Register, Friday, March 12, 1999, Question 20, p. 12471).

Since short term objectives, benchmarks, and annual goals are required components of the IEP, a meeting must be held with all required team members if any of these are going to be changed. The team will then make the needed changes in the IEP and thus a new IEP will have been developed. There is no such thing as an addendum to an IEP allowed under IDEA.

Measurable Annual Goals and Short-

Term Instructional

Objectives/Benchmarks

Annual Goal: Kevin will accurately interpret graphs and charts to solve grade-level mathematical problems.

Evaluation Instructional Objectives or Benchmarks:

Criteria: Kevin will use manipulatives to reproduce graphs and charts to solve math problems. 4/5 times over 2 weeks Procedures: Classroom assignments, Tests Schedule: Every 4 weeks

Criteria: Kevin will highlight the large print graphs and charts to increase the contrast between the various parts of the graph, in order to solve math problems. 4/5 times over 2 weeks Procedures: Classroom assignments, Tests Schedule: Every 4 weeks Criteria: Kevin will verbally describe the material presented on graphs and charts to the teacher, in order to solve the problem. 4/ 5 times over 2 weeks Procedures: Classroom assignments, Tests Schedule: Every 4 weeks

Annual Goal: Kevin will use graphic organizers to write a three-paragraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion.

Criteria: Kevin will use graphic organizers to write a three sentence paragraph using correct sequencing of sentences including topic sentence, supporting sentences and conclusion with assistance by November. 5/5 times over 2 weeks Procedures: Writing sample, Tests, Classroom assignments Schedule: Every 6 weeks Criteria: Kevin will use graphic organizers to write a five sentence paragraph using correct sequencing of sentences including topic sentence, supporting sentences and conclusion with assistance by January. 4/ 5 times over 2 weeks Procedures: Writing sample, Teacher observation, Classroom assignments Schedule: Every 6 weeks Criteria: Kevin will use graphic organizers to write a two paragraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion without assistance by March. 4/5 times over 2 weeks Procedures: Writing sample, Teacher observation Schedule:  Every 6 weeks Criteria: Kevin will use graphic organizers to write a threeparagraph essay using correct sequencing of sentences including topic sentence, supporting sentences and conclusion without assistance by June. 4/ 5 times over 2 weeks Procedures: Writing sample, Tests, Classroom assignments Schedule: Every 6 weeks

NASET Members: As always, we are interested in meeting your needs for information. If you have a topic suggestion for the Practical Teacher email us at [email protected] with the subject :Practical Teacher Topic Suggestion.

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Explore the latest news from the university of Northern Colorado.

Pursuing Passion and Closing Workforce Gaps

• Philanthropy

Earning a college degree is a goal for more than just high school students. That is why Poudre School District has teamed up with UNC to make earning degrees well within reach for paraprofessionals working in their district.

September 5, 2024 | Tamsin Fleming

Earning a college degree is a goal for more than just high school students; many working professionals who have not yet earned a degree aspire to return to school and complete their education. One northern Colorado employer has made it well within reach for their employees to achieve those dreams.

For years, Deborah Meyer, Poudre School District’s (PSD) director of talent acquisition and retention, received feedback from paraprofessionals and non-licensed staff working in the district about their desire to grow in their field. After some discussion, the school district supplied funding to establish a program for those individuals to earn bachelor’s and master’s degrees in their discipline while remaining employed at the school district. Given UNC’s longstanding excellence in teacher preparation, combined with the campus’s close bond to PSD schools, Meyer approached UNC with the funding proposal. The university saw alignment with PSD’s goals kickstarting the “Become a Teacher Program” and allowing PSD paraprofessionals to pursue a degree preparing them to become special education teachers.

“What we noticed is a definite need in having highly qualified special education teachers in the field, and with UNC’s reputation and our long-standing partnership, it was something that we had proposed to the board ... The whole premise of the program is to make it accessible for our staff who normally would not be able to access or continue in education,” said Meyer.

Corey Pierce, Ph.D., director of the School of Special Education at UNC, spearheaded advocacy for the program from inside the university. With the help of Nancy Sileo, Ed.D. ’98, interim dean of the College of Education and Behavioral Sciences and professor of Special Education, the Become a Teacher Program ensures that its students are well supported and have the flexibility to finish UNC’s online Special Education Generalist completion program.

“Our long-term goal is that we are creating pathways where individuals who are interested in becoming educators see fewer barriers going down that pathway. A shorter-term goal for us is having a successful program with Poudre School District in this model, and we’re already looking at replicating this model [in other districts] ... This isn’t an isolated incident of Poudre School District needing teachers, it’s a critical shortage of educators statewide and nationwide, especially special education teachers,” said Pierce.

Someone ready and working to fill that critical shortage is Jennifer Hayden.

Hayden, a paraprofessional at Poudre School District, is passionate about supporting all students but feels especially strong about assisting students with special needs. Being a single mother to a son who requires accommodations, she knows how tiring it can be not to receive adequate care or accommodation.

When Hayden moved to Colorado from Texas in October 2019, she promised herself she would only accept a job that, as she put it, filled her soul. Five years later, she continues to love her work as a paraprofessional.

Encouraged by the principal at her previous school, Hayden realized she wanted to earn her degree and become an even better support system for students with disabilities and their families. For Hayden, that meant going back to college to become a special education teacher. However, her first attempts at completing her degree didn’t work out as planned.

“I applied to UNC twice and I got in both times, but the first time I didn’t understand I had to register by a certain date,” Hayden said. “Then, the second time, when I met with my advisor, we realized I couldn’t work and go to school [at the same time]. I was heartbroken. I left that meeting in tears because it just didn’t seem possible.”

Now, through the Become a Teacher Program, Hayden can continue working full-time, care for her son with the help of her mother, and work toward completing her bachelor’s degree in Special Education. Hayden’s story shows the importance of programs that allow working professionals to pursue higher education while tending to the other commitments in their lives.

“I guess dreams do come true even when you’re older,” said Hayden.

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Special Education Assistant II at Monterey Peninsula Unified School District

Application Deadline

9/13/2024 4:00 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, about the employer.

Welcome to Monterey Peninsula Unified School District! We are nestled in the heart of the Monterey Bay along the Central Coast of California. Consisting of 10 elementary schools, 2 middle schools, 3 high schools as well as pre-k, alternative, and adult programs, we proudly serve the communities of Marina, Seaside, and Monterey. MPUSD is built on a solid foundation of effective instruction, positive school culture, systems of support, and collaborative leadership. Our goal is to provide exemplary service to our current and future employees. We strive to meet your needs in a timely, courteous, and professional manner while working with integrity and compassion. MPUSD is continuously seeking dedicated and enthusiastic individuals who are interested in creating a positive learning environment for our students. We welcome you to apply and look forward to working with you.

Job Summary

Under the general direction of the assigned administrator or certificated staff member, the Special Education Assistant II’s perform a variety of duties in support of instructional activities for students who are enrolled in special education programs and support the instructional program for special education students. Work is performed in a classroom, community, small group, or one-to-one environment. The Special Education Assistant II applies well-developed communication skills sufficient to interact with administrators, teachers, other staff members, parents, and students in formal and informal settings.

Requirements / Qualifications

• NCLB Compliance (Consists of: having an AA degree (or higher) or having a minimum of 48 college semester units or proof of completing the paraprofessional assessment test)

Comments and Other Information

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• Student Support Services Department
• Monterey Peninsula Unified School District
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• MPUSD Benefits
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The Minister of Education issues a ministerial decision regarding the regulations for educational incentives and school

Mr. Mohamed Abdel Latif, Minister of Education and Technical Education, issued a ministerial decision No. (150) regarding the regulations for educational incentives and school discipline in the pre-university education stage.

The decision stipulates that the regulations shall ensure the organization of the rights and duties of students, parents, and the responsibilities and powers of school staff; with the aim of achieving self-discipline and educational guidance for students during the educational process. Discipline for students within the Egyptian school represents an important priority that should precede all other priorities of the educational process, as the school is the second nucleus in society after the family. In addition, interest in school activities helps develop students' skills and abilities, and develop teaching methods.

The regulations aim to protect students and members of the teaching staff, so that each of them can perform their role, responsibilities, and duties to the fullest extent, as well as motivate them to advance the educational and pedagogical process, by preparing and providing the appropriate educational and pedagogical environment; To achieve the goals of the educational and teaching process, and contribute to enhancing and creating a safe school environment, in order to spread positive behaviors by motivating them to do and behave, through the following:

- Enhancing positive behaviors, and reducing student problems.

- Providing educational methods to deal with student behaviors, according to educational, preventive and therapeutic guidance foundations to modify behavior.

- Using scientific methods to solve student problems, and avoiding using any forms of abuse.

- Providing a safe school environment free of violence, enabling students, school administration, and teachers to perform their roles to the fullest extent, and pushing towards school effectiveness.

- Introducing students and parents to the school's educational systems and instructions, and the importance of adhering to them.

- Students' commitment to the school's instructions and systems to achieve student discipline.

- Helping students realize their needs and tendencies, and helping them reach acceptable positive behavior.

- Developing and instilling the value of belonging and loyalty to the homeland, society, and school.

- Providing a safe and supportive school environment that helps students achieve proper social and academic growth, and helps them build positive relationships based on mutual respect with others.

- Promoting positive behaviors and reducing negative behaviors that expose the student to taking remedial measures.

- Strengthening the values ​​of tolerance and mutual respect between school administration, teachers, and students.

- Achieving effective school discipline for all educational levels, and familiarizing students and their parents with the guidelines and instructions related to behavior and order, and the importance of adhering to them.

- Providing a framework that regulates the duties and rights of students, in a way that enhances the sense of responsibility and belonging to the school.

- Respecting the rights and duties of all those involved in the educational process.

- Reducing the spread of behavioral problems that students and teachers are exposed to in schools.

- Providing opportunities for students to participate constructively and have the right to express their opinions through available social and educational activities. Everyone must apply the provisions of this regulation properly, without arbitrariness or favoritism, and in the interest of the regularity and discipline of school work, with the professional awareness, educational thought, religious and national dimension available to it; to eliminate unwanted behaviors.

The regulation is based on the Education Law, the Child Law, the guidelines and instructions issued by the Ministry of Education and Technical Education, as well as the educational foundations and rules based on sound scientific foundations, applied in all countries of the world, which guarantee the student the right to protection, and the right to learn in a safe and stimulating environment, away from fear and intimidation. The teacher has the right to work in safe conditions, which impose legal obligations on the student that he must adhere to, and in the event of violation, treatments or penalties are taken against his improper behavior.

The decision stipulates that the School Protection Committee shall be responsible for studying, analyzing and investigating the causes of complaints and behavioral problems that are brought to it by school students, their parents, or employees, related to violations that require remedial measures, and taking the necessary measures to solve the problems brought to it at the school, and applying the penalties and means of dealing with the violations mentioned in these regulations, in addition to coordinating with the School Social Service Office in the Education Administration; To take appropriate measures, as well as prepare a special file for the school called the school discipline file, which includes a list of all cases, and all measures taken to confront all forms of violations, as well as the programs and activities implemented to reduce them. A monthly report on the contents of the file is submitted to the sub-protection committee in the administration, provided that the committee meets at least once a month, or whenever necessary. The decision explained that behavioral violations are classified into four levels according to their degree, severity, and the impact of their commission on the student, the educational environment, and society in general. The procedures for each of them are implemented according to the provisions of these regulations, provided that each of them is documented, in accordance with the approved systems and models, and dealt with in accordance with educational values ​​and systems.

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