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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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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11 SMART Goals Examples for Special Education Teachers

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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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

Exploring the maze of education reveals a truth: each student shines in their unique way. Dive into special education, where the magic happens for learners with different beats to their drum! Ever wonder how to give these awesome kids the golden ticket to learning success? The secret weapon: tailor-made goals and ambitions. Get the inside scoop on what makes special education teachers superheroes by checking out the goal of a special education teacher right here. This nugget of wisdom isn’t just for anyone—it’s a game changer for those passionate about unlocking every student’s potential. Hang tight, because what you’re about to discover will light up your understanding of education like a firework show!

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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