​What Are SMART Goals?

Specific

A well-written goal is clear, focused, and actionable. To ensure specificity, use the following guiding questions as you develop the goal:
  • Who is the goal written for? Use the student’s name to clearly identify who will perform the skill.
  • What will the student accomplish? Define the exact skill or behavior the student is expected to demonstrate—no vague language.
  • Where will the skill be demonstrated? Specify the setting(s), such as during 1:1 instruction, small-group work, general education classes, or across multiple school environments.
  • When is the goal expected to be met? Include a clear timeframe (e.g., “by the end of the IEP year”).
  • Which conditions, materials, or supports are needed? Identify supports such as assistive technology, optical devices, specialized materials, or adult prompts necessary for success.
  • Why is the goal important? Connect the goal to functional needs, academic access, independence, or the Expanded Core Curriculum (ECC).
  • How will the student achieve or demonstrate the skill? Describe the method or condition under which the skill will occur (e.g., using a magnifier, accessing large print, applying O&M strategies).
Tip: Use Bloom’s Taxonomy to select strong, observable action verbs for the measurable component of the goal. Examples include: identify, locate, demonstrate, describe, apply, compare, use, select, organize, interpret. Avoid vague verbs such as “understand” or “know,” which are not directly observable.

Measurable

A measurable goal provides the IEP team with clear, objective criteria to monitor progress and determine when the student has met the goal. To make a goal measurable, consider the following questions:
  • How much? Identify the level of accuracy, independence, or consistency expected (e.g., 80%, 90%, full independence).
  • How often? Specify the frequency or number of opportunities needed to demonstrate mastery (e.g., “over 4 out of 5 trials,” “in 3 consecutive sessions”).
  • How will we know the goal is met? Define the observable behaviors, data collection methods, and conditions under which progress will be measured.
Include clear performance criteria, such as: “The student will… with 90% accuracy over 4 out of 5 trials.” Well-defined measurement makes the goal actionable, trackable, and legally defensible—and ensures the student’s progress is accurately understood by the entire team.

Achievable (Attainable)

A strong IEP goal should be appropriately challenging while still within the student’s ability to reach within the IEP year. When determining whether a goal is achievable, consider:
  • Present levels of performance: Use current data to determine what the student can already do and what the next logical step should be.
  • Historical rate of progress: Review the student’s previous IEPs, learning trajectory, and the pace at which they typically acquire new skills.
  • Type and amount of service delivery: Ensure the goal aligns with the frequency, duration, and intensity of TVI and related services available to support skill development.
  • Work habits, motivation, and stamina: Consider the student’s persistence, ability to sustain visual tasks, and overall readiness for learning.
The goal should promote growth, be ambitious yet realistic, and remain feasible to accomplish within one IEP cycle. An achievable goal sets the student up for success and provides the team with meaningful opportunities to monitor steady progress.

Relevant (Realistic)

Every IEP goal should be directly connected to what the student truly needs in order to access learning and build independence. When developing goals, ensure they align with:
  • The student’s individual needs: Goals must reflect the unique visual, academic, functional, and developmental needs identified in the Present Levels of Performance.
  • The general curriculum (when appropriate): When possible, goals should support access to grade-level standards and classroom expectations through appropriate accommodations or specialized instruction.
  • The Expanded Core Curriculum (ECC): Students with visual impairments require instruction in areas not typically taught to sighted peers—such as assistive technology, compensatory skills, orientation and mobility, self-determination, and social interaction. Goals should address these specialized needs.
  • Your role as the TVI or specialist: Each goal should reflect the specialized instruction you provide—skills that require your expertise and cannot be addressed solely through classroom accommodations.
When goals are aligned thoughtfully, they represent meaningful, functional progress that supports the student’s immediate access needs while building the foundation for future independence, confidence, and long-term success.

Timely

Every IEP goal must include a clear time frame for completion, typically aligned with the duration of the IEP (e.g., “by the end of the IEP year”). A defined deadline:
  • Establishes accountability for instruction and progress
  • Ensures the team regularly monitors growth
  • Helps determine whether the student is making adequate progress
  • Creates a sense of urgency so skills are taught intentionally and systematically
A timely goal keeps the team focused and provides a concrete point at which to evaluate mastery and determine next steps.

SMART Goal Example

Ex. When asked to complete a written assignment, (name), will independently load the paper in the braille writer with 90% accuracy on 4 of 5 opportunities by the end of the IEP duration.

Don’t Forget the 3 C’s for Objectives

Short-term objectives and benchmarks break the annual goal into smaller, measurable steps, making it easier to track progress—especially for students participating in alternate assessments. Each objective should clearly define what the student will do and how progress will be measured. Ensure every objective includes:
  • Condition – Under what circumstances will the skill be performed?
    Examples: given a magnifier, during small-group instruction, when presented with 14-point print, using a slant board, during community-based lessons.
  • Clearly defined behavior – What, exactly, will the student do?
    Use observable action verbs (e.g., identify, locate, demonstrate, use, follow, fill in).
  • Performance criteria – How well and how often must the skill be demonstrated?
    Examples: 80% accuracy, 4 out of 5 trials, independently on 3 consecutive days.
These smaller steps provide a roadmap toward the annual goal and ensure the team can meaningfully monitor progress, adjust instruction, and celebrate incremental success.
​Writing SMART goals and objectives ensures clarity, consistency, and collaboration. They help the IEP team—including the student—stay focused on progress that is meaningful, individualized, and achievable.

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
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Evelyn Jane Stories 
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