Writing SMART Goals

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 16, 2025
Writing effective IEP goals is a vital part of supporting student progress, especially for students with visual impairments. While IEP formats and criteria may vary by state, district, or even individual school, one essential principle is consistent: all IEP goals should be SMART—that is, Specific, Measurable, Achievable, Relevant, and Timely.
SMART goals address the student’s disability-related needs, support access to and progress in the general education curriculum, and help meet other educational needs stemming from the disability.

​What Are SMART Goals?

Specific

A goal should be clearly defined and focused. To make a goal specific, consider these guiding questions:
  • Who is the goal written for? (Use the student’s name.)
  • What will the student accomplish?
  • Where will the skill be demonstrated (e.g., during 1:1 instruction, across settings)?
  • When is the goal expected to be met?
  • Which conditions, materials, or supports are needed?
  • Why is the goal important for this student?
  • How will the student achieve this skill?
Tip: Use Bloom’s Taxonomy to select strong, observable action verbs (e.g., identify, demonstrate, apply, describe) when writing the behavioral component of the goal.

Measurable

​A measurable goal allows the IEP team to track progress objectively.
Ask:
  • How much?
  • How often?
  • How will we know when the goal is met?
Include clear performance criteria (e.g., "with 90% accuracy over 4 out of 5 trials").

Achievable (Attainable)

The goal should be challenging but within the student's reach, considering:
  • The student’s present levels of performance
  • Historical rate of progress
  • Amount and type of service delivery
  • Student’s work habits, motivation, and stamina
The goal should promote growth while remaining feasible within the IEP year.

Relevant (Realistic)

Goals should align with:
  • The student's individual needs
  • The general curriculum (when appropriate)
  • The ECC (Expanded Core Curriculum)
  • Your role as the Teacher of Students with Visual Impairments (TVI) or other specialist
Each goal should represent meaningful progress that supports the student’s future independence and success.

Timely

​Every goal must be linked to a defined time frame, usually the duration of the IEP (e.g., "by the end of the IEP year"). A deadline creates a sense of urgency and helps with accountability and progress monitoring.

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

When writing short-term objectives or benchmarks (especially for students taking alternate assessments), ensure each one includes:
  1. Condition – Under what circumstances will the skill be performed?
  2. Clearly defined behavior – What will the student do?
  3. Performance criteria – How well and how often must the skill be demonstrated?
These small, measurable steps help track the student’s progress toward the annual goal.
​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.

Printable Resource

The following pdf resource can be found on the Premium Printables page.
SMARTER Goals Handout
SMARTER Goals Handout
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