SMART IEP Goals
When developing an Individualized Education Plan (IEP) for a student with Autism, setting clear, structured, and achievable goals is crucial to their progress. One of the most effective ways to create meaningful IEP goals is by using the SMART framework. SMART goals ensure that the student’s development is measurable, specific, and tailored to their unique needs. Unfortunately, not all IEP goals meet these standards, which is why parents and educators must understand how to assess and refine them. Let’s explore what SMART goals are, how they can be applied to an IEP, and what steps to take if goals need improvement.
What Are SMART Goals?
SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound. When applied to an IEP, SMART goals provide a structured roadmap for a child’s educational and developmental growth. Here’s how each component applies to Autism-related goals:
Specific: The goal should clearly define the skill or area that the student needs to improve. For example, “improving communication skills” is too broad. A specific goal would be, “The student will use a communication device to request items during structured activities.”
Measurable: The goal must include a way to track progress. How will we know the student has met the goal? For example, “The student will initiate peer interactions at least three times per recess period as recorded by staff.”
Achievable: The goal should be realistic based on the student's abilities and current performance level. While high expectations are important, setting unrealistic goals can lead to frustration. Ensure the goal is challenging yet attainable.
Relevant: The goal should address the student’s specific needs related to autism. For instance, a goal focusing on turn-taking in conversations would be relevant if social communication is a challenge.
Time-bound: The goal should have a clear deadline or timeframe. For example, “The student will achieve this goal within six months of IEP implementation.”
What SMART Goals Are Not
SMART goals should not be vague, immeasurable, or irrelevant to the student’s developmental needs. Here are examples of what a non-SMART goal might look like in an IEP for autism:
Non-specific: “The student will improve social skills.” This goal lacks focus and doesn’t specify which social skills need improvement.
Not measurable: “The student will behave appropriately in class.” There is no clear way to measure what “appropriate” means or how progress will be assessed.
Unachievable: “The student will independently initiate and sustain a five-minute conversation within one month.” This may not be realistic for a student who is just beginning to develop basic social communication skills.
Irrelevant: A goal focusing on advanced math skills may not be relevant if the student’s primary challenge is in social communication and emotional regulation.
Not time-bound: “The student will improve their ability to focus.” Without a defined timeframe, it’s difficult to track progress or hold the IEP team accountable.
What to Do If IEP Goals Aren’t SMART
If you notice that your child’s IEP contains goals that don’t align with the SMART framework, take action to ensure they are revised appropriately. Here are some steps to follow:
Request an IEP Meeting: Schedule a meeting with the IEP team to review and refine the goals. Explain the importance of SMART goals and how they can better support your child’s development.
Come Prepared with Suggestions: Bring examples of SMART goals that better align with your child’s needs. For instance, if your child struggles with transitions, propose a goal like, “The student will use a visual schedule to transition between activities with no more than one prompt in 80% of opportunities.”
Request Baseline Data: If the goals are not measurable, ask for data on your child’s current abilities. This will help establish realistic, trackable goals.
Ensure Relevance: Confirm that the goals address the primary challenges related to autism, such as communication, sensory regulation, social interaction, or executive functioning.
Monitor Progress Regularly: Check in with the IEP team to review progress. If goals are not being met, discuss necessary adjustments to ensure continued growth.
Examples of SMART Goals
Specific: “By the end of the semester, the student will increase their ability to follow multi-step directions by completing three-step instructions with no more than one verbal prompt in 80% of opportunities.”
Measurable: “The student will use a visual schedule to transition between activities independently in 4 out of 5 instances during classroom routines.”
Achievable: “Within six months, the student will greet peers using eye contact and a verbal or nonverbal greeting in 3 out of 5 interactions.”
Relevant: “The student will use a break card to request sensory breaks with no more than one prompt in 75% of observed instances.”
Time-bound: “The student will achieve this goal by the end of the second grading period.”
Conclusion
Setting SMART goals in an IEP ensures that the educational plan is structured, achievable, and clear for both the student and educators. For students with autism, these goals are essential for tracking progress, addressing specific challenges, and ensuring that interventions are effective. When goals aren’t SMART, students may not receive the targeted support they need. As a parent, advocating for SMART goals in your child’s IEP can significantly enhance their educational experience. If you notice the goals are vague, unrealistic, or irrelevant, don’t hesitate to request changes. Your involvement is key to ensuring your child receives the best possible support on their path to success!