SMART IEP goals examples (and when SMART is not enough)

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A SMART IEP goal is specific, measurable, achievable, relevant and time-bound. For example: by the annual review, given a 1-minute list of taught high-frequency words, the student will read 40 words correctly per minute in 3 of 4 weekly probes. SMART is a good start, but it does not ask for a condition, a baseline or a measurement method, so add all three.

SMART came from business planning, not special education. It is a useful checklist, and most districts teach it. But a goal can pass every SMART letter and still be hard to measure. "By June, Sam will improve reading comprehension to 80%" is specific about the date and has a number. It has no condition, no baseline and no method. Two teachers would score it differently.

The 12 examples below pass SMART and the three checks SMART leaves out. Each links to its library template, and each shows the baseline it was set from. The numbers are illustrations, not benchmarks. For the full method behind them, see how to write IEP goals.

What SMART covers and what it misses

SMART letter	What it asks	What IEP goals also need
Specific	One clear skill	An observable verb, not "improve"
Measurable	A number	A unit and a denominator: 8 of 10 what?
Achievable	A realistic target	A target set from the baseline, not lowered to be safe
Relevant	Linked to a need	Linked to a number in present levels
Time-bound	A date	A consistency rule and a data schedule
(missing)		A condition: materials, setting, support
(missing)		A measurement method stated in the goal

"Achievable" deserves a warning. It is easy to read as "safe." In Endrew F., the Supreme Court said a student's program must be appropriately ambitious in light of the student's circumstances.^[2] Achievable should mean reachable with good instruction, not certain.

Choosing the right goal for the student

Student profile	Sub-skill to target	Measurement method
Knows sight words but reads them slowly	High-frequency word fluency	Words read correctly per minute
Reads fluently, misses the point	Main idea of informational text	Percent of paragraphs
Writes short, bare sentences	Sentence expansion	Percent of sentences expanded
Leaves off end punctuation	End marks in own writing	Percent of sentence endings
Computes, but cannot read a clock	Telling time to 5 minutes	Percent of clock readings
Loses track of multi-step directions	Following three-step directions	Opportunities
Slow to come back after a break	Returning to work	Latency in minutes

SMART reading goals

Goal	Baseline
Read high-frequency words on a timed list: By the annual IEP review date, given a 1-minute timed list of previously taught high-frequency words in random order, the student will read the words aloud in order independently at a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.	15 words per minute
Identify the main idea of informational text: By the annual IEP review date, given 5 unpracticed informational paragraphs at the student's instructional level in which the main idea is not directly stated, the student will state or write the main idea of each paragraph in a sentence and name one supporting detail independently in at least 4 of 5 paragraphs, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.	2 of 5 paragraphs
Determine word meaning from context clues: By the annual IEP review date, given 10 unfamiliar words underlined in instructional-level passages that contain definition, synonym, antonym, or example clues, the student will state or write the meaning of each underlined word and identify the clue words independently with at least 75% accuracy on context-clue items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.	30% of items

Weak: "By June, Sam will improve reading comprehension to 80%."

Measurable: "Given 5 unpracticed informational paragraphs at his instructional level, Sam will state the main idea and one detail in at least 4 of 5 paragraphs on 3 of 4 weekly probes."

SMART writing goals

Goal	Baseline
Expand kernel sentences with details: By the annual IEP review date, given 10 short kernel sentences of three to four words each, the student will expand each sentence by adding at least two details that tell when, where, why, or how while keeping it a complete sentence independently with at least 85% accuracy on kernel sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.	30% of sentences
Make a written plan before drafting: By the annual IEP review date, before drafting a writing assignment that calls for a paragraph or longer, the student will complete a written or typed plan listing the topic, at least three ideas, and a closing idea independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.	1 of 5 assignments
End sentences with the correct punctuation: By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.	40% of endings

Weak: "Maria will write better sentences by the end of the year."

Measurable: "Given 10 kernel sentences, Maria will add at least two when, where, why or how details to each with 85% accuracy on 3 of 4 weekly probes."

More writing goals are on the IEP goals for writing page.

SMART math goals

Goal	Baseline
Tell time to the nearest five minutes: By the annual IEP review date, given 10 analog clock faces showing times to the nearest five minutes, the student will write the time shown on each clock in digital form independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.	30% of clocks
Name the fraction shown by a model: By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently in at least 9 of 10 models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.	4 of 10 models
Combine like terms: By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.	30% of expressions

Weak: "Jordan will master fractions by May with 80% accuracy."

Measurable: "Given 10 area or set models with denominators 2 to 8, Jordan will write the fraction for at least 9 of 10 on 3 of 4 probes every two weeks."

SMART executive function and behavior goals

Goal	Baseline
Follow three-step oral directions: By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.	1 of 5 directions
Return to class after a regulation break: By the annual IEP review date, after a timed break in the designated break area ends, the student will return to the class activity and begin the next step of the assigned task independently within 2 minutes, on 4 of 5 consecutive breaks, as measured by latency recording collected daily.	8 minutes
Pack up for dismissal: By the annual IEP review date, when the end-of-day pack-up signal is given, the student will complete the end-of-day pack-up routine using a written pack-up checklist, performing at least 8 of 9 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.	4 of 9 steps

Weak: "Ava will follow classroom routines 90% of the time by June."

Measurable: "When the pack-up signal is given, Ava will complete 8 of 9 checklist steps independently on 4 of 5 consecutive days."

How to measure these goals

Each goal names its method, and the method decides the data sheet. Timed lists use a 1-minute probe and a count; record them on the reading fluency data sheet or a frequency sheet. Scored items use the accuracy data sheet. Opportunity goals, like following directions, use the opportunity sheet, and routines use the task analysis sheet. The IEP has to state how progress will be measured and when it will be reported,^[1] so write the method into the goal and keep it there.

Objectives for SMART goals

A SMART goal breaks down cleanly. Keep the condition and step the number: 15, 22, 30, then 40 words per minute. Or break a goal with parts into sub-skills: plan, draft, then end every sentence correctly. The page of IEP goals and objectives examples shows both kinds.

Adapting SMART goals by grade and support level

Level	Specific skill	Measure	Typical time-bound rule
Preschool	Naming pictures, following one-step directions	Opportunities	4 of 5 opportunities across 3 days
Grades K to 2	Sight words, letter sounds	Correct per minute	3 of 4 weekly probes
Grades 3 to 5	Main idea, sentence expansion	Percent of items	3 of 4 weekly probes
Grades 6 to 8	Planning, combining like terms	Percent or opportunities	3 of 4 probes every two weeks
Grades 9 to 12	Job routines, budgeting	Steps or percent	4 of 5 shifts or probes
Significant support needs	Requesting, daily routines	Opportunities or steps	4 of 5 days

Once a goal passes SMART, paste it into the goal checker. It checks the parts SMART skips: the condition, the method and the mastery rule. For a large set of goals across every area, see IEP goal examples.

Frequently asked questions

What does SMART stand for in IEP goals?

Specific, measurable, achievable, relevant and time-bound. Some versions use attainable or realistic for the A or R. The idea is the same: one clear skill, a number, a reachable target, a link to the student's needs, and a date.

Are SMART goals required in an IEP?

No. Federal rules require measurable annual goals, not the SMART format. Many districts teach SMART because it helps, but a goal also needs a condition, a baseline-based target and a stated measurement method.

What is the difference between a SMART goal and a measurable goal?

A measurable goal can be scored the same way by anyone. SMART helps get there but can miss the condition and the method. A goal that is SMART and names the condition, the unit and how data is collected is measurable.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Endrew F. v. Douglas County School District RE-1, 580 U.S. 386 (2017), Supreme Court of the United States

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.