As educators and educational leaders, we’ve all heard about SMART goals, right? 

These goals, designed to be Specific, Measurable, Achievable, Relevant, and Time-bound, have been a staple in education for years. They promise a structured approach to goal-setting, ensuring clarity and focus. 

But what if we told you that SMART goals aren’t always as “smart” as we think, especially regarding Individualized Education Programs (IEPs)?

In this post, we’ll dive deep into the world of IEP goals, explore the limitations of traditional SMART goals, and introduce you to a more practical approach using what Kristie likes to call the Four Filters. These filters will help you create IEP goals that truly support students with disabilities, ensuring they achieve the access, participation, and progress they deserve.

The Limitations of SMART Goals for IEPs

SMART goals are popular because they provide a clear framework for setting objectives. However, when applied to IEPs, they often fall short of addressing the unique and nuanced needs of students with disabilities. Here’s why:

1. Lack of Connection to PLAAFP: SMART goals often fail to connect back to the student’s present level. This disconnect can lead to technically sound goals that don’t address the specific areas where the student needs support.
2. Challenges in Data Collection and Progress Monitoring: While SMART goals are supposed to be measurable, they don’t always make it easy to collect data that accurately reflects the student’s progress. This can make it difficult for educators to track improvements and adjust strategies as needed.
3. Not Ensuring IEP Effectiveness: The most significant issue is that SMART goals don’t inherently ensure that IEPs will fulfill their ultimate purpose- giving students the access, opportunities for participation, and pathways to progress they need to succeed in the general education curriculum.

So, what’s the solution? How can we create IEP goals that are not just compliant but genuinely effective? This is where the Four Filters come into play.

Introducing the Four Filters for IEP Goals

The Four Filters aren’t explicitly outlined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. Still, they can be inferred by examining the guidelines and the intent of an IEP. These filters help ensure that IEP goals live up to the spirit and legal requirements of IDEA, making them, in our opinion, very “smart.” Let’s break down each filter:

1. Does the Need Stem from the Student’s Disability?

The first filter asks whether the need arises from the student's disability. This can be challenging, especially for younger students or those with nuanced developmental patterns. The IEP team must carefully determine whether the need is due to the disability or other factors, such as environmental challenges or cultural differences.

• Key Consideration: It’s crucial to remember that having a disability doesn’t need to be “fixed.” Our role as educators is to remove barriers and ensure access, not to write an IEP goal for every challenge a student faces. Instead, we should focus on addressing the needs directly stemming from the disability.

2. Is the Disability Impacting Access, Participation, and Progress?

The second filter considers whether the student’s disability is having an adverse impact on their access, participation, and progress in the general education curriculum. Not all disabilities or delays negatively impact these areas, so the IEP team must confirm that the identified need genuinely affects the student’s educational experience.

• Example: Consider a student with a mild hearing impairment. While they may have difficulty hearing in noisy environments, this may not significantly impact their ability to access the curriculum if proper accommodations (like seating arrangements) are in place. The IEP team should carefully evaluate whether the student’s ability to participate or capacity for progress is hindered before deciding to create a goal.

3. Does the Need Require Specially Designed Instruction?

The third filter evaluates whether the need requires specially designed instruction. This instruction should be intentional and directly tied to the student’s need, but it doesn’t necessarily require pulling the student out of typical activities. Instead, the focus should be on embedding instruction within everyday routines, ensuring students can learn and grow without being isolated from their peers.

• Story: Kristie once worked with a student who struggled with fine motor skills, particularly with writing. Instead of removing the student from the classroom for isolated instruction, the team embedded fine motor skill activities into their daily routine. This approach helped the student improve and allowed them to stay engaged with their classmates.

4. Can the Need Be Addressed Within One Year?

The fourth filter assesses whether the need can be reasonably addressed within one year, considering developmental expectations and the student’s baseline. The IEP team must consider how much growth is developmentally or pedagogically appropriate within a year and whether the student will likely achieve the desired outcome.

• Actionable Tip: When setting goals, it’s essential to set realistic expectations. Consider the student’s current level of performance and what is developmentally appropriate for their age and abilities. This will help you create challenging yet achievable goals, ensuring steady progress without overwhelming the student.

Putting the Four Filters into Practice

Now that we’ve explored the “Four Filters,” let’s see how they work in practice. When crafting an IEP goal, ask yourself:

• Does the need arise from the student’s disability?

• Is the disability impacting the student’s access, participation, or progress?

• Does the need require specially designed instruction?

• Can we realistically address this need within one year?

If the answer to all these questions is “yes,” then you have needs that will lead to an IEP-worthy goal. Applying these filters ensures that your IEP goals are compliant and genuinely effective in supporting the student’s educational journey.

Transforming IEP Goals with the Four Filters

As educators, we have the power to make a real difference in the lives of our students. By rethinking our approach to IEP goals and applying the Four Filters, we can ensure that our goals comply with legal standards and genuinely support our students’ growth and development.

So, the next time you’re sitting down to write an IEP goal, remember to run it through the Four Filters. These filters will help you craft goals that give students the access, participation, and progress they deserve.

Ready to transform your IEP goals? Start by reviewing your current goals through the lens of the Four Filters. Share this approach with your team and see the difference in creating effective IEPs. Together, we can ensure that every student has the support they need to succeed.

Links and Resources

• About IDEA [U.S. Department of Education Website]
• Why SMART IEP Goals Might Not Be So Smart: 4 Essential Filters You Must Use! [Inclusive Schooling YouTube video: 3:20]
• No Excuse to Exclude Checklist [free download]
• The Meaningful IEP Metric [free download]