Using AI for Smart IEP Goals
Many professionals have found AI generators to be useful tools. Individualized Education Program (IEP) goals can be generated using the SMARTER method while maintaining both compliance and individualized authenticity. It is best practice to use AI as a resource to assist with expertise rather than a replacement. AI can help educators with drafting, offering suggestions, and ensuring goals meet compliance standards associated with the 13 Federal Mandates (SMARTER method) (Waterfield, Coleman, and Cook, 2025).
AI uses large data sets to analyze patterns and relationships to make predictions. Even though it is proving to be a useful tool in today's global industries, we must remember that AI is a language tool and not a knowledge tool. It cannot understand abstract concepts, perform original research, reason about morals or ethics, or fact check. It can have bias and is only as good as the human input that is supplied. AI relies on valid expertise in the data. There have been reported cases where AI hallucinates (cites information that is not accurate or does not exist) (Fleet, 2024). Anyone using AI should be intimately aware of the limitations, and it is each individual’s responsibility to verify the legitimacy and accuracy of the information provided. In addition, there is a learning curve with regard to the specific prompts used in order to elicit the correct and desired information. Ott and Wakefield (2025) tested several AI prompts to elicit complete SMARTER IEP goals. They offer these helpful prompt examples for drafting the SMARTER Steps method for IEP goals. As with any goals, AI generated goals should be taken to IEP meetings as draft forms for collaborative feedback.
When you enter the Prompt into an AI generator, it is best practice to include this language:
“Create an IEP goal for (skill area) using the SMARTER Steps IEP goal method by Ott and Wakefield (2016) with S for specific, M for measurable, A for attainable, accountable, and ambitious, R for research based with citation embedded, T for teachable skill, E for evaluated, and R for relevant to the (name the state) state learning standard for (name the subject area) (name the grade level) with citation embedded, please.”
Sample Prompt 1: Create an IEP goal for articulation of the initial /s/ sound using the SMARTER Steps IEP goal method by Ott and Wakefield, 2016 with S for specific, M for measurable, A for attainable, accountable, and ambitious, R for research based with citation embedded, T for teachable skill, E for evaluated, and R for relevant to the Missouri state learning standard for English Language Arts for 5th grade with citation embedded
Here is what was generated:
IEP Goal (SMARTER Format):
S – Specific:
The student will correctly articulate the initial /s/ sound in words during structured speech tasks (e.g., word lists, phrase repetition, and sentence-level responses) with verbal and visual cues as needed.
M – Measurable:
The student will produce the initial /s/ sound with 90% accuracy across three consecutive therapy sessions as measured by speech-language pathologist (SLP) data collection and observation.
A – Attainable, Accountable, and Ambitious:
Given direct instruction, modeling, and corrective feedback, the student will increase accurate production of the initial /s/ sound from a baseline of 40% to 90% in structured tasks, demonstrating steady progress over the IEP period.
R – Research-Based:
This goal is based on evidence-based articulation intervention strategies such as minimal pair therapy, auditory discrimination, and phonetic placement techniques shown to improve articulation of fricatives (Rvachew & Brosseau-Lapré, 2018).
T – Teachable Skill:
Correct production of the /s/ sound is a discrete, teachable articulation skill that can be explicitly taught and practiced in speech-language sessions with opportunities for generalization to classroom settings.
E – Evaluated:
Progress will be evaluated at 9-week intervals using therapist data, progress monitoring tools, and periodic speech samples to determine mastery and make instructional decisions.
R – Relevant (to Missouri State Learning Standards):
This goal supports Missouri Learning Standards for English Language Arts, specifically 5.SL.4.A: "Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience." (Missouri Department of Elementary and Secondary Education, 2021).
IEP Goal (SMARTER Format):
Sample Prompt 2: “Create an IEP goal for reading fluency using the SMARTER Steps IEP goal method by Ott and Wakefield, 2016 with S for specific, M for measurable, A for attainable, accountable, and ambitious, R for research based with citation embedded, T for teachable skill, E for evaluated trimester intervals and R for relevant to the Colorado state learning standard for English Language Arts for 3rd grade with citation embedded”
Here is what was generated:
S – Specific:
The student will improve reading fluency by reading grade-level passages aloud at an appropriate rate, accuracy, and expression.
M – Measurable:
Given a grade-level reading passage of approximately 150 words, the student will read aloud at a rate of at least 110 correct words per minute (CWPM) with 95% accuracy and appropriate prosody, as measured by curriculum-based assessments and oral reading fluency probes.
A – Attainable, Accountable, and Ambitious:
Starting from a baseline of 75 CWPM with 85% accuracy, the student will increase fluency by at least 10 CWPM per trimester, reaching the benchmark of 110 CWPM by the end of the IEP period. This goal holds the student accountable and reflects ambitious but attainable progress within one academic year.
R – Research-Based:
This goal is supported by research showing that repeated reading, modeling fluent reading, and guided oral reading significantly improve reading fluency in elementary students (National Reading Panel, 2000; Kuhn & Stahl, 2003).
T – Teachable Skill:
Reading fluency—including rate, accuracy, and expression—is a directly teachable component of literacy instruction and can be targeted using interventions such as choral reading, repeated reading, and teacher modeling.
E – Evaluated:
Progress will be evaluated at trimester intervals using curriculum-based measurement (CBM) tools such as DIBELS or AIMSweb Oral Reading Fluency (ORF) probes, with results documented and analyzed to guide instruction.
R – Relevant (to Colorado State Standards):
This goal supports Colorado Academic Standard 3.RF.4: Read with sufficient accuracy orally
IEP Goal (SMARTER Format):
Sample Prompt 3: Create an IEP goal for requesting a break using the SMARTER Steps IEP goal method by Ott and Wakefield, 2016 with S for specific, M for measurable, A for attainable, accountable, and ambitious, R for research based with citation embedded, T for teachable skill, E for evaluated trimester intervals and R for relevant to the New York state learning standard for Career Readiness for 10th grade with citation embedded.
Here is what was generated:
S – Specific:
The student will request a break in any of the following methods: verbal request, break card, or AAC device) with prompts during task refusal in classroom settings.
M – Measurable:
The student will request a break with an average of 60% accuracy as measured by staff observation and behavior tracking data.
A – Attainable, Accountable, and Ambitious:
Starting from a baseline of 40% accuracy with prompts, the student will increase break requests to 60% or more over the course of the IEP year. This goal supports student accountability and sets an ambitious target that aligns with growing independence in high school settings.
R – Research-Based:
Self-management strategies, including functional communication training (FCT), are evidence-based practices that help students demonstrate pro-social behaviors with functional communication such as requesting a break (Carr et al., 1994; Odom et al., 2010).
T – Teachable Skill:
Requesting a break is a functional, teachable self-advocacy skill that can be explicitly taught through role-play, modeling, and visual supports across settings and then generalized to real-world scenarios.
E – Evaluated:
Progress will be evaluated at trimester intervals using a behavior tracking form completed by teachers and support staff that documents frequency, independence level, and setting of break requests.
R – Relevant (to NY State Career Readiness Standards):
This goal aligns with New York State CDOS Standard 3a: Universal Foundation Skills, particularly:
Self-Management: Students demonstrate the skills to set goals, monitor progress, and show self-control and self-advocacy in academic and workplace environments.
(New York State Education Department, 2020)
by Kelly Ott, MHS, MEd, CCC-SLP