When it comes to writing IEP goals, most of us have been trained to follow the SMART framework – specific, measurable, achievable, relevant, and time-bound. On the surface, this makes sense. We want goals that are clear and trackable.
But in practice, something often gets lost.
As occupational therapist Kelsie Olds, known as “The Occuplaytional Therapist,” shared in a recent interview for the 2026 Inclusive Classrooms Summit, many goals end up sounding more like generic aspirations with a percentage attached than truly individualized supports for a real child in a real environment. A goal can technically meet all the SMART criteria and still fail to reflect the child’s actual needs, their starting point, or the conditions required for success.
Start With Access, Not Just Outcomes
One of the most important shifts in goal writing is moving away from focusing only on what the child will do, and instead considering what the child needs in order to do it.
This is where Kelsie’s approach offers an important reframe. When writing goals, they often intentionally include phrases like “given access to support of a trusted adult, and unrestricted access to ____” and “we will know that they can do this when____” . These aren’t standardized terms or required language, but rather purposeful ways of embedding supports directly into the goal itself. In their view, this isn’t just wording – it’s foundational. If a child does not consistently have access to the supports outlined in the goal, then we are not truly giving them the opportunity to achieve it.
Take, for example, a child working on asking for help. For that goal to be achievable, the child must have access to an adult who is available, responsive, and safe to approach. If that adult is inconsistently present, or responds negatively when the child attempts to ask for help, then the environment itself becomes the barrier – not the child.
In these situations, what may look like “overuse” of a strategy – such as repeatedly asking for help – can actually represent meaningful progress. The child is learning to recognize when they need support and is attempting to communicate that need. That should be understood as a step forward, not a behavior to reduce.
What This Looks Like in Practice
A well-constructed goal might look like this:
Given access to the support of a trusted adult and unrestricted access to sensory supports, this child will be able to use at least two strategies (one verbal and one non-verbal) 75% of the time to communicate a problem to an adult without hurting any person or property. We will know they can do this when they are aware of at least one verbal script (such as “help me”) and one agreed-upon non-verbal communication (such as tapping a shoulder and pointing at the problem), and are able to use these with a trusted adult (teacher, therapist, parent, etc.) for at least 3 out of 4 problems.
What makes this goal effective is not just that it is measurable, but that it is usable. It clearly defines the supports the child needs, the strategies they will use, and what success looks like in everyday situations. It also creates a natural checkpoint for teams – if progress isn’t happening, they can revisit whether the conditions of the goal are truly being met.
Build From What the Child Already Does
Effective goals don’t start from zero – they build on what is already working.
Kelsie emphasizes the importance of acknowledging a child’s current strategies and using those as a foundation for growth. For example, if a child already uses a pop-it as a fidget tool, the goal isn’t to replace that strategy entirely, but to expand it – perhaps by identifying alternative tools that are quieter or more appropriate across different environments.
This approach keeps goals grounded in the child’s reality. It respects what they already know and can do, while still creating a clear and meaningful path forward.
Making “Measurable” Actually Meaningful
One of the most common challenges in goal writing is defining what “measurable” really looks like in practice.
Goals often rely on phrases like “80% of the time” or “90% accuracy,” but in real-world settings, especially busy classrooms, these percentages can be difficult to interpret and even harder to track accurately. This can lead to vague data and decisions based more on general impressions than clear evidence.
A more practical approach is to use concrete, observable language such as “3 out of 4 opportunities” or “4 out of 5 days per week.” While mathematically similar, these phrases are far easier to visualize and apply. They also make it clearer how often the skill needs to occur and who is responsible for supporting it.
When a goal requires consistency across multiple days or settings, it naturally becomes a shared responsibility. It can no longer sit solely with the therapist (who usually does not see the child for that period of time per week), but instead invites collaboration across the entire team.
Goals Should Guide the Adults, Too
Well-written goals don’t just describe what the child will do, they also clarify what the adults need to provide.
By explicitly outlining the supports, responses, and conditions required for success, goals create alignment across teachers, therapists, aides, and caregivers. This shared understanding becomes especially important when progress is slower than expected.
Rather than assuming the child is not capable, the team can reflect more critically: Were the supports consistently available? Did the child have access to a trusted adult? Was the environment set up in a way that made success possible?
This shift moves the focus away from “fixing” the child and toward adjusting the environment to better support them.
Creating Space for Exploration
For younger children especially, Kelsie also highlights the importance of writing goals that allow for exploration.
Instead of focusing only on end outcomes, goals can include opportunities for the child to try a variety of activities – such as different core-strengthening exercises – and identify which ones they enjoy and are motivated to repeat. This helps build foundational skills while also increasing the likelihood of carryover into home and daily routines.
When a child asks to repeat an activity outside of therapy, it’s a strong signal that the intervention is meaningful. That kind of engagement is often where the most sustainable progress begins.
Tracking Progress in the Real World
Even the most thoughtfully written goal needs to be realistic to track.
In school environments, where time is limited and routines are constantly shifting, rigid data collection systems can quickly become impractical. That’s why tracking should be collaborative and adaptable.
Some teams may prefer simple checklists, while others might benefit from brief, scheduled check-ins between therapists and teachers. In many cases, aides or support staff (who often spend the most consistent time with the child) can offer the most accurate insight into what is happening day to day.
When tracking methods align with the realities of the classroom, data becomes more meaningful and far more likely to be used effectively.
A Shift in Focus
Ultimately, this approach to goal writing invites a broader shift in perspective.
Instead of focusing on compliance, generic benchmarks, or isolated skill-building, we begin to center access, environment, and meaningful participation. When goals truly reflect the child, their strengths, and the supports around them, they become more than just a requirement on paper.
They become a shared roadmap – one that helps every adult involved understand how to support that child in ways that are practical, respectful, and genuinely effective.
This is just a glimpse: get the full interview plus 11 other expert-led talks on mastering MTSS for school-based therapists.
About Kelsie Olds
Kelsie Olds, also known as “The Occuplaytional Therapist,” is an occupational therapist who shares every day with thousands of people online – parents, teachers, fellow professionals, and adults healing their own childhoods – about the power of play in children’s lives. Kelsie has worked with kids in all kinds of settings: from rural Oklahoma, to an Air Force base in England, to their current home in Geelong, Victoria. Their experiences across different countries and systems give them a unique perspective on how healthcare and education shape childhood.
Website: www.occuplaytional.com