SPED 3100

Ashley Kania
SMART Goals Summary

SMART GOALS
IEP goals should be appropriate for students; some tips to get there is to be SMART about
the goals:

S Smart
o Have specific objectives and goals in target areas of academic achievement &
functional performance
Clear descriptions of knowledge & skills that will be taught and how the

childs progress will be measured

M Measurable
o Goals and objectives that can be observed/counted.
o Allows teachers and parents to know when the child reaches this goal.
A Use Actions Words
o SMART IEPs will use action words/phrases such as This child will be able too
o 3 components that have to be stated in measureable terms
Direction of behavior
Area of need
Level of attainment
R Realistic and relevant
o Must address the unique needs of the students disability.
o Goals not based on district curricula, state or district tests, or external standards.
T Time-lined
o Time lines allow teachers to monitor student progress at regular intervals.
It is important for an IEP goal to not only follow the SMART goal outline, but the IEP

goal should also allow the child to be able to learn the basic skills necessary for the child to
become self-sufficient and independent. The IEP must also contain measureable academic and
functional goals. Goals should address the childs academic ability and functional performance
while not stating broadly what the child is expected to accomplish within the next year. Part of
the basic skills and goals that should be included in a childs IEP include reading,
communication and social skills. All students must have the opportunity to learn to
communicate; whether it is through expressive and receptive speech or by means of assistive
technology this is a skill that all students must learn so that they may interact with other people.

SPED 3100
Ashley Kania
SMART Goals Summary

Another one of the main ideas of the SMART goals was for members of the IEP team to
use objective data to analyze the effectiveness of goals outlined in the childs IEP. This is
essentially compared to as a doctor using objective data to analyze the effectiveness of a
treatment plan for a sick child. The objective data in the case of the IEP is so that the members of
the IEP team can determine if the child is acquiring and retaining the necessary skills that are
outline in the IEP based on the set plan of action that is outlined in the childs current IEP. Not
only does this look at the plan of action that is outlined, but the services provided to the child are
also allowed to be reviewed as necessary.
The muddy point for SMART goals is the issue that causes the need for these SMART
goals in the first place, which is confusion. There seems to be a great deal of confusion on what
to include to make good IEP goals for students that is causing not only parents/guardians to
complain, but teachers as well. Teachers who have only a limited amount of experience are
concerned that they do not know for their students IEP goals because they have not have had
enough experience in doing so, let alone enough experience to write a good IEP in whatever
definition that meant to someone who really didnt know. In order for an IEP to be written
successfully by the IEP team and meet the requirement of describing the childs present level of
academic achievement and functional performance by IDEA 2004, the team must start by
analyzing the childs present level of skills (Wright & Wright, 2008). Rather than starting off by
trying to find good goals and objects first because they will more than likely not relate to the
childs needs.

SPED 3100
Ashley Kania
SMART Goals Summary

References
Wright, P. & Wright, P. (2008) Wrightslaw game plan: SMART IEPs. Retrieved from
http://www.wrightslaw.com/info/iep.goals.plan.htm