SMART is an acronym that stands for specific, measurable, attainable, relevant, and time-bound. The SMART template provides a consistent structure for goal-writing. They are widely recognized in education and help professionals ensure that the goal includes all necessary components. https://cbstherapy.com/writing-smart-goals/

1. WRITING SMART
GOALS: CBS THERAPY
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Tracking student progress is one of the most crucial components
of a child’s journey in special education. Data collection allows us
to provide children with the best possible interventions and
actively impact their education. Special educators, occupational,
physical, speech-language, and behavior therapists all use SMART
goals as an efficient way to support intervention planning and
data collection.
THE PROVEN PATH TO REAL PROGRESS

2. The SMART template provides a consistent
structure for goal-writing. They are widely
recognized in education and help
professionals ensure that the goal includes
all necessary components.
SMART Goals?

3. Attainable
Relevant
Specific
Measurable
SMART Is An Acronym
That Stands For:
Time-bound
S
M
A
R
T

4. Educators should write goals with definitive criteria. Break
down anything that might be considered vague. ‘Play-group’
could be described more specifically as ‘a teacher-facilitated
recess group with five same-age peers.’ If the child has to
switch school districts without notice, the new educators
should easily distinguish all the goal criteria. Don’t forget to
include any adaptive equipment, modifications, or cues that
the student will use to meet their target.
S: Specific

5. This part of the goal reveals the intended outcome
and helps track progress. To improve a goal, add
one specific behavior that an educator can
measure. For example, “Hakim will initiate three
social interactions with peers, as measured by
teacher data collection” rather than “Hakim will
participate in a play-group.” Be sure to include who
will collect the data or if there will be an
observation period, retesting, or portfolio
collection.
M: Measurable

6. A: Attainable
When a child qualifies for special education or
transitions into a program, they undergo a thorough
evaluation. The evaluation should contain the child’s
present levels of educational performance. Use this
information to create goals that are attainable within
the term of the IEP. If a child is currently speaking with
one-word responses, it is unrealistic to expect them to
use an average of six words per sentence within a year.
Use their present levels along with your clinical
reasoning to determine what is an attainable goal.

7. Does the goal fit into the context of the child accessing
their education? Does it make sense given the child’s
individual learning profile and needs? If it is unclear,
try using vocabulary that ties the goal back to the
student’s educational needs. If it still doesn’t fit,
consider what the team wants to prioritize to ensure
that the goal is relevant.
R: Relevant

8. The goal should be attainable within the timeframe of the
IEP. An IEP is typically valid for one year. However, if a
related service gets added to the plan mid-year, the
specialist will create goals for a shorter time. To ensure
that you are using the correct timeframe, look for the
next annual IEP date and write it into the goals. Refer
back to this part of the goal to check that the target is
attainable.
T: Time-bound

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