WRITING "S.M.A.R.T." GOALS
By: Carmen Willings
November 7, 2015
Individualized Education Program (IEP) formats and the criteria vary greatly between states and sometimes within states and even counties! One thing in common is that all goals should be "S.M.A.R.T.". "S.M.A.R.T." goals should meet the student's needs that result from the student's disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the student's other educational needs that result from the student's disability. Goals are goals that are:
Vision Therapy Controversy
When Student Doesn't Qualify
Vision Tests & Tools
Interpreting the Eye Report
Structure & Function of the Eye
Common Visual Impairments
Cortical Visual Impairment
What is the FVE
Assessment Kit Materials
Near Vision Acuities
Distance Acuities & Fields
Learning Media Assessment
Writing the F.V.E. Report
Sample FVE Reports
Clinical Low Vision Evaluation
Assistive Technology Assessment
Orientation & Mobility Evaluation
Impact on Development
Unique Visual Needs
ECC Annual Needs
Writing SMART Goals
Overview of AT
Accommodations vs. Modification
Role of Classroom Teacher
Service Delivery Models
Least Restrictive Environment
Schools for the Blind
Student Led IEPs
A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:
Blooms Taxonomy of cognitive objectives can be helpful when determining the "action" word to describe what the student must do to meet the goal.
Establish concrete criteria for measuring progress toward the attainment of each goal. When you measure your progress, you stay on track, and reach your target dates. To determine if the goal is measurable, ask questions such as:
Set a plan and establish a time frame that allows you to carry out those steps.
Realistic & Relevant
To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic. Be sure that every goal represents substantial progress.
A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency.
Ex. When asked to complete a written assignment, (name), will independently load the paper in the braille writer with 90% accuracy on 4 of 5 opportunities by the end of the IEP duration.
Short-term objectives (or benchmarks) must also be SMART and contain the 3 C's: condition; clearly defined behavior; performance criteria. Objectives describe the small steps needed to achieve the goal.
The Texas School for the Blind has compiled a list of possible goals and objectives that may be helpful as you write goals and objectives for your students.