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SMART Goals: Clear and Concise Goals Lead to Good IEPs
SMART goals in special education stands for, Specific, Measurable, Achievable, Relevant and Time Bound.
This episode will provide a clear example of a SMART goal and the skills that a student needs to learn to master it.
Many times, goals may seem simple on their face, but that hides the complex nature of teaching a student the component skills that go into neeting the goal.
Simple wording does not mean simple implementation.
Resources:
The IRIS Center (at Vanderbilt University) is an outstanding resource for most things related to special education.
https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p07/
Summary
This educational podcast episode explains how SMART goals are used in IEP writing for special education, using a concrete example of an eight‑year‑old student named John. The host walks through each SMART criterion—specific, measurable, achievable, relevant, time‑bound—and clarifies two commonly misunderstood components: 80% accuracy (shaping through successive approximations) and the “four of five opportunities” standard (data collection that allows for occasional off‑days). The episode emphasizes the importance of objective data collection to guide goal modifications.
Key takeaway
Introduction to SMART Goals in IEPs
The acronym SMART in special education stands for specific, measurable, achievable, relevant, and time‑bound, and is the standard for writing IEP goals.
Example Problem Behavior and Goal for John
John, an eight‑year‑old third‑grader, calls out with questions or responses in a moderately loud voice while raising his hand in 5 of 10 opportunities and calls out without raising his hand in 2 of 10 opportunities; the proposed goal requires him to raise his hand quietly and wait to be called on in 4 of 5 opportunities within one year.
SMART Goal Analysis of John’s Example
The goal is specific because it clearly defines the stimulus (teacher inviting a response) and the observable action (raising hand quietly without vocalizing).
The goal is achievable if evidence‑based positive behavior support practices are implemented with fidelity.
The goal is relevant because orderly, efficient classroom management depends on student behavior.
The goal is time‑bound because it is written for a one‑year timeframe.
Explanation of 80% Accuracy (Shaping / Successive Approximations)
80% accuracy refers to shaping—teaching the component skills of a behavior over time using reinforcement, such as self‑monitoring counseling and adult reinforcement of correct parts while ignoring incorrect attempts.
Explanation of “Four of Five Opportunities” and Data Collection
Using four of five opportunities discards one data point to account for off‑days or non‑compliance unrelated to skill mastery, ensuring the data reflects the student’s actual ability; ongoing objective data collection is critical for modifying IEP goals.
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By David PoeschlSMART goals in special education stands for, Specific, Measurable, Achievable, Relevant and Time Bound.
This episode will provide a clear example of a SMART goal and the skills that a student needs to learn to master it.
Many times, goals may seem simple on their face, but that hides the complex nature of teaching a student the component skills that go into neeting the goal.
Simple wording does not mean simple implementation.
Resources:
The IRIS Center (at Vanderbilt University) is an outstanding resource for most things related to special education.
https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p07/
Summary
This educational podcast episode explains how SMART goals are used in IEP writing for special education, using a concrete example of an eight‑year‑old student named John. The host walks through each SMART criterion—specific, measurable, achievable, relevant, time‑bound—and clarifies two commonly misunderstood components: 80% accuracy (shaping through successive approximations) and the “four of five opportunities” standard (data collection that allows for occasional off‑days). The episode emphasizes the importance of objective data collection to guide goal modifications.
Key takeaway
Introduction to SMART Goals in IEPs
The acronym SMART in special education stands for specific, measurable, achievable, relevant, and time‑bound, and is the standard for writing IEP goals.
Example Problem Behavior and Goal for John
John, an eight‑year‑old third‑grader, calls out with questions or responses in a moderately loud voice while raising his hand in 5 of 10 opportunities and calls out without raising his hand in 2 of 10 opportunities; the proposed goal requires him to raise his hand quietly and wait to be called on in 4 of 5 opportunities within one year.
SMART Goal Analysis of John’s Example
The goal is specific because it clearly defines the stimulus (teacher inviting a response) and the observable action (raising hand quietly without vocalizing).
The goal is achievable if evidence‑based positive behavior support practices are implemented with fidelity.
The goal is relevant because orderly, efficient classroom management depends on student behavior.
The goal is time‑bound because it is written for a one‑year timeframe.
Explanation of 80% Accuracy (Shaping / Successive Approximations)
80% accuracy refers to shaping—teaching the component skills of a behavior over time using reinforcement, such as self‑monitoring counseling and adult reinforcement of correct parts while ignoring incorrect attempts.
Explanation of “Four of Five Opportunities” and Data Collection
Using four of five opportunities discards one data point to account for off‑days or non‑compliance unrelated to skill mastery, ensuring the data reflects the student’s actual ability; ongoing objective data collection is critical for modifying IEP goals.