Writing SMART Goals | CBS Therapy

1. WRITING SMART GOALS: CBS THERAPY THE PROVEN PATH TO REAL PROGRESS 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. www.cbstherapy.com

2. SMART Goals? • The SMARTtemplate provides a consistent structure forgoal-writing.They are widely recognizedineducation and help professionalsensure thatthe goal includes all necessary components.

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

4. S: Specific • 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.

5. M: Measurable • This part of the goal reveals the intendedoutcome and helpstrack progress. To improve a goal, add one specific behavior that an educatorcan 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.

6. A: Attainable • When a child qualifies for special education or transitions into a program, they undergo a thoroughevaluation.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 speakingwith one-wordresponses,it is unrealistic to expect them to use an average of six words per sentence within ayear. Use their presentlevels along with your clinical reasoning to determine what is an attainable goal.

7. R: Relevant • Does the goalfit into the context of the child accessing theireducation? Doesit makesensegiventhe child’s individual learning profile and needs?If it is unclear, tryusing vocabulary that ties thegoal backtothe student’s educational needs.If it stilldoesn’t fit,consider what the team wants to prioritizeto ensure that thegoal is 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

9. Contact US Phone +1 401-270-9991 • Email • office@cbstherapy.com • Website • www.cbstherapy.com • Location 845 North Main Street, Providence, RI,02904