Let’s Talk About: SMART Goals

IDEA requires your child’s IEP to include “a statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general education curriculum…(20 USC §1414 (d)(A)(i)(I)). As well as “a statement of measurable annual goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and meet each of the child’s other educational needs that result from the child’s disability.” (20 USC §1414 (d)(A)(i)(II)). This section is frequently referred to as the PLAAFP (Present Levels of Academic Achievement and Functional Performance). Instead of using the letters like we do with “LRE,” you will hear this section called the “plaff.” I have also seen it referred to as the PLOP: present levels of performance. Your child’s goals will be developed based on the “areas of need arising from the child’s disability” (weaknesses) described in the PLAAFP. 

The PLAAFP is the section that upsets many parents because it is describing the things your child cannot do or struggles with. I remind my parents that their child has many strengths across all areas of life. The child’s strengths should be mentioned in the PLAAFP, but the overall IEP document is to target their child’s difficulties in education. However, the weaknesses are outlined with a plan (goals) to help them be successful. 

Your child’s IEP will have annual goals and objectives. These goals target the ‘areas of need.’ IDEA explains the goals should be educationally relevant, but do not have to be academic; they can also be functional. For some children, a goal for serving themselves in the cafeteria lunch line may be appropriate. You could see a goal for cooperative play, independence in the toileting routine, or navigating the school environment. 

To see progress, the goals must be SMART goals. SMART stands for Specific, Measurable, Attainable, Results-oriented, and Time-bound. Let’s break down each letter.

Specific: 

A ‘specific’ goal targets an area of weakness, indicating the skill and the targeted results. The skill should be clearly named or described. 

Not specific: James will be a better reader. 

Specific: James will orally read a passage in a grade-level book at 110-120 words per minute with random errors. 

Measurable:

The goals and objectives are stated to measure the child’s progress. A measurable goal provides data to determine how much progress is made and clearly indicates when the child has met the goal. 

Not measurable: With a calculator, Stephanie will solve math problems.

Measurable: With the aid of a calculator, Stephanie will solve math problems that involve the computation of fractions and decimals with 75% accuracy.

Achievable/Attainable:

The goal is written for realistic progress based on your child. 

Not achievable: Kameron will write at grade level, with no errors in spelling or punctuation. (I can’t even expect this of myself! Thank goodness for spell-check!)

Achievable: Kameron will write a paragraph with at least 5 sentences, each greater than 8 words, with no more than 2 errors in spelling and punctuation. 

Relevant & Results-oriented:

The skill targeted is useful and necessary for your child’s success in school (relevant). The goal clearly states what your child will do (action words) to accomplish it.

Not relevant: Alyssa will undress and dress independently. (Your child should not be getting undressed at school.)

Not results-oriented: Alyssa will improve her adaptive skills. 

Relevant & Results-oriented: Alyssa will take off her bookbag independently 3 out of 5 school days.

Time-bound:

The goal includes a time frame for your child to achieve the goal. It also states when and how often progress will be measured. 

Not time-bound: Carlos will orally explain vocabulary words, with 80 percent accuracy, on 8 out of 10 trials as measured by a language assessment. 

Time-bound: By [date], Carlos will orally explain class vocabulary words, with 80 percent accuracy, on 8 out of 10 trials as measured by a monthly language assessment. 

When a goal is written SMART it should be quite long and wordy. I like this example goal from Undivided: 

An example of a SMART functional goal:

By mm/dd/yy, when given three different money amounts less than $10.00 in written form (Ex: $5.31, 2.09, 7.95), Bethany will select which amount is more on 4 out of 5 problems with at least 80 percent accuracy on 5 separate trials, as measured by special education staff through classroom-based assessments.

The goal is specific by detailing how many choices will be presented at one time (3), as well as how it will be presented (in written form rather than money laid out in piles), and amounts less than $10.00.

The goal is measurable by (1) stating how many she needs to answer correctly (4 out of the 5 problems), (2) having 5 separate trials, and (3) specifying she needs to have 80% accuracy over those 5 trials. The ‘measurable’ part of goals can get confusing, so ask for clarification if you are unclear. 

The goal is attainable because, as written in her PLAAFP, Bethany understands one-to-one correspondence (required for counting and understanding numbers have meaning), she can identify coins and bills as well as their worth, and she understands the concept of “more” and “less.” However, she struggles to identify “more” and “less” in monetary form. 

The goal is relevant & result-oriented. Money is part of the curriculum, and it is a functional skill she needs to have for increased independence in the community. The goal also states what Bethany will be able to do: determine which amount is more. 

The goal is time-bound by giving a specific date on which the goal will be attained. 

Why is it so important for goals to be SMART? Data collection, consistency among staff, and to see progress. Let’s look at this poorly written goal:

With a calculator, Belle will solve addition and subtraction problems with decimals with 75% accuracy.

The current teacher provides Belle with a simple calculator, and Belle is making steady progress. Next year’s teacher provides Belle with a scientific calculator, and her data shows Belle can’t do it. The goal did not specify the type of calculator, so neither teacher is “wrong,” but Belle’s ability is significantly different. (Scientific calculators are confusing!) 

The current teacher gives Belle five-digit decimal problems (359.02+122.78=) in addition and 2-digit decimal problems in subtraction (27.01-12.88=). Next year’s teacher gives Belle only 2-digit problems, which require re-grouping. The data is going to look different. The current teacher gives Belle 4 problems each time. Next year’s teacher gives Belle 8. Again, neither teacher is “wrong,” the goal does not specify, it is their interpretation of the poorly written goal. This year’s teacher expects Belle to do the problems independently, but the paraprofessional tells her to “try again” when her computation is wrong and grades it as “correct” if she gets it the second time. Nothing is written in the goal about Belle’s level of support, so the para helping her is not necessarily wrong. 

If the goal were written: 

1. With a simple familiar calculator, Belle will correctly solve at least 4 out of 5 three-digit addition decimal problems requiring regrouping independently over 8 out of 10 trials as measured by the classroom staff using a weekly math test. 

2. With a simple familiar calculator, Belle will correctly solve at least 4 out of 5 two-digit subtraction decimal problems without regrouping independently over 8 out of 10 trials, as measured by the classroom staff using a weekly math test. 

There should be no confusion with the goals above. Any staff member can understand it has to be a simple calculator she already knows how to use, and she is to be presented with five problems. Any staff member can understand the specifics of the type of addition and subtraction problem she should be given. Any staff member can understand Belle must get at least four out of the five problems correct without any help on the weekly math test, and she needs to do that for at least 8 of the weekly tests given over 10 weeks to meet this goal. The data will be consistent no matter who is working with Belle. 

Do not be afraid to speak up during your child’s IEP. If the goals are not SMART, start asking the team questions. 

• How will you measure my child’s progress on this goal?

• How will you know when my child has met this goal?

• Does this goal address the unique needs of your child (align with the present levels of performance)?

• Can the goal realistically be accomplished within the time frame?

Require the team to re-work goals that are not SMART. This is your child’s education and you are their greatest advocate.