How to Write SMART IEP Goals (With Examples)

A SMART IEP goal names the skill, the conditions, the level of performance that counts as success, how it will be measured and by when, so anyone reading it would count the same thing. SMART (specific, measurable, achievable, relevant, time-bound) is a checklist for writing the measurable annual goals IDEA requires; it isn’t itself the legal standard.

Picture a draft that turns up in plenty of IEPs: “[Student] will improve reading skills.” The special education teacher counts words per minute, a parent counts books finished at home, and the general education teacher looks at the report card. At the first progress report, nobody can say whether the goal is being met. A SMART IEP goal fixes that with a date, a baseline number, a criterion with a window and a named way of counting, agreed before instruction starts.

• Reading and writing
• Math and money
• Behavior, attention and work habits
• Communication and social skills
• Daily routines and independence
• Transition goals
• More examples to adapt
• Free student worksheets

The five parts of a SMART IEP goal

To write a SMART IEP goal, fill in one formula. It works in one goal box or across the separate fields many IEP forms use:

By [date], condition + [Student] + observable behavior + criterion with a window + measurement method (baseline in parentheses).

In order:

1. Start from a need in the present levels.
2. Take a baseline in the unit you’ll measure.
3. Write the condition and the observable behavior.
4. Set the criterion, its window and the date.
5. Name the measurement method and who records it.

The five SMART letters then check the finished goal before it goes to the team.

Sources expand the letters differently: the IRIS Center at Vanderbilt uses Specific, Measurable, Actively phrased, Realistic and Time-limited (IRIS Center), and the free student worksheets below use Attainable and Timely.

The baseline sets up everything else. It comes from the present levels, it is stated in the same unit as the criterion, and, as a rule of thumb, it rests on at least three data points from the setting the goal names, collected over a window long enough to hold them (for a skill practiced weekly, three to four weeks). “Reads below grade level” can’t sit next to “86 words correct per minute”; “median 38 words correct per minute on three probes” can.

Dr. Kurt Hulett (Council for Exceptional Children profile), author of Legal Aspects of Special Education, put the problem bluntly in comments to Ori Learning in 2024: “All too often annual IEP goals and objectives are not individualized, linked to the PLAAFP, measurable, and they do not have baselines.”

Here is goal A1 from the bank below, with each part labeled:

Time-bound: By [annual review date], Condition: given an unpracticed second-grade passage, [Student] Behavior: will read aloud Criterion with window: at 86 words correct per minute on 2 of 3 consecutive weekly one-minute probes, Method: as measured by curriculum-based oral reading fluency probes scored by the special education teacher Baseline: median 38 words correct per minute on three second-grade probes in September.

The 86 is 38 plus 1.5 words a week for 32 weeks of instruction. Check that rate against the growth norms for your probe set; if the team chooses a slower rate, write down why the target is still ambitious for this student.

SMART IEP goal examples by goal area

Each SMART IEP goal below shows all five parts, and every number is an example to replace with the student’s own data.

Reading and writing

A1 [Grades K–5], oral reading fluency. By [annual review date], given an unpracticed second-grade passage, [Student] will read aloud at 86 words correct per minute on 2 of 3 consecutive weekly one-minute probes, as measured by curriculum-based oral reading fluency probes scored by the special education teacher (baseline: median 38 words correct per minute on three second-grade probes in September).

A2 [Grades 6–8], paragraph writing. By [annual review date], given a prompt and a paragraph organizer, [Student] will write a paragraph with a topic sentence, at least three supporting details and a concluding sentence, scoring at least 10 of 12 on the class paragraph rubric on 3 of 4 consecutive every-other-week writing samples, as measured by the class rubric scored by the special education teacher (baseline: median 5 of 12 on four weekly samples in September; no supporting details in 3 of the 4).

Have a second adult score one sample a month so 10 of 12 keeps its meaning, but keep that check out of the goal text: a missed month shouldn’t read as a failure to carry out the IEP.

A3 [Grades 9–12 and 18–22 programs], functional reading. By [annual review date], given a one-page everyday text at [Student]’s instructional level (a job posting, a bus schedule, a medication label), [Student] will answer at least 4 of 5 questions (3 literal, 2 inferential) correctly on 4 consecutive weekly probes, as measured by teacher-made probes recorded on a probe log (baseline: median 2 of 5 correct across four probes over 2 weeks).

For deeper banks by skill, see these reading comprehension IEP goals.

Math and money

M1 [Grades K–5], math facts. By [annual review date], given a one-minute mixed addition and subtraction probe within 20, [Student] will write 30 correct digits per minute on 3 consecutive weekly probes, as measured by curriculum-based math computation probes graphed weekly by the special education teacher (baseline: median 12 correct digits per minute across three probes in September).

M2 [Grades 9–12 and 18–22 programs], purchasing. By [annual review date], during weekly community-based instruction purchases of items under $20, [Student] will complete the 5-step purchase routine (choose the item, find the price, hand over enough money using the next-dollar strategy, wait for change, check the change against the receipt) with every step independent on 5 of 6 consecutive purchases, as measured by the teacher’s task-analysis checklist (baseline: median 1 of 5 steps independent across four purchases; staff counted the money).

Coins, budgeting and debit cards each have their own goals in these functional money IEP goals.

Behavior, attention and work habits

B1 [Grades K–5], calming routine. By [annual review date], when [Student] shows the early signs on [Student]’s feelings chart (clenched fists, raised voice), [Student] will use one step from the calm-down card (three slow breaths, squeeze ball, or hold up the break card) within 2 minutes, without hitting or throwing materials, in at least 80% of episodes (minimum 8) over 6 consecutive weeks, as recorded by the classroom teacher on an episode card with four boxes (early sign seen, step used, within 2 minutes, no hitting or throwing) (baseline: used a calming step without hitting or throwing in 1 of 9 episodes over 3 weeks; hit or threw materials in 5).

The goal counts what the student does instead of hitting, so it targets a replacement skill, and the episode card catches the calm-downs that work.

B2 [Grades 6–8], on-task behavior. By [annual review date], during 30-minute independent math work periods, [Student] will be working on the assigned task or asking a question about it at a weekly mean of at least 80% of 1-minute momentary time samples, with no session below 70%, across 3 observed sessions a week for 4 consecutive weeks, as recorded by the paraprofessional or co-teacher (baseline: 42% of samples across six sessions).

Momentary time sampling needs an adult who isn’t leading the lesson. For more on measuring attention, see these focus and attention IEP goals.

B3 [Grades 6–8], turning in work. By [annual review date], given independent assignments in English and science and a daily assignment checklist, [Student] will turn in at least 80% of assigned work by the due date in each two-week period for 3 consecutive periods, as measured by the case manager’s Friday gradebook check (baseline: 13 of 27 assignments, 48%, turned in on time over 4 weeks).

A two-week window holds about 13 assignments, enough that 80% doesn’t quietly become 100% in a light week. Starting and finishing work in class are covered in these work completion IEP goals.

Communication and social skills

C1 [Grades K–5], joining play. By [annual review date], during 20-minute recess, [Student] will ask to join a group of peers (“Can I play?”) or bring a related toy to the group, then stay in the activity for at least 3 minutes, on at least 12 of 20 recesses over 4 consecutive weeks, as recorded on a yes/no card by the recess aide assigned to [Student]’s area (baseline: asked or brought a toy on 0 of 10 recesses over 2 weeks; played alone or near adults on 9).

More goals for play, conversation and group work are in these peer interaction IEP goals.

C2 [Grades 6–8], responding in discussion. By [annual review date], in 15-minute small-group discussions during the speech-language pathologist’s weekly push-in sessions, [Student] will make at least 4 on-topic comments or questions that respond to something a peer said, on 3 of 4 consecutive weekly observations, as measured by the speech-language pathologist’s event recording (baseline: median 1 responsive comment per discussion across three observations).

Daily routines and independence

D1 [Grades K–5], arrival routine. By [annual review date], at morning arrival, [Student] will complete all 6 steps of the arrival routine (hang backpack, unpack folder, turn in folder, put lunch in bin, move name to the lunch choice, start the morning task) with no more than 1 prompt of any kind in total, on 4 of 5 days for 3 consecutive weeks, as measured by a checklist with prompt levels kept by the adult at the classroom door (baseline: 0 of 5 days at criterion; median 2 of 6 steps without a prompt; 5–7 prompts each morning).

For routines taught and scored step by step, these adaptive skills IEP goals start from the assessment.

D2 [Grades 9–12 and 18–22 programs], meal preparation. By [annual review date], using a picture recipe card, [Student] will prepare a simple cold lunch (sandwich, fruit, drink), completing at least 9 of the 10 task-analysis steps independently on 3 consecutive weekly sessions, as measured by the teacher’s task-analysis checklist with prompt levels, attached to the IEP (baseline: median 4 of 10 steps independent across three weekly sessions).

D3 [Grades 9–12 and 18–22 programs], street crossing. By [annual review date], on community instruction trips, [Student] will stop at the curb, look left, right and left again, check for turning cars, and cross only on the walk signal at a signaled crossing, or, where there is no signal, only when no car is approaching, at 100% of crossings across 4 consecutive trips (at least 6 crossings a trip), as measured by staff’s crossing checklist (baseline: every step at 3 of 12 crossings over 2 trips).

D3 requires every safety step at every observed crossing, and meeting it doesn’t by itself show the student is ready for less supervision. Staff stay beside the student on every trip until the team agrees, in writing, how supervision will change.

SMART transition goals: annual goals that lead to postsecondary goals

SMART transition goals come in two kinds, and a file review checks them separately. A postsecondary goal is what the student will do after leaving school: training or education, employment and, where appropriate, independent living. The team writes it from age-appropriate transition assessments, and the school doesn’t measure it during the IEP year. An annual goal is the skill the school teaches and measures this year that moves the student toward it. The Indicator 13 checklists look for postsecondary goals in education or training and in employment, plus independent living where the team decides it’s appropriate.

IDEA sets the timing. The requirement applies beginning not later than the first IEP to be in effect when the student turns 16, or younger if the IEP team decides, and is updated every year. The IEP must include “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills,” plus the transition services needed to reach them (34 CFR 300.320(b)). Some states start earlier, so check your state’s IEP form for the age that applies.

Ori Learning’s high school transition program and adult transition solution teach the skills behind these annual goals; a lesson on writing SMART goals is described at the end of this page.

Education and training

Postsecondary goal example: After high school, [Student] will enroll in a healthcare training program at the community college.

T1 [Grades 9–12 and 18–22 programs], applying to a program. By [date in spring], using a 7-step application checklist (find two programs that match [Student]’s interest inventory results, list their entry requirements, choose one, request a transcript, complete the application form, write the short personal statement, submit and save the confirmation), [Student] will complete all 7 steps with no more than 1 adult prompt per step, as recorded on the checklist by the case manager and school counselor with dates and prompt notes, reviewed monthly (baseline: 0 of 7 steps; a September interest inventory pointed to healthcare, but [Student] hadn’t looked at any programs).

Employment

Postsecondary goal example: After leaving school, [Student] will work part time in retail stocking.

T2 [Grades 9–12 and 18–22 programs], restocking routine. By [annual review date], at the school store work site, [Student] will complete at least 7 of the 8 steps of the restocking routine independently (no more than 1 prompted step) on 5 consecutive shifts, as measured by the job coach’s task-analysis checklist (baseline: median 3 of 8 steps independent across four shifts in September).

Independent living

Postsecondary goal example: After high school, [Student] will live in a shared apartment and manage [Student]’s own bills with support from a family member.

T3 [Grades 9–12 and 18–22 programs], monthly budget. By [annual review date], given a monthly income amount, a list of fixed bills and a practice bank statement, [Student] will keep a monthly budget on a spreadsheet template, scoring 5 of 5 on the budget checklist (all fixed bills listed, a savings line, a spending entry for each week, a balance within $10 of the statement, one adjustment noted) at 3 consecutive monthly checks, as measured by the teacher’s budget review (baseline: median 1 of 5 across three practice budgets in September).

Self-determination

Self-determination isn’t one of the postsecondary goal areas IDEA names, so T4 has no postsecondary goal of its own. It supports all of them: a student who can state goals, strengths and accommodations shapes the rest of the transition plan.

T4 [Grades 9–12 and 18–22 programs], leading part of the meeting. By [annual review date], in mock IEP meetings held at least monthly and at [Student]’s annual IEP meeting, [Student] will state [Student]’s postsecondary goals for education and employment, name one strength, name one accommodation and explain how it helps, and answer or ask one question about a goal, scoring at least 5 of 6 on the meeting participation rubric on 3 consecutive mock meetings and at the annual meeting, as scored by a team member who isn’t chairing (baseline: median 1 of 6 across three mock meetings in September).

For goals on explaining needs and evaluating supports, see these self-advocacy IEP goals.

More SMART IEP goal examples to adapt

These 20 SMART IEP goals are starting points: each needs the student’s own baseline, in the same unit, and a real date before it goes into an IEP.

When students write their own goals: two free worksheets

Students who set goals in their own words bring something the IEP can use: what they want and how they’d know they got there. From the first IEP in effect at 16 (or younger), the student is invited when postsecondary goals are discussed, and if the student doesn’t attend, the school must take other steps to make sure the student’s preferences and interests are considered (34 CFR 300.321(b)). The two worksheets below are student input, not a substitute for age-appropriate transition assessment, and they don’t meet any IDEA requirement on their own.

S.M.A.R.T. goals worksheet

“My S.M.A.R.T. Goals” fits on one page. A key explains each letter in student words (“It says exactly what I will do”; “I can count or check my progress”), with one example that turns a vague wish into a goal with a number and a date. Students then write one goal each for Education, Work, Health and Living, tick S, M, A, R and T for each, fill in “How will I know?”, and rewrite one goal that has a box left empty.

Use it in one class period a few weeks before the meeting. The student’s goals feed the conversation about postsecondary goals and can be quoted in the present levels (“[Student] says, ‘I want to…'”). Empty tick boxes show which part of goal-writing still needs teaching. An adult can scribe for a student who doesn’t write yet; the words stay the student’s.

Download the S.M.A.R.T. goals worksheet (PDF, one page)

Goal-setting action plan

“My Goal-Setting Action Plan” turns one goal about life after high school into steps. The student ticks the area (Education, Work, Health or Living), writes the goal and a finish date, checks it against the five letter boxes, then answers the plan’s questions: what they need to do, three steps, what might get in the way, what help they need and from whom, when they’ll check progress and how they’ll know they reached it. On the finish date, the student marks “Yes” or “Not yet” and writes a next step.

Use it after the meeting, to turn one goal into a plan the student owns, often one that lines up with T1 or T4. Set the “When will I check my progress?” dates to match the IEP’s progress-report schedule, so the student’s check-in sits beside the data. “What help do I need, and from whom?” gives the team the student’s view of supports to discuss.

Download the goal-setting action plan (PDF, one page)

Both sheets are free to print and share.

See all our free transition worksheets.

Short-term objectives: breaking one goal into steps

Short-term objectives, or benchmarks, are measurable steps between the baseline and the annual goal. IDEA requires them only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR 300.320(a)(2)(ii)). Some states ask for them on every goal, so check your state’s IEP form. Where they’re optional, they still make progress reports easier to write, because each report has a checkpoint to compare against.

Here is T1, the application goal, broken into three objectives, one per grading period. A prompt here means a reminder or direction from the case manager or counselor to start or finish a step; feedback on what the personal statement says doesn’t count as one. Each objective keeps the goal’s rule of no more than 1 prompt per step, so one slow step in the fall doesn’t sink the year.

The objectives use the same checklist as the goal, so the case manager records one thing all year.

Rewriting a goal that isn’t SMART yet

Here is a typical draft, the kind that shows up on transition pages:

“The student will participate in a vocational assessment and identify two potential career paths to explore further. Progress will be evaluated based on completion of the vocational assessment and the identification of career options.” (baseline: “The student has minimal knowledge of career interests and limited exposure to job-seeking skills.”)

Read it as a reviewer would, one phrase at a time:

The rewritten goal:

By the end of the fall semester, after each of 3 job-shadowing visits (a virtual job shadow replaces any visit that’s cancelled), [Student] will complete a 5-item career comparison sheet (main tasks, training needed, typical schedule, starting pay range, and two ways the job does or doesn’t fit [Student]’s interest inventory results), with at least 4 of 5 items complete and accurate on each sheet when checked against the employer’s answers during the visit and the inventory, as measured by the transition coordinator’s review of the three sheets (baseline: named “something with computers” as an interest; completed 0 comparison items in September).

The vocational assessment doesn’t disappear: it can still appear in the IEP as an age-appropriate transition assessment the team uses to write the postsecondary goals.

Tracking progress from baseline to report card

Take the baseline with the method the goal names, which follows from what the goal counts:

Here is T2, the restocking goal, on a checklist data sheet. The header holds everything that must stay the same from shift to shift:

• Goal (short form): Restock the school store: ≥7 of 8 steps independent, 5 consecutive shifts
• Goal line: From 38% (baseline) to 88% (7 of 8) by [annual review date]
• Setting: School store, Tue/Thu 2nd period; instruction began Thu Oct 1
• Keep the same each time: Same 8-step list, same job coach, no pre-teaching
• Baseline: Median 3 of 8 (38%), shifts of Sep 15, 17, 22, 24
• Scoring: I / G / V / P

Key: I = independent, G = gesture prompt, V = verbal prompt, P = physical prompt.

Graph the percentage of independent steps for each shift against the goal line. For an annual review in late May, a line that starts at 38% on October 1 gains about 1.5 points a week and sits near 43% by October 22.

Look at the graph every two weeks, and formally at each progress report on the schedule the IEP states (34 CFR 300.320(a)(3)). Write the decision rule into the plan before data collection starts. For academic probes such as A1 and M1, the National Center on Intensive Intervention (NCII) gives a common one: once at least three weeks of instruction and six data points are in, look at the four most recent points.

If all four sit above the goal line, raise the goal; if all four fall below it, consider adapting the intervention; if they fall on both sides, keep collecting data (NCII).

A step-by-step routine like T2 needs a rule written for its own data, read step by step as well as in total. For example: a step still prompted after four shifts in a row gets a new teaching plan, and a step done independently on three shifts in a row is ready for the job coach to step back. By October 22, T2’s total (75%) sits well above its goal line (about 43%), but step 8 has needed a verbal prompt on all seven shifts. At the October 22 check, the rule points at step 8 (steps 5 and 6 tripped it in mid-October and have since started to move): teach it directly, with a “done” card, a scripted line or a rehearsal with the supervisor. If T2 keeps climbing and reaches the criterion months early, the team meets to set a harder next step, such as a second work site.

Once a month, check the skill with a different adult or at a second work site.

The graph also writes the progress report, in one plain sentence for the family: “In October [Student] did a median of 5 of the 8 restocking steps on [Student]’s own, up from 3 in September; the step still being taught is telling the supervisor the job is done.”

Print a blank copy (one page, no sign-up): Download the checklist and rubric data sheet (PDF, one page)

What IDEA requires, and where SMART fits

IDEA requires measurable annual goals, and the regulation that defines the IEP never uses the word SMART (34 CFR 300.320). Four of its parts carry the weight:

• Measurable annual goals. The IEP must include “a statement of measurable annual goals, including academic and functional goals” designed to meet the needs that result from the child’s disability (300.320(a)(2)(i)). The present levels (300.320(a)(1)) are where those needs are described.
• Objectives for some students. Benchmarks or short-term objectives are required for students who take alternate assessments aligned to alternate academic achievement standards (300.320(a)(2)(ii)).
• Measurement and reporting. The IEP must describe how progress toward the annual goals will be measured and when periodic reports on that progress will be provided (300.320(a)(3)).
• Postsecondary goals. From the first IEP in effect at 16, or younger, and updated every year: measurable postsecondary goals based on age-appropriate transition assessments, plus the transition services to reach them (300.320(b)).

The student must also be invited when postsecondary goals are considered (34 CFR 300.321(b)), and at least a year before the age of majority under state law, the IEP must say the student has been told which rights will transfer (300.320(c)).

The substantive standard comes from Endrew F. v. Douglas County School District RE-1, 580 U.S. 386 (2017): an IEP must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” For a child for whom grade-level advancement isn’t a reasonable prospect, the Court wrote, the educational program “must be appropriately ambitious in light of his circumstances” (Supreme Court opinion).

SMART itself came from management writing: George Doran proposed it for business objectives in Management Review in 1981, and educators have since adapted it for SMART goals in special education, with the letters standing for different terms in different sources.

At a file review, the reviewer starts with each goal: a condition, an observable behavior, a criterion and a timeframe (IRIS’s four elements), plus a measurement method. The IEP must also state the services and supports that will help the student advance toward the annual goals (300.320(a)(4)), and progress reports should have gone out on schedule with data, like the T2 family sentence. Some state rubrics also look for a baseline in the goal’s unit, in the present levels or the goal; check yours.

For students of transition age, Indicator 13 is a compliance indicator that every state reports to the U.S. Department of Education. Some states base their file reviews on the NTACT:C checklists, which look for measurable postsecondary goals that are updated every year and based on age-appropriate transition assessment; transition services, including courses of study, that will reasonably enable the student to meet those goals; annual goals related to the student’s transition services needs; evidence the student was invited; and, where appropriate, evidence that an agency representative was invited with the prior consent of the parent or adult student (NTACT:C). Teams preparing for that review can check these common legal errors in transition planning.

Teaching students the SMART framework: a Transition Curriculum lesson

Ori Learning’s Transition Curriculum teaches students the framework the IEP team uses. Transition Grades 9–10 opens with its Self-Determination unit, and Lesson 4, “Setting SMART Goals”, is built on the framework itself; Transition Grades 11–12 and the Adult Transition (18+) add-on each have their own lesson on goals. “SMART goals give you an outline for setting goals that you are more likely to reach,” the lesson tells students.

Students start with a short pre-test and one sentence: “What is one thing you would like to achieve this year? I would like to ___.” They meet each SMART letter with an everyday example, then match the parts of a sample goal to the letters.

Three activities follow, each a different job. Task A sorts goals into SMART and not SMART, and Task B asks students to name what each goal is missing. The Task C worksheet, “My Practice Plan”, walks students through a template to write a SMART goal of their own, then read it to a classmate and check it together. A post-test and a journal prompt close the lesson: “Name one goal you have achieved in the past. How did you know when you had reached it?”

A student who drafts a goal in Task C can bring that draft to the worksheets above and to the meeting in T4. View the scope and sequence.

Quick answers about SMART IEP goals

What does “4 out of 5 opportunities” mean in an IEP goal?

“4 out of 5 opportunities” is a criterion: the student shows the skill on at least 4 of every 5 chances, or 80%. It only works if the goal defines an opportunity (a trial, a recess, a school day) and a window, such as 3 consecutive weeks, so every adult counts the same chances. D1 above is a full SMART IEP goal built that way.

Are SMART goals outdated?

No. The legal requirement hasn’t changed: measurable annual goals tied to the present levels. Some schools use a component formula alongside SMART or instead of it. The IRIS Center, for example, breaks a goal into a target behavior, a condition, a criterion and a timeframe, and offers SMART as a way to check them.

Can students write their own IEP goals?

Students can draft goals, but the IEP team writes the IEP and decides what goes in it. The two free worksheets above give students a way to bring their goals in writing.

How many goals should an IEP have?

IDEA sets no number. The IEP needs goals for the needs that result from the disability, each written so it can be measured and reported (300.320(a)(2)–(3)). Each goal needs its own baseline and its own way of counting, so every goal the team adds is one more data sheet to keep.

Sources

1. IDEA regulations, 34 CFR 300.320 (Definition of individualized education program) and 300.321 (IEP Team), Electronic Code of Federal Regulations. https://www.ecfr.gov/current/title-34/section-300.320 and https://www.ecfr.gov/current/title-34/section-300.321
2. Endrew F. v. Douglas County School District RE-1, 580 U.S. 386 (2017). Supreme Court of the United States. https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
3. IRIS Center, Vanderbilt University. “IEPs: Developing High-Quality Individualized Education Programs”, Page 7: Challenging, Ambitious, Measurable Annual Goals. https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p07/
4. National Technical Assistance Center on Transition: The Collaborative (NTACT:C). Indicator 13 Checklists. https://transitionta.org/i13-checklists/
5. National Center on Intensive Intervention (NCII). Decision Rules for Analyzing Academic Progress Monitoring Data (2024). https://intensiveintervention.org/resource/decision-rules-academic-progress-monitoring-data
6. U.S. Department of Education. Part B SPP/APR Indicator 13. https://sites.ed.gov/idea/part-b-spp-apr-indicator-13/
7. Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35–36.

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