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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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7 Cognitive Flexibility IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Cognitive Flexibility , Executive Functioning

Published:  April 2, 2022

Last Reviewed: April 11, 2024

READING TIME:  ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

If the COVID-19 pandemic showed us anything, it was that it’s important to be flexible. This period of time turned life upside down for everyone – but especially for parents and their children.

There’s no set definition for flexibility as it relates to executive functioning skills – as such, you might say the definition itself is “flexible!”

However, it is generally considered the ability to switch between tasks and attitudes in order to respond to changes in the environment around us.

Children with unique learning needs like autism spectrum disorder often struggle with remaining flexible in the face of change – however, it’s not just kids with unique learning needs who need help mastering these skills. We could all benefit from being a bit more flexible from time to time!

If you’re working on writing or working toward IEP goals in flexibility for the child you work with, these tips should help you do so.

What is Cognitive Flexibility?

When we think about flexibility, many have a tendency to think about gymnasts on the balance bar.

Yes, that is a measurement of flexibility – but when it comes to life skills, mental flexibility is more important than what gymnasts have (physical flexibility).

Flexibility is the ability to switch between various demands and tasks to respond to changes around us. You might hear the term “task switching” used to refer to mental flexibility, too. In any event, it all means the same thing – if you are flexible, you can adapt quickly and respond to change with minimal stress.

If you struggle with flexibility, you might have a hard time differentiating between differences in the environment. It might be challenging for you to transition between activities or identify relevant information.

Flexibility is important because it helps improve our reading abilities, our ability to be creative, our capacity to respond to negative life events, and more.

Some signs that your child needs to work on building flexibility include:

• Getting frustrated over minor inconveniences
• Repeating the same mistake or ineffective action again and again
• Expressing frustration or negative behaviors when transitioning between activities or when there is a change in routine
• Having trouble leaving activities

Have you ever heard this saying, “the definition of insanity is doing the same thing over and over again – and expecting the same results?”

It’s not necessarily the definition of insanity -rather, this is the definition of inflexibility. If you’re flexible, you’ll try something new when the first action or response was not effective.

Sample IEP Goals for Flexibility

If you’re trying to help your child learn how to deal with the unexpected, here are some sample IEP goals for flexibility you might want to try out.

Adaptive Goals

• By the end of the school year, the student will follow directives from a teacher or other adult when classroom plans change without engaging in problem behaviors, 100% of the time in 4 out of 5 trials, based on teacher observation.
• By the end of the IEP term, the student will transition from one activity to another with one verbal prompt, 90% of the time, based on teacher observation.

Social Goals

• By the end of the school year, the student will adjust his behavior to the requirements of different social situations (e.g. changes in expectations and rules), given one verbal prompt, 90% of the time, based on teacher observation.
• By the end of the IEP term, the student will respond in a positive manner to conversations started by others, 100% of the time, based on student observation.

Reading Goals

• By the end of the school year, when given a passage at the proper grade level, the student will make inferences from information provided in the passage and identify how those inferences changed at the end of the passage, with 90% accuracy in four out of five trials, based on teacher observation.
• By the end of the school year, when a word problem cannot be solved by the first technique chosen, the student will choose a second technique to try, 90% of the time, according to teacher observation.

Writing Goals

• By the end of the school year, the student will use a thesaurus when writing 100% of the time to substitute new words for more common ones in his writing, based on teacher observation.

Tips on Addressing Goals for Flexibility

Here are a few ways to help your child understand the importance of staying flexible in an ever-changing world.

Talk About the Big Picture

When working with your child on flexibility goals, take the time to sit down and talk about the big picture.

Why is it important to be flexible? What are some common situations that come up that require you to be flexible? How many of these are big deals, in the grand scheme of things, versus not big deals?

Help your learner understand tolerance and flexibility. Sometimes change is good! You can use social stories or even flexible thinking flashcards (you’ll find some excellent examples in the Real Life Executive Functioning Workbook !) to help you do this.

For many students with unique learning needs, it can be helpful to come up with a list of strategies that can be used when there’s a need for greater flexibility.

Write down a list of strategies – the flexibility flowchart in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout) has some helpful examples! – that your child can use when the need strikes.

Play Games and Do Puzzles

One of the best ways to improve your child’s flexibility is to have a little fun – play some games!

Playing strategy games or doing puzzles (even simple jigsaw puzzles) is a great way to build flexibility. It will show them that there are multiple solutions to every problem – and that trying multiple solutions is often a good way to be successful.

Work With a Partner

It can be tough to see something from someone else’s point of view – especially if you struggle with flexibility.

Consider using the Try My Way activity in the Real Life Executive Functioning Workbook to give your learner a fresh take on their old perspectives – or have them team up with a partner to discuss multiple approaches to common problems.

Integrate Opportunities Everywhere

One of the best ways to teach new life skills to students is to make sure that they are integrated into every walk of life. Take the time to practice unpredictability in the daily routine so that your child can handle disruptions no matter what setting they take place in. You’ll find some fun practice techniques in the “Messed Up Morning” activity within the Real Life Executive Functioning Workbook.

Something else that can be helpful is to work on transitions. So many students get hung up on transitioning between activities that it can completely derail them. Practice transitions between common activities – such as changing classes at school – so that these become second nature.

How to Address Each Goal

Not sure where to start? The best way to start working on flexibility goals is to figure out what exactly is causing the problem.

Does your child struggle with common situations that require flexibility? Does he need to learn new flexibility skills when faced with a challenge? Or does he just need to build a tolerance to unpredictability?

The Real Life Executive Functioning Skills Assessment is a great place to start. It will tell you all about the skills, weaknesses, and focus areas that you need to target in your student. It will give you a clear idea of what you need to focus on so that you can write goals that are clear and specific. This assessment is a helpful tool both for students and the adults that work with them, like teachers, parents, and paraprofessionals.

How to Be Flexible When Writing IEP Goals

If you’re writing IEP goals for flexibility, the most important thing to remember is that you need to be flexible yourself! Don’t be afraid to revise and revisit goals as needed to make sure they accurately reflect the needs of the child you’re working with.

Start by having your child take the Real Life Executive Functioning Skills Assessment . This will give you a clear idea of what sorts of goals to work with from the very beginning. While there’s nothing wrong with taking new approaches later on, this assessment will give you a great idea of where to start.

Be patient, be creative, and most importantly – be flexible. You and your learner are sure to be successful!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Amy Sippl: Executive Functioning Skills 101: Flexibility
• Rebekah Pierce: Social Stories for Adolescents and Young Adults
• Rebekah Pierce: How to Deal With Changes to a Routine
• Amy Sippl: 7 Cognitive Flexibility Strategies To Support Your Adolescent

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

9 emotional control iep goals for real life, 8 self-monitoring techniques for improving concentration & focus, the ultimate guide to executive function coaching, helping your child overcome decision fatigue (part 2), every parent’s guide to decision fatigue (part 1), teaching unique learners about saving for long-term purchases.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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Executive Functioning IEP Goals: A Complete Guide and Goal Bank

Executive functioning refers to a set of skills that are involved in planning, organizing, initiating, completing tasks, and regulating behavior. These skills are crucial for academic and social success, and individuals with executive functioning difficulties may struggle with daily life activities. For more in depth information on executive functioning coaching and outcomes, our Chief Clinical Officer, Dr. Jordan Wright has published a white paper that you can download it here .

IEP Goals for Executive Functioning

Individualized Education Program (IEP) goals are designed to address the specific needs of each student with a disability. When it comes to executive functioning, IEP goals may include:

• Planning and organizing : The student will be able to independently create and follow a daily schedule or task list, including prioritizing tasks and breaking them down into smaller steps.
• Initiation : The student will be able to start and complete tasks without excessive prompting or assistance from others.
• Attention and focus : The student will be able to sustain attention and focus on a task for a specified period of time, and minimize distractions.
• Time management : The student will be able to accurately estimate how long a task will take and manage their time effectively to complete it with limited prompting.
• Self-regulation : The student will be able to recognize and control their own emotional responses, impulses, and behaviors in a variety of situations.
• Problem-solving and decision-making : The student will be able to identify problems, generate and evaluate potential solutions, and make informed decisions.

These goals can be tailored to the individual needs of the student and may be adjusted over time as progress is made .

Utilize the SMART IEP Goal Model

When developing IEP goals for executive functioning skills, it is important to utilize the SMART goal model for increased success and accountability. Using this framework ensures that  the goals are Specific, Measurable, Achievable, Relevant, and Time-bound. SMART goals help to clarify what the student should achieve, how progress will be measured, and by when.

To help get your Special Education/IEP team get started, we’ve put together a SMART goal bank with executive functioning IEP goals for each age group. As always, you will need to modify these goals based on the student’s individual needs and your school’s resources.

After developing your IEP goals , you and your team will want to make sure you are properly tracking and monitoring the IEP SMART goals. For more information on how to do this successfully, check out our recent blog .

Example Executive Functioning IEP Goals for Primary Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily schedule with at least 3 tasks to complete per day, with no more than 1 reminder needed per week.
• By the end of the trimester,  the student will improve their time management skills by completing in-class assignments within the given time frame, with no more than 1 reminder needed per week.
• After 9 weeks, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 2-3 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 2 multi-step directions given within a 5-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 5 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to shift focus and transition between tasks by independently switching to a new task when instructed to do so, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Intermediate Students

• By the end of the school year, the student will demonstrate improved planning and prioritization skills by creating and following through on a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the] will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the trimester, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 4 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 3 multi-step directions given within a 10-minute period, with no more than 1 reminder needed per week.
• By the end of the quarter, the student] will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 10 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 3 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 3 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for Middle School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a weekly schedule with at least 5 tasks to complete per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their time management skills by completing in-class assignments and homework within the given time frame, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 5 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 4 multi-step directions given within a 15-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their self-monitoring skills by checking their work for errors and making appropriate revisions before turning it in, with no more than 2 reminders needed per week.
• By the end of the trimester, the student will demonstrate improved attention and focus by remaining on-task for at least 15 minutes during independent work time, with no more than 2 reminders needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 4 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.

Example Executive Functioning IEP Goals for High School Students

• By the end of the school year, the student will demonstrate improved organization skills by independently creating and maintaining a daily and weekly schedule with at least 5 tasks to complete per day and 10 tasks per week, with no more than 1 reminder needed per week.
• By the end of the school year, the student  will improve their ability to follow multi-step directions by accurately completing classroom tasks requiring at least 6 steps, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved working memory skills by recalling and following through on at least 5 multi-step directions given within a 20-minute period, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved attention and focus by remaining on-task for at least 20 minutes during independent work time, with no more than 1 reminder needed per week.
• By the end of the school year, the student will improve their decision-making skills by accurately identifying at least 5 solutions to a problem presented in class and choosing the most appropriate solution, with no more than 1 reminder needed per week.
• By the end of the school year, the student will demonstrate improved emotional regulation skills by using at least 4 appropriate coping strategies when feeling frustrated or upset in class, with no more than 1 reminder needed per week.  

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Special Education Coordinator, Illinois Valley Central School District

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432+ Free Measurable IEP Goals and Objectives Bank

If you want to save yourself time writing your IEP’s you’ve come to the right place. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time.

IEP Goal Bank for Speech Therapy Goals

Articulation, functional life skills, expressive language, receptive language, auditory discrimination, phonological awareness, social skills/pragmatics.

• Augmentative Alternative Communication (AAC)

Figurative Language

Written language, intelligibility, speech therapy goals for articulation.

Given 20 sounds and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sounds, STUDENT will independently  articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently  articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words or pictures and a verbal prompt or model , STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will independently  answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will self-monitor  articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

Given a classroom discourse, STUDENT will generalize  articulation of the sound(s) of / / in all positions of words at the conversational level  outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. 

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Speech therapy goals for phonology.

• Substitution
• Assimilation
• Syllable Structure

-Substitution

Given a picture or object to describe, STUDENT will  produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds  (i.e., /t, d, n)   in  words  to reduce the process of backing  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce velar sounds (i.e., /k, g/)   in  words  to reduce the process of fronting  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants /r, l/ instead of /w, j/  in  words  to reduce the process of gliding  (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce stop sounds (i.e., /t, p/)   in  words  to reduce the process of stopping  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /l, er/  in  words  to reduce the process of vowelization  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes in  words  to reduce the process of affrication  (i.e., using /ch or j/ for non-affricate “ jime ”  for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the sounds /ch, j/  in  words  to reduce the process of deaffrication  (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the alveolar sounds   in  words (t, d, n)   to reduce the process of alveolarization  (i.e., using alveolar for non-alveolar “tan”  for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the palatal sounds   in  words (sh, zh)   to reduce the process of depalatalization  (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the labial sounds in  words (p, b)   to reduce the process of labialization  (i.e., using labial for non-labial “pie”  for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Assimilation

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of labial assimilation   (i.e., using labial /p, b, m,w/ for non-labial “ peb ” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of velar assimilation   (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of nasal assimilation   (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of alveolar assimilation   (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the nasal sounds in  words (m, n)   to reduce the process of denasalization  (i.e., using non-nasal for nasal “doze”  for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the final voiced consonants in  words (b, d)   to reduce the process of final consonant devoicing  (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce the correct phoneme in  words  to reduce the process of coalescence  (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all the phonemes  in  words  to reduce the process of reduplication  (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

-Syllable Structure

Given a picture or object to describe, STUDENT will  produce all age-appropriate phonemes  in  2-3 syllable words  to reduce the process of cluster reduction  (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the initial position of words  to reduce  initial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  medial position of words  to reduce  medial consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce age-appropriate consonants in the  final position of words  to reduce final consonant deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce all syllables in two-syllable and 3-syllable words  to reduce  weak syllable deletion  at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object to describe, STUDENT will  produce only the phonemes in the word to reduce  epenthesis  (i.e., adding the “uh” sound between two consonants “bu- lue ” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Deaf / Hard of Hearing

Given a hearing amplification system, STUDENT will  wear it consistently  and transport the teacher unit to all classroom teachers  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  recharge it daily  at  the end of the school day ready for the next school day  with 80% accuracy in 4 out of 5 opportunities. 

Given a hearing amplification system, STUDENT will  advocate  with  Speech Therapist or classroom teacher  if there are any problems with the hearing amplification system with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  clean and dry ear molds  using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week  with 80% accuracy in 4 out of 5 opportunities. 

Given hearing aids, STUDENT will  detect a weak battery  and  change the battery  as needed with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Stuttering

• Desensitization
• Stuttering Modifications Techniques
• Fluency Shaping Techniques
• Secondary Behaviors

-Desensitization

Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the  clinician’s speech  is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with fast or slow speech, STUDENT will identify if the  clinician’s speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities.   

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if  HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. 

Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. 

Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in  HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.

-Stuttering Modifications Techniques

Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the pull-out  method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the pull-out  method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities.   

Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Fluency Shaping Techniques

Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique  with 80% accuracy in 4 out of 5 opportunities.

Given 20 words, STUDENT will use the easy onset technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the easy onset technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the easy onset technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the easy onset technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the light articulatory contact technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the light articulatory contact technique  to minimize disfluencies at the  sentence level with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the light articulatory contact technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

Given 20 words, STUDENT will use the slow rate technique  to minimize disfluencies at the  word level  with 80% accuracy in 4 out of 5 opportunities. 

Given 10 modeled sentences, STUDENT will use the slow rate technique  to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

Given 20 sentences, STUDENT will use the slow rate technique  to minimize disfluencies at the  sentence level  with 80% accuracy in 4 out of 5 opportunities. 

Given a reading passage, STUDENT will use the slow rate technique  to minimize disfluencies during  reading  with 80% accuracy in 4 out of 5 opportunities. 

Given a conversational topic, STUDENT will use the slow rate technique  to minimize disfluencies during  a conversation  with 80% accuracy in 4 out of 5 opportunities. 

-Secondary Behaviors

Given knowledge, examples, and video of oneself, STUDENT will identify and name  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a structured activity, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will identify and reduce  each of their  secondary behaviors  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Life Skills

• Conversation
• Social Skills

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match identical symbols  given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.

Given a functional symbol (cooking, community , safety, etc.), STUDENT will  match symbols to actual objects  with 80% accuracy in 4 out of 5 opportunities.

Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbo l  with 80% accuracy in 4 out of 5 opportunities.

Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and  categorize the picture or objects  into 2 different categories  with 80% accuracy in 4 out of 5 opportunities.

Given an event or object, STUDENT will  describe the event or object using at least 3 descriptors  with 80% accuracy in 4 out of 5 opportunities.

Given an event or story, STUDENT will  retell the event or story  using appropriate  sequencing  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will independently express HIS/HER  wants or needs , such as stop, help, want, need, thirsty, toilet, etc. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.

Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language  with 80% accuracy in 4 out of 5 opportunities.

Given a yes/no question concerning social/community settings , STUDENT will correctly answer the yes/no question  with 80% accuracy in 4 out of 5 opportunities.

Given two objects, STUDENT will identify the  similarities and differences between the objects  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or a short story, STUDENT will explain the meaning of the figurative language and idioms  with 80% accuracy in 4 out of 5 opportunities.

-Conversation

Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells , such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. 

Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will use an appropriate volume based on the social situation  they are in with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will make a statement or ask a question  to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will take turns speaking to provide a give and take conversation  with 80% accuracy in 4 out of 5 opportunities.  

Given a conversation, STUDENT will ask 1 or 2 follow-up questions  to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information  during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

-Social Skills

Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt  with 80% accuracy in 4 out of 5 opportunities.

Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will solve a social problem  by identifying the problem, developing possible solutions, and choosing the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will advocate for help  by appropriately  gaining the teacher’s attention, verbally asking for help, using clear and concise sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will accurately  identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will protest using appropriate language  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling , such as I am frustrated, sick, happy, etc. using appropriate language  with 80% accuracy in 4 out of 5 opportunities.  

Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas ( not mimicking or copying others’ ideas ) when entering or joining a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will give and accept compliments  appropriately   with 80% accuracy in 4 out of 5 opportunities.

Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of  verbal and nonverbal social cues  (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Expressive Language Delay

• Utterance Expansion
• Narrative Development
• Gestures/Signs
• Categorizations
• Similarities
• Differences
• Comparisons
• Multiple Meanings
• Grammar Structure
• Vocabulary Definitions

-Morphology

Given a writing or speaking task, STUDENT will use present progressive-tense verbs  (i.g., walking, running, laughing) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular plural markers  (i.g., apples/feet) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use article/number agreement  (i.g., an apple/the boys) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use present-tense verbs  (i.g., give, go, drink) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use future-tense verbs  (i.g., will drive, will stop, will park) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs  (i.g., walked/ran) appropriately   in a sentence or conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use  verbs  to tell actions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase  to answer WHERE questions  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or story, STUDENT will use prepositional phrase or adjective  to answer HOW questions  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to call attention to an object (e.g., “this ball”, “my shoe”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words to show the disappearance of an object   (e.g., “no cracker”, “apple all gone”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to indicate recurrence  of an object   (e.g., “more cracker”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun  (e.g., “big bear”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show possession of an object   (e.g., “Daddy car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show action object  (e.g., “read book “)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show the location of an object   (e.g., “dog car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show agent action  (e.g., “dog jump”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to show emotion  (e.g., “baby tired”)   with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use   2 words to achieve the desired end  of an object   (e.g., “go home”)   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture, STUDENT will say 3 to 4-word utterances  (e.g., “dog sitting in car”)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences  with 80% accuracy in 4 out of 5 opportunities.  

Given an activity, picture, or story, STUDENT will use compound sentences  (i.e., and, but, or, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given an activity, picture, or story, STUDENT will use correct subject-verb agreement  with 80% accuracy in 4 out of 5 opportunities.

-Utterance Expansion

Given an object or picture, STUDENT will use 2-3 word utterances  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances  to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence  to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use descriptive words  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence  to tell about past events  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to express a want or need, STUDENT will use 2-4 words  to express HIS/HER want or need  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to comment or share information, STUDENT will use2-4 words  to express HIS/HER comment or share information  with 80% accuracy in 4 out of 5 opportunities.

Given a wh-question, STUDENT will use2-4 words  to answer simple Wh-questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

-Narrative Development

Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence  the story  including problem and solution  with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will sequence  the story or activity that includes # parts  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story, STUDENT will use  descriptive language  to tell their story  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to tell a story from their past, STUDENT will  tell their story  with the appropriate number of details and in the right order  with 80% accuracy in 4 out of 5 opportunities.

Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

-Gestures/Signs

Given a want or request, STUDENT will pair vocalizations with gestures  when indicating a want or requesting an object  with 80% accuracy in 4 out of 5 opportunities.

Given a want for “more”, STUDENT will use words and/or signs  to  ask for “more”  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity, STUDENT will use words and/or signs  to  indicate HE/SHE is “finished”  with 80% accuracy in 4 out of 5 opportunities.

Given a difficult task or activity, STUDENT will use words and/or signs  to  ask for “help”  with 80% accuracy in 4 out of 5 opportunities.

Given a “yes” or “no” question, STUDENT will use words and/or signs  to  answer the question with “yes” or “no”  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common objects or pictures, STUDENT will verbally label the item  with 80% accuracy in 4 out of 5 opportunities.

Given a common object, noun, or action, STUDENT will verbally label the item  in  a phrase or sentence  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common words, STUDENT will verbally name the word  in  a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture  by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will describe the object or picture  by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

-Categorizations

Given a category, STUDENT will name (3-5) items  in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.)   with 80% accuracy in 4 out of 5 opportunities.  

Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category  (e.g., school items, home items, clothing, animals, colors, toys, etc.)   and explain their relationships  with 80% accuracy in 4 out of 5 opportunities.

Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why  with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will name (3-5) items  in that category  and (1) item that does not belong in that category  with 80% accuracy in 4 out of 5 opportunities.

-Similarities

Given 3 to 5 pictures, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will select 2 similar pictures  and  explain the similarities  with 80% accuracy in 4 out of 5 opportunities.

-Differences

Given 3 to 5 pictures, STUDENT will select the different picture  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a list of 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words verbally, STUDENT will identify the different word  and  explain the differences  with 80% accuracy in 4 out of 5 opportunities.

Given a word pair verbally, STUDENT will explain the primary difference  between the  two words  with 80% accuracy in 4 out of 5 opportunities.

-Comparisons

Given two object pictures, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two spoken words, STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es)  and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

-Multiple Meanings

Given 2 pictures that represent different meanings of the same word , STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word , STUDENT will provide 2 or more definitions for the  multiple meaning word  with 80% accuracy in 4 out of 5 opportunities.

-Attributes

Given an object or picture, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture and asked a question, STUDENT will answer the question  by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

Given 10 items presented verbally, STUDENT will describe the object or picture  by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

-Grammar Structure

Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns  (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns  (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns  (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns  (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense  (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense  (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker  (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have”  (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense  (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense  (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions  (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses  (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures  (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask yes/no questions  (i.e., “Is the boy hurt?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will ask WH questions  (i.e., “What is the girl doing?”) in a complete sentence  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives  (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or story, STUDENT will say a complete sentence using superlatives  (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

Given an idiom with a visual cue, STUDENT will  accurately describe the meaning of the idiom   with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally with no visual cue, STUDENT will  accurately describe the meaning of the idiom  with 80% accuracy in 4 out of 5 opportunities. 

Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately  with 80% accuracy in 4 out of 5 opportunities. 

-Vocabulary Definitions

Given 5 words with picture cues, STUDENT will define the word correctly  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will use 2-3 critical features  to describe the object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given an emotional expression picture or story, STUDENT will use vocabulary to clearly  describe the feelings, ideas, or experiences  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify synonyms  with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify antonyms  with 80% accuracy in 4 out of 5 opportunities.

Given 5 identified words in sentences, STUDENT will provide a synonym/antonym  with 80% accuracy in 4 out of 5 opportunities.

Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word  with 80% accuracy in 4 out of 5 opportunities.

Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down)   with 80% accuracy in 4 out of 5 opportunities.

Given an object, picture, or word, STUDENT will identify the opposite  with 80% accuracy in 4 out of 5 opportunities.

Given an object or picture, STUDENT will describe the object or picture  by naming the item, identify attributes (color, size, etc.), function, or number  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will define unfamiliar words using context clues  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define prefix and/or suffix  with 80% accuracy in 4 out of 5 opportunities.

Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Language Goals

• Following Directions
• Answering Questions
• Association
• Multiple Meaning
• Prepositions

-Vocabulary

Speech therapy goals for vocabulary.

Given 10 common nouns, STUDENT will identify the correct noun  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common verbs, STUDENT will identify the  correct verb  by  pointing to the appropriate picture  with 80% accuracy in 4 out of 5 opportunities.

Given 10 common adjectives, STUDENT will identify the  correct adjective  by  pointing to the appropriate picture (size, shape, color, texture)   with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 pictures, STUDENT will identify the  category items  by  pointing/grouping pictures into categories  with 80% accuracy in 4 out of 5 opportunities.

-Following Directions

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a  1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the directions  with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with location modifiers (i.e., spatial concepts)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quantity modifiers (i.e., numbers, more/less)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with quality modifiers (i.e., size, color, shape)   with 80% accuracy in 4 out of 5 opportunities.

Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow  multi-step directions  with pronoun modifiers (i.e., he, she, him, her, they, them)   with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will follow conditional directions  (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities.

-Answering Questions

Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions  with 80% accuracy in 4 out of 5 opportunities.

Given a story, activity, or classroom discussion, STUDENT will answer WH questions  (i.e., who, what, when, where, why, how)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture  with 80% accuracy in 4 out of 5 opportunities.

-Association

Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures  (e.g., car)   with 80% accuracy in 4 out of 5 opportunities.

Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities.

Given a category, STUDENT will correctly sort objects/pictures in that category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 different categories, STUDENT will correctly sort objects/pictures into each different  category  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 word verbally, STUDENT will select 2 similar words  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 word  that does not share that same attribute  with 80% accuracy in 4 out of 5 opportunities.

-Multiple Meaning

Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures  that represent different meanings of that word  with 80% accuracy in 4 out of 5 opportunities.

Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices  with 80% accuracy in 4 out of 5 opportunities.

Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words and a verbal description of a word, STUDENT will select the correct word  to match the given verbal description  with 80% accuracy in 4 out of 5 opportunities.

-Prepositions

Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture  with 80% accuracy in 4 out of 5 opportunities.

Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and  act out the preposition using the given object(s)  (e.g., “Put the doll under the table.”)   with 80% accuracy in 4 out of 5 opportunities.

Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture of the  verb  that tells the action  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture  that tells WHERE  with 80% accuracy in 4 out of 5 opportunities. 

Given a verbal question, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a story read aloud, STUDENT will select the picture that tells HOW  with 80% accuracy in 4 out of 5 opportunities. 

Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  disappearance  (e.g., “crackers all gone”, “no cookie”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows the  recurrence  (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that contains an  adjective and a noun  (e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows  possession  (e.g., “Dad’s cat”, “girl’s shoe”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  action object form  (e.g., “Tie shoe”, “read book “), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that indicates the  location  (e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that uses  agent action form  (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase that shows an  emotion  (e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given an object or picture and a phrase to achieve a  desired end  (e.g., “shoe on”, “go home”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  articles  (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  adjectives  (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes plurals  (e.g., s, es) and irregular plural nouns , STUDENT will answer “yes or no” if the phrase or sentence uses the plurals  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive nouns  (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  subject pronouns  (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  object pronouns  (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  possessive pronouns  (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  reflexive pronouns  (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes present progressive verb tense  (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  past progressive verb tense  (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  present tense “s” and “es” marker  (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  “have” and “has”  (e.g., “The boy has a dog”, and “The girls have ice skating”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  regular past tense  (e.g., “The dog jumped”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Given a phrase or sentence that includes  irregular past tense  (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense  accurately   with 80% accuracy in 4 out of 5 opportunities. 

Speech Therapy Goals for Auditory Discrimination

Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.  

Given 10 words, STUDENT will recognize the differences between same or different words  with 80% accuracy in 4 out of 5 opportunities.  

Given a sentence, STUDENT will remember and repeat  of  increasing length and complexity  with 80% accuracy in 4 out of 5 opportunities.

Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Phonological Awareness

Given 10 words, STUDENT will identify the sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the number of sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 10 words, STUDENT will identify the similarities sounds in the words  with 80% accuracy in 4 out of 5 opportunities.

Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds  with 80% accuracy in 4 out of 5 opportunities.

Given a sentence with two rhyming words, STUDENT will identify the two rhyming words  with 80% accuracy in 4 out of 5 opportunities.

Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word  with 80% accuracy in 4 out of 5 opportunities.

Given a word, STUDENT will substitute initial and/or final sounds  to  create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Autism

• Play Skills
• Joint Attention
• Following Instructions
• Getting the Teacher’s Attention
• Friend Making
• General Conversation
• Perspective
• Problem Solving
• Dealing with Feelings
• Alternatives to Aggression
• Predictions/Inferences

-Play Skills

Given a toy(s), STUDENT will play with the toy(s) using their appropriate function  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate symbolic play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will demonstrate pretend play  with 80% accuracy in 4 out of 5 opportunities.

Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested  with 80% accuracy in 4 out of 5 opportunities.

Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity  with 80% accuracy in 4 out of 5 opportunities.

Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn  with 80% accuracy in 4 out of 5 opportunities.

Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition  with 80% accuracy in 4 out of 5 opportunities.

Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining  with 80% accuracy in 4 out of 5 opportunities.

Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult  with 80% accuracy in 4 out of 5 opportunities.

-Joint Attention

Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will point to gain the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at  with 80% accuracy in 4 out of 5 opportunities.

-Following Instructions

Given a direction, STUDENT will follow the 1-step direction  with 80% accuracy in 4 out of 5 opportunities.

Given 2-step directions, STUDENT will follow the 2-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given 3-step directions, STUDENT will follow the 3-step directions  with 80% accuracy in 4 out of 5 opportunities.

Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed  with 80% accuracy in 4 out of 5 opportunities.

Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions  with 80% accuracy in 4 out of 5 opportunities.

-Getting the Teacher’s Attention

Given the need to get the teacher’s attention, STUDENT will  look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer  with 80% accuracy in 4 out of 5 opportunities.

Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others  with 80% accuracy in 4 out of 5 opportunities.

Given a social setting, STUDENT will demonstrate expected behaviors  that are expected in that setting  with 80% accuracy in 4 out of 5 opportunities.

Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback  with 80% accuracy in 4 out of 5 opportunities.

Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others  with 80% accuracy in 4 out of 5 opportunities.

Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors  with 80% accuracy in 4 out of 5 opportunities.

Given actions from others, STUDENT will modify their own behavior based on the actions of others  with 80% accuracy in 4 out of 5 opportunities.

Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities.

Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation  with 80% accuracy in 4 out of 5 opportunities.

Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments  with 80% accuracy in 4 out of 5 opportunities.

Given a specific behavior, STUDENT will identify how it makes others feel , the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF  with 80% accuracy in 4 out of 5 opportunities.

Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will listen carefully, gather materials, and begin working quietly  with 80% accuracy in 4 out of 5 opportunities.

Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help  with 80% accuracy in 4 out of 5 opportunities.

-Group Work

Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will use appropriate volume level  for the activity and setting with 80% accuracy in 4 out of 5 opportunities.  

Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others,  for the activity with 80% accuracy in 4 out of 5 opportunities.  

Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools) , being on time, and handing in assignments as requested by the teacher  with 80% accuracy in 4 out of 5 opportunities.

Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class  with 80% accuracy in 4 out of 5 opportunities.     Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device  with 80% accuracy in 4 out of 5 opportunities.

Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment  with 80% accuracy in 4 out of 5 opportunities.

-Friend Making

Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving  with 80% accuracy in 4 out of 5 opportunities.  

Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.  

Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond  with 80% accuracy in 4 out of 5 opportunities.  

Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.

-General Conversation

Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by  looking at the person and  returning the greeting  (e.g., “hello”, “hi”, “how are you?”, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.)   with 80% accuracy in 4 out of 5 opportunities.

Given a need or desire, STUDENT will  spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”)   with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language  with 80% accuracy in 4 out of 5 opportunities.

Given a small group discussion, STUDENT will use conversation maintenance strategies  (i.e., making comments, take turns, ask questions, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns  (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will use the appropriate volume based on the setting  with 80% accuracy in 4 out of 5 opportunities.

Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention  (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing  with 80% accuracy in 4 out of 5 opportunities.  

Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information  with 80% accuracy in 4 out of 5 opportunities.

Given a small group or classroom discussion, STUDENT will demonstrate active listening skills   (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will use  communication breakdown strategies,  such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth  to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

-Perspective

Given a social interaction, STUDENT will accurately identify another’s perspective  with 80% accuracy in 4 out of 5 opportunities.

Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Problem Solving

Given a problem and problem solving graphic organizer , STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will appropriately  identify the size of the problem  with 80% accuracy in 4 out of 5 opportunities.

Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem  with 80% accuracy in 4 out of 5 opportunities.

-Dealing with Feelings

Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern  with 80% accuracy in 4 out of 5 opportunities.

Given warning and a change in routine, STUDENT will accept the change without becoming upset  with 80% accuracy in 4 out of 5 opportunities.

Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way  with 80% accuracy in 4 out of 5 opportunities.

-Alternatives to Aggression

Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict  with 80% accuracy in 4 out of 5 opportunities.

Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on  with 80% accuracy in 4 out of 5 opportunities.

Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue  with 80% accuracy in 4 out of 5 opportunities.

Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider disadvantages and advantages of options, and choose the best option  with 80% accuracy in 4 out of 5 opportunities.

Given a defeat or loss in a game, STUDENT will look at the person who won , remain calm, and congratulate the other person  with 80% accuracy in 4 out of 5 opportunities.

Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels  with 80% accuracy in 4 out of 5 opportunities.

-Predictions/Inferencing

Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.

Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.

Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference  with 80% accuracy in 4 out of 5 opportunities.

Augmentative Alternative Communication

Speech therapy goals for aac.

• Picture Exchange Communication System (PECS)
• Sign Language

-Picture Exchange Communication System (PECS)

Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand  with 80% accuracy in 4 out of 5 opportunities.  

Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item , then place them both onto the sentence strip , then and hand the sentence strip to the teacher  with 80% accuracy in 4 out of 5 opportunities.  

Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question  with 80% accuracy in 4 out of 5 opportunities.    

Given augmentative symbols or device, STUDENT will carry device to various school and community locations  (lunchroom, classroom, recess etc.) with minimal prompting with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will independently navigate to the “home” page  with 80% accuracy in 4 out of 5 opportunities.

Given a question or community helper or form, STUDENT will identify HIS/HER contact information  selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a community sign, STUDENT will identify the community sign  (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the color  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the shape  of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will identify the attributes  (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a group of objects, STUDENT will count the objects  and select the appropriate number of objects (1-10)  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a picture or object, STUDENT will select matching word  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using  augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities. 

Given a spoken question, STUDENT will select the desired activity  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you ?, etc.) using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will maintain a conversation  and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given augmentative symbols or device, STUDENT will select HIS/HER meal choices  (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity  (i.e. “no”, “I don’t want”, “I don’t like”, etc.)   using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner, STUDENT will inform others of past events  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown  using augmentative symbols or device  with 80% accuracy in 4 out of 5 opportunities.

-Sign Language

Given a need and a verbal prompt, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  with 80% accuracy in 4 out of 5 opportunities.

Given a need, STUDENT will sign a basic “need” sign , such as ( help, more, done, want, need etc.) to make a request  spontaneously across multiple school environments and the community  with 80% accuracy in 4 out of 5 opportunities.

Given a conversational partner, STUDENT will  introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign  with 80% accuracy in 4 out of 5 opportunities.

Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures or objects, STUDENT will expressively label  the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.

Given 5 pictures of facial emotions, STUDENT will identify the emotion  using sign with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals for Figurative Language

Given a reading task, STUDENT will identify and interpret the meaning of  idioms , metaphors, similes, or proverbs  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make predictions and inferences based on  textual evidence  with 80% accuracy in 4 out of 5 opportunities.

Given a reading task, STUDENT will make inferences based on a character in literature   about why they say, feel, and do the things that they do  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Written Language

Given a writing task, STUDENT will produce  grammatically correct sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities.

Given a short story or video, STUDENT will answer wh -questions (who, what, when, where, why, & how) using complete sentences  with 80% accuracy in 4 out of 5 opportunities.

Given a graphic organizer, STUDENT will produce a five paragraph essay including an  introduction, topic sentences, transitions, and conclusion  with 80% accuracy in 4 out of 5 opportunities.

Speech Therapy Goals Intelligibility

Given a communication partner and a communication breakdown, STUDENT will use  clear slow speech  and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

Send me the FREE IEP Goal Bank!

Speech therapy goals conclusion.

I hope you find these speech therapy goals helpful or they gave you an idea for how to write speech therapy goals.

Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals.

Monday 12th of December 2022

This is one of most GO-TO Goal banks. Thank you so much!

Melissa Berg

Tuesday 27th of December 2022

Hi Jannette, I'm SO happy to hear that this is your GO_TO goal bank. Wishing you all my best! Melissa

Tuesday 4th of October 2022

Hi! I use this goal bank frequently but am always wondering why it was decided to label the goals for D/deaf and Hard of Hearing people as "Hearing Impaired/Impairment"? From my understanding and work with the DHH population, most prefer the terms, deaf, Deaf, or Hard of Hearing rather than Hearing Impaired. Just wanted to check in about it! Thanks!

Wednesday 5th of October 2022

Hi Melissa, Thanks so much for the feedback! I have made the updated suggestion. All my best, Melissa

Janet Pevsner

Monday 19th of September 2022

Your materials are sooo great AND you are soooo generous with your materials! Thank you so much for this Melissa.

Tuesday 20th of September 2022

Hi Janet, Thank you for your kind and thoughtful words! It means so much to me. I'm happy to know you like my materials! Wishing you all the best, Melissa

Monday 29th of August 2022

I love your material, it's so helpful! Thank you so much!

Lorena Bazarte

Thursday 25th of August 2022

Can you include goals for consultation for students in language articulation and fluency--when students have mastered the objectives but want to keep them in consult to monitor that they maintain their skills.

Saturday 27th of August 2022

Hi Lorena, I love this idea! I currently don't have anything in the works, but can add this to my future ideas list! All my best, Melissa

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Vocational IEP Goal Ideas

At a Glance

Exploring Vocational Skills in IEPs: Discussing the broad range of vocational skills essential for workplace success and their integration into IEPs.

Customizing Vocational Skill Goals: Providing strategies and examples for tailoring IEP goals to enhance students' vocational abilities.

Diverse Skill Categories: Addressing multiple aspects of vocational skills, from transferable skills and job site training to job search techniques and on-the-job performance.

Quick Links to Sections

Welcome back to our Building Your Best IEP Goals series where we are attempting to tackle the wide world of IEP goals category by category, share some baseline ideas, and show some examples of how base IEP goal ideas can be customized to fit your individual student’s needs and/or goals. 

We are going one category at a time in this series, and all of our categories are based off of our free IEP Goal Idea banks , which include all the base ideas as well as a slightly more in depth primer on individualizing goals. 

This week we are focusing on Vocational Skills , but you can also check out parts 1 , 2 , 3 , and 4 if you are interested in other categories, and our goal banks are always available in the AGU store for free! 

So let’s dive into vocational skills, why we might want them in our students’ IEPs, and the ways our different subcategories of vocational skills can help with meeting job related and independent living goals. 

Why Vocational Skills?

Vocational skills by necessity covers a wide range of types of skills that could apply across a variety of workplaces, and as workplaces and work cultures continue to evolve over time it can be a challenge to anticipate what kinds of skills will be most helpful for a person to have. While this can make it more complicated to figure out what IEP goal a given person might benefit most from, the silver lining is that this reality strongly incentivizes taking a closer look at each individual’s goals and needs and inform the way you prioritize different IEP goal options accordingly. 

Ultimately the more we can draw the direct connection between a specific goal and the way it benefits the student in question while making sure we and the student in question are on the same page, the more we can understand the goal’s role as a stepping stone to something greater rather than an arbitrary box to check. 

Customizing a Goal Suggestion

As a quick reminder before we dive into goal suggestions and sample individualized goals, here is the broad template we use to individualize goal ideas: 

By [DATE], given [SPECIFIC SUPPORT/ACCOMMODATION] and [NUMBER OF/TYPE OF PROMPTS], [STUDENT NAME] will [GOAL] with [% ACCURACY], in [X out of Y TRIALS/SESSIONS]. 

If you are interested in diving a little deeper into this topic you can find more on individualization cover it more closely in part 1 of this series and go into even more detail in each of our free goal banks ! 

Vocational Skills Categories

Our work skill categories are broken down into a variety of generalized skills that might prove valuable in the workplace, from the ability to learn on the job, to following specific procedures, to honing specific skills that apply across a wide variety of work. As with many of our subcategories, you may feel there is some overlap or that a particular goal idea could fit equally well in another category, and that is OK! 

If you feel there is a better framing for a specific goal idea that better helps you customize it for your specific student, then that is absolutely the path we recommend taking. Fundamentally these goal ideas are meant to be helpful guideposts, places where you can see details that you recognize and can refine to fit the specifics of a given situation. The most important thing is establishing goals that you, other stakeholders, and most importantly your student can get behind. 

Soft Skills/Broadly Transferable Skills

Soft skills can feel like it has an amorphous definition based on the context in which it is used, but for our purposes we are broadly talking about the types of skills one can work on that tend to apply across the vast majority of jobs that involve some degree of teamwork and communication. 

That is in contrast to “harder” skills, which might cover a complex technical aspect of a specific type of job but doesn’t so easily transfer to a job in another field. So something like your teamwork skills might reasonably be filed under “soft” skills, while your knowledge about the inner workings of nuclear reactors might reasonably be filed under “hard” skills. 

Sample goal ideas and subcategories:

Critical thinking Problem-solving Teamwork  

• Collaboration with team members on a project

Professionalism  

• Demonstrate reliability and dependability (show up to work on schedule, meet deadlines, work on projects and tasks assigned)
• Demonstrate integrity
• Self-monitoring (all of the above, plus attire and hygiene)
• Respects workplace property
• Respects supervisors and coworkers
• Communicates boundaries with others

Communication  

• Express self clearly related to work tasks and needs
• Convey and pull information from supervisor and coworkers
• Customer service
• Understand what is being asked
• Communicate written and verbal
• Listen to feedback and incorporate into work
• Know and practice work responsibilities
• Delegate information to others
• Communicate strengths and needs
• Follow up with updates, concerns, and needs
• Initiate communication and work tasks

Individualizing goal ideas:

Example 1: Teamwork - Collaboration with team members on a project 

“By 10/15, with support from an instructor or helper, June will complete a team based project with at least 4 teammates and 3 in class working sessions, complete her portion of the group assignment, and complete an evaluation form sharing positives and challenges from working in such a setting.” 

Example 2: Leadership - Listen to feedback and incorporate into work 

“By 11/1, with the help of the instructor, Liam will sit in for feedback on at least 5 different writing assignments and share at least 1 strategy per session on how he will use the feedback to try to improve.” 

Job Site/Community-Based Instruction

Job site and community-based instruction goals tend to revolve around the way a given student specifically navigates on the job instructions as part of an out of school learning experience. Depending on your school’s circumstances, such instruction might be a regularly part of learning or an uncommon opportunity. Either way you can adjust your goals related to this topic to fit the reality of what is doable under your school’s schedule constraints.

Safety on site  

• Learn about, identify, and follow safety needs at a job/CBI site

Use transportation to get to job/CBI site and back (travel training)  

• Identify types of transportation
• Identify most appropriate transportation for a given work site (bus route, type of transportation)
• Read bus schedule and route, coordinate transportation
• Learn about transportation expectations, etiquette, and safety needs
• Navigate the selected type of transportation

Use transferable skills across work sites (critical thinking, problem-solving, teamwork, professionalism, respect, communication, and/or leadership)  

Job training 

• Receive specific training on the job, practice, and hands-on learning
• Reflect on skills and learning before and after each CBI session

Job responsibilities  

• Learn about job responsibilities, complete during each session
• Complete # step directions (smaller to bigger and multiple tasks)
• Follow a daily routine and schedule
• Time management (use clock/watch to check the time, determine time left)

Job coach support  

• Meet with and incorporate feedback from job coach
• Meet previously set expectations from job coach
• Seek out job coach for help, questions, and feedback 
• Fill out a timesheet according to job hours or work tasks
• Work on or off campus job for {#} minutes/hours, (#} times a week

Example 1: Job training - Receive specific training on the job, practice, and hands on learning. 

“By 12/15, with at least 3 hour long sessions with the job site instructor, Gretchen will be able to make popcorn out of the popcorn machine with limited supervision and intervention.” 

Example 2: Logistics - Fill out a timesheet according to job hours or work tasks 

“By 2/1, given at least 3 opportunities to work onsite and no more than two prompts from the job coach, Josh will accurately fill out his time card including “clock in” time, “clock out” time, and total hours worked with at least 80% accuracy.” 

Student-Led Enterprises

Student-led enterprise skills are skills that one can develop in conjunction with a student-led enterprise project. Such skills can apply in the workplace but can also be valuable life skills! Skills related to everything from budgeting to customer-facing communication to goal setting and planning can fit here, and the great part about student-led enterprises is that it can be an incredibly helpful context for finding ways to quantify student progress in a given area. 

• Learn about, receive training, and take on different roles and responsibilities related to the enterprise
• Collaborate with peers
• Make decisions with the group

Communication

• Provide customer service (selling a product, communicating with the customer, providing the product/good)
• Communicate with team members, leader, and supervisor
• Share ideas of what is working, what are the challenges, and what to work on next
• Create a business plan/presentation to share the main ideas of the enterprise, goals, and audience
• Develop and implement marketing plans and strategies

Problem-Solving  

• Use critical thinking and creativity to approach problems as they arise (predetermined or spontaneous problems)
• Create and implement a strategy to address problems with the team

Financial Awareness  

• Set and follow a budget
• Track money, cash flow, and costs of running the enterprise
• Count and track money based on each purchase
• Keep stock and inventory of products/goods

Goal-Setting and Planning  

• Identify and establish goals with the team and individually
• Plan activities based on goals
• Track progress towards goals, adjust activities and goals as needed

Example 1: Financial Awareness - Count and track money based on each purchase 

“By 11/15, given at least two chances to review with instructor and unlimited chances to review with peers, Kevin will accurately document all income and expenditures from the October Candy Drive to within 10% of the correct total.” 

Example 2: Goal-Setting and Planning - Plan activities based on goals 

“By 3/1, given the class’s stated goal of reaching $500 in doughnut sales, Candace will share at least 3 ideas for ways the class can try to sell more doughnuts to reach their goal.” 

Work-Based Learning Experiences

On the surface Work-Based Learning Experiences might sound similar to On Site Learning, but the distinction we are making in this case is that while On Site Learning specifically refers to goals one might meet at a particular job training program, Work-Based Learning Experiences is more about the general process of career exploration and taking the next big steps in reaching different types of goals. 

So a student learning that the career they are most interested in will likely require going to graduate school might fall under the category of Work-Based Learning Experiences while a student learning how to keep a specific space prepped according to site protocol almost certainly falls under On Site Learning. 

Career exploration  

• Learn about potential interests in careers based on strengths, interests, preferences, needs, and challenges
• Complete transition assessments and job interest surveys/inventories
• Research results from assessments and surveys/inventories
• Prepare for and attend job fair

Job shadowing  

• Follow along with an employee in a given career interest to learn job responsibilities, about an organization, certain behaviors or competencies important to the job

Career mentorship  

• Meet with and seek guidance and feedback from a mentor

Informational interviews  

• Have informal conversations with someone working in a career area/job of interest
• Read books, watch videos about day in the life of the job, examine job descriptions, and reflect on interests 

Internships (Paid, Non-Paid) – These are temporary positions  

• Develop specific job-related skills related to a career area/job of interest 

Service learning  

• Complete community service with classroom instruction and reflection 

Simulated workplace experience  

• Practice competencies, skills, and job responsibilities 

Competitive work experience (Paid, Non-Paid, on-/off-campus job)  

• Get a job and learn through first-hand exposure to the workplace  

Volunteering

• Complete job tasks that directly or indirectly benefit others without being paid

Example 1: Career Exploration - Learn about potential interests in careers based on strengths, interests, preferences, needs, and challenges 

“By 10/15, with instructor support, Joaquim will write down a list of his personal strengths and interests, a list of at least 3 careers he might be interested in, and at least 3 statements connecting a personal strength or preference to a potential career he is interested in.” 

Example 2: Career mentorship - Meet with and seek guidance and feedback from a mentor 

“By 2/1, with the help of the instructor-assigned career mentor, Lisa will create a career plan outlining the steps she needs to take after high school to reach her stated career goals. Plan should include at least two concrete milestones (such as attend college or land an internship) as well as at least 3 skills she can work on as part of her plan.”

Getting a Job

While the way that we do our job is important, for many people one of the greatest challenges of working is finding a job in the first place! From the search to finding the right match, creating a resume to crafting the right cover letter, there are so many little intricacies to finding a job that you may not realize you need until you are actually out looking for a job! 

It’s therefore a great idea for teachers to think about some ways of working job search skills into IEP goals, as our other work related skills simply aren’t as helpful when we can’t find work! 

Job Search  

• Research and learn about a variety of job search sites available online
• Research job listings to identify the components of a job listing description (pay, job responsibilities, work experience requirements, job application information)
• Learn about and apply critical thinking to understand the implicit language of a job listing description 

Job Match  

• Identify job options based on preferences and results from transition assessments, inventories, previous work experience, and transportation options

Job Application  

• Identify components of a job application, following directions, and important information
• # References and their contact information, Emergency contact name(s) and phone number(s), Work history or work-related experience, Personal information (address, phone number)
• Fill out or type in responses for a job application  
• Learn about the components of a resume and what each section means
• Create a resume, adjust resume based on work experience and type of job

Interview  

• Learn about the components of a job interview
• Practice responses through a role play interview 

Accommodations

• Learn about and select disability supports and accommodations offered in the workplace 

Example 1: Job search - Learn about and apply critical thinking to understand the implicit language of a job listing description 

“By 12/1, with assistance from the instructor, Jody will perform the following exercise at least 2 times based on 2 unique job listings: pull important keywords from the job description as they related to the job in question, update her master resume for the specific job by including those keywords in relevant locations, and writing a cover letter that includes at least 50% of identified keywords.” 

Example 2: Job Application - Identify components of a job application, following directions, and important information.  

“By 10/15, with a reference document and instructor assistance through 2 practice sessions, Javier will be able to fill out the following components of a job application on his own: Name, address, date of birth, social security number, work history, and emergency contacts.” 

Unlike goals related to On Site Training, On the Job vocational skills are all about the little things you do to make sure you stay on top of the job you have, maintain your job security, advance in your career, and ensure that your needs are being met in a sustainable way. 

It can cover everything from deciphering and navigating the etiquette or culture of a specific company, learning some broad work etiquette concepts that can help with decision making in future job situations, making sure your pay aligns with what you were promised, and strategies for staying on top of one’s responsibilities. 

Work schedule  

• Learn about, identify, and demonstrate job expectations and responsibilities over the course of the day/shift
• Follow a daily routine and schedule Time management (use clock/watch to check the time, determine time left)
• Learn about the components of a timesheet, complete a timesheet
• Follow a schedule by checking clock/watch
• Learn about, identify, and problem solve scenarios around missing work, being late, leaving early, outside appointments, and more scheduling challenges
• Read and identify different parts of pay stubs
• Track pay (hourly, weekly, and monthly)
• Learn and identify clothing options across job settings (casual, uniform, business)
• Identify and select clothing that is the best fit for the job

Job Expectations and Responsibilities  

• Learn about job responsibilities, complete each day
• Learn about and identify job expectations, etiquette, and safety needs
• Learn about ethical standards in the workplace and practice problem-solving and decision-making
• Learn where and how to ask for help and clarification

Accommodations  

Use transferable skills on the job (critical thinking, problem-solving, teamwork, professionalism, respect, communication, and/or leadership)  

Example 1: Attire - Identity and select clothing that is the best fit for the job. 

“By 1/15, given an instructional worksheet and at least 2 sessions to practice with the instructor, Jessica will correctly match different attire choices to the job that is the “best fit” on a provided quiz with at least 80% accuracy.” 

Example 2: Accommodations - Learn about and select disability supports and accommodations offered in the workplace  

“By 11/1, with support from an instructor or helper, Yusuf will create a script for requesting his needed accommodations in a workplace that clearly outlines his needs, what constitutes a suitable accommodation for each need, and his rights under the Americans with Disabilities Act.” 

The workplace is an ever evolving context that can change based on the industry, the organization, or even just general workforce trends. It can be daunting to approach such a complex situation even with all the possible skills at one’s disposal, and more daunting still to have to choose which skills are most worth working on to give a person the best chance at succeeding in meeting their own goals. The good news is that while we cannot predict the future or know exactly what the most important thing will be, we can take the context of the student we are working with and develop a pretty good idea of what will be most helpful in taking the next steps toward the future they want. 

Every IEP goal bank we share is written with individualization in mind, but job skills in particular are a great space to really hone in on some specifics, even if your student doesn’t know exactly what career they might want to pursue in the moment. If you’d like to share some of your experiences with working on job skills or writing IEP goals related to job skills then we would love to hear from you! Just drop us a line at [email protected] and we will be back next week to talk about some social skill IEP goals . 

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Crafting Effective IEP Goals for Writing – Strategies for Student Success

• January 11, 2024

Indubitably, crafting effective IEP goals for writing is essential in ensuring the academic success of students with diverse learning needs. As educators, it is paramount that we develop strategic, measurable, and realistic goals that will support our students in honing their writing skills. In this comprehensive guide, we will explore valuable strategies that can be employed to create impactful IEP goals for writing, equipping students with the tools they need to thrive in the classroom.

When it comes to writing , it is crucial for educators to have a solid understanding of the individualized needs of their students. By tailoring IEP goals to the specific strengths and challenges of each student, we can maximize their potential for growth. Additionally, we will delve into some of the most common pitfalls in creating IEP goals for writing and provide actionable steps to avoid them, ultimately fostering student success in the realm of writing.

Types of Writing Goals in IEPs

Before setting writing goals for students as part of their Individualized Education Program (IEP) , it’s important to understand the different types of goals that can be included. The IEP team should consider the individual student’s needs and the best approach to support their writing development . The types of writing goals in IEPs can be categorized into the following:

Short-term vs. Long-term Goals

An IEP may include both short-term and long-term writing goals . Short-term goals are typically achievable within a few weeks or months, while long-term goals encompass writing skills that may take a year or more to develop. It’s important for the IEP team to establish a balance between these goals to ensure the student’s writing progress is effectively monitored and supported.

Process-Oriented vs. Product-Oriented Goals

Process-oriented goals focus on the student’s writing process and the development of essential writing skills such as planning , organization , and revision . In contrast, product-oriented goals emphasize the final written products of the students , such as essays or stories . Both types of goals play a crucial role in supporting the student’s overall writing abilities .

With process-oriented goals , the focus is on the student’s writing process and the development of fundamental writing skills . In contrast, product-oriented goals prioritize the completion of final written products such as essays or stories . It’s essential for the IEP team to carefully consider the balance of both types of goals to ensure the student’s comprehensive writing development .

Individualized Goals Based on Student Needs

With individualized goals , the IEP team can tailor the writing goals to address the specific student’s writing abilities and needs. This approach allows for a personalized and targeted approach to support the student’s writing growth . Types of writing goals that are individualized may include goals related to writing fluency , spelling , or vocabulary development , among others.

With individualized goals , the IEP team can tailor the writing goals to address the specific student’s writing abilities and needs. This approach allows for a personalized and targeted approach to support the students in their writing development . The types of writing goals that are individualized may include goals related to writing fluency , spelling , or vocabulary development , among others.

Factors to Consider When Crafting IEP Writing Goals

Some important factors to consider when crafting IEP writing goals are:

• Student’s current writing abilities and challenges
• Specificity and measurability of goals
• Alignment with state standards and benchmarks

Perceiving these factors will help in creating effective IEP writing goals that lead to student success.

Student’s Current Writing Abilities and Challenges

For crafting effective IEP writing goals, it is crucial to assess the student’s current writing abilities and challenges. Writing abilities may vary from student to student, and it is essential to have a clear understanding of their strengths and weaknesses. Consider the student’s proficiency in sentence structure, grammar, vocabulary, and organization while identifying writing challenges.

Specificity and Measurability of Goals

On the subject of specificity and measurability, it is imperative to create IEP writing goals that are specific and measurable. The goals should clearly articulate what the student is expected to achieve, and there should be a clear method for measuring progress. Ensure that the goals are achievable within a specified timeframe to facilitate effective monitoring and assessment of progress.

Plus, incorporating specific and measurable goals will provide a clear direction for intervention and support for the student’s writing development.

Alignment with State Standards and Benchmarks

Specificity in aligning writing goals with state standards and benchmarks is crucial to ensure that the student’s writing development is in line with established educational standards. Goals should be aligned with state standards for writing and should reflect the specific skills and competencies outlined in the standards .

Measurability of the goals against state standards and benchmarks is essential to track the student’s progress and ensure that they are meeting the necessary writing requirements for their grade level. This alignment helps in providing a comprehensive and well-rounded writing education for students .

Step-by-Step Guide to Developing Effective IEP Writing Goals

To ensure the success of students with writing challenges, it is essential to develop Individualized Education Program (IEP) goals that are effective and tailored to their specific needs. This step-by-step guide will help educators, parents, and students in crafting IEP goals that will lead to improved writing proficiency and overall academic success.

Assessing the Student’s Writing Skills

The assessment of the student’s writing skills is essential in identifying specific areas of improvement and determining the appropriate IEP writing goals that will address their individual needs.

Collaborating with Educators, Parents, and the Student

StepbyStep collaboration with educators, parents, and the student is essential in creating effective IEP writing goals. By involving all stakeholders, it ensures that the goals are relevant, achievable, and tailored to the student’s individual needs and learning style.

Guide, collaboration, student, educators, parents, relevant, achievable

Writing SMART Goals for Writing Proficiency

Educators must develop SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for students’ writing proficiency to ensure that they are clear, focused, and attainable within a specific timeframe.

It is crucial to ensure that the writing SMART goals are specific to the student’s individual writing challenges, measurable in terms of progress, achievable within their capabilities, relevant to their learning needs, and time-bound for timely achievement.

Creating Actionable and Achievable Steps for Goal Attainment

For students to attain their IEP writing goals, it is essential to create actionable and achievable steps that outline the specific tasks, resources, and support required to reach the desired level of writing proficiency.

Writing actionable and achievable steps involves breaking down the IEP writing goals into smaller, manageable tasks, providing necessary resources and support, and outlining a clear timeline for goal attainment.

IEP writing goals, SMART goals, actionable, achievable, specific, measurable

Tips for Writing IEP Goals That Foster Progress

After conducting thorough assessments and gathering relevant data, it is essential to craft IEP goals that are specific, measurable, achievable, relevant, and time-bound (SMART). When writing IEP goals for writing , consider the following tips:

• Utilize clear and concise language
• Focus on the student’s individual needs and abilities
• Ensure the goals align with curriculum standards
• Involve the student in the goal-setting process

Recognizing the importance of well-crafted IEP goals sets the foundation for student success in writing .

Incorporating Evidence-Based Instructional Practices

Foster progress by incorporating evidence-based instructional practices when developing IEP goals . Consider strategies such as explicit instruction, modeling, and guided practice to support student growth and mastery in writing .

Building Goals Around Student Interests to Increase Engagement

Instructional approaches that integrate students’ interests can increase engagement and motivation in writing . By tapping into their passions, students are more likely to be invested in the writing process and demonstrate progress in their skills.

Goals centered around student interests can be tailored to incorporate creative writing exercises, personal narratives, or research topics that resonate with the students .

Regular Monitoring and Adjusting Goals as Needed

Student progress should be regularly monitored through ongoing assessment and data collection. Based on these observations, IEP goals should be adjusted as needed to ensure that the students are continually challenged and supported in their writing development.

Practices such as data analysis, progress monitoring, and collaboration between educators and support staff are vital for effectively monitoring and adjusting IEP goals to promote student success .

Pros and Cons of Different Writing Goals in IEPs

Keep in mind that when developing IEP goals for writing, it is important to consider the pros and cons of different approaches. This can help create goals that are effective and tailored to the individual needs of the students. Here is a breakdown of the pros and cons to consider when setting writing goals in IEPs:

Goals Focused on Mechanics of Writing

The development of writing goals focused on mechanics, such as grammar, spelling, and punctuation, can be beneficial for students with IEPs. By improving these foundational skills, students can enhance the overall readability and clarity of their writing. However, it is important to consider the potential limitations of solely focusing on mechanics, as it may lead to a lack of emphasis on creativity and expression in writing.

Goals Targeting Writing Comprehension and Critical Thinking

Critical thinking and comprehension goals are essential for developing strong writing skills. By focusing on these areas, students can learn to analyze and interpret information, leading to more sophisticated and insightful writing. Additionally, these goals can help students become more independent and analytical writers, preparing them for success in future academic and professional endeavors.

Writing goals targeting comprehension and critical thinking can enhance the depth and complexity of student writing, fostering a deeper understanding of the subject matter and enabling students to communicate their ideas more effectively. By developing these skills, students can become more adept at synthesizing information and crafting well-supported arguments, ultimately leading to more persuasive and impactful writing.

The Balance Between Challenge and Attainability

Targeting the balance between challenge and attainability in writing goals is crucial for fostering student growth and achievement. It is important to set goals that are appropriately challenging, pushing students to reach their full potential. However, these goals should also be attainable, taking into account the student’s current abilities and any potential barriers to progress. Striking this balance can help students build confidence and motivation, leading to greater success in their writing endeavors.

Between challenging students to reach new heights in their writing and ensuring that goals are achievable, educators can create a supportive and empowering learning environment. This approach encourages students to push themselves while also providing the necessary support and resources to help them succeed. By finding this balance, students can make significant strides in their writing abilities, ultimately leading to improved academic performance and increased self-confidence.

Implementing IEP Writing Goals in the Classroom

Not only is it essential to develop effective IEP writing goals for students with disabilities, but it is also crucial to implement these goals in the classroom to promote student success. By integrating goals with curriculum and instruction, adapting teaching methods to support individual goals, and utilizing assistive technology, educators can create a supportive and inclusive learning environment for students with diverse learning needs.

Integrating Goals with Curriculum and Instruction

An essential aspect of implementing IEP writing goals in the classroom is integrating these goals with the existing curriculum and instruction. This involves aligning the IEP goals with the learning objectives of the writing curriculum while ensuring that the goals are personalized to meet the needs of the diverse group of students in the classroom. By seamlessly integrating the IEP writing goals with the curriculum and instruction, educators can create a cohesive and inclusive learning environment where all students can thrive.

Adapting Teaching Methods to Support Individual Goals

Goals should be used to drive the adaptation of teaching methods to meet the individual needs of students with disabilities. By doing so, educators can create a personalized learning experience that caters to each student’s unique strengths and challenges. This approach involves using flexible teaching strategies and differentiating instruction to support the attainment of specific writing goals. By adapting teaching methods to support individual goals, educators can ensure that all students have the opportunity to achieve success in writing.

Teaching methods can be adapted through differentiated instruction , small group instruction, and personalized feedback to support the individual writing goals of students with disabilities.

Utilizing Assistive Technology for Students with Disabilities

Adapting the use of assistive technology in the classroom is essential for supporting students with disabilities in achieving their writing goals. By utilizing assistive technology, educators can provide students with disabilities the tools they need to overcome challenges and enhance their writing skills. Assistive technology can include speech-to-text software, word prediction programs, and graphic organizers, among others. By incorporating this technology into the classroom, educators can create a more inclusive learning environment where all students have access to the resources they need to succeed.

Instruction can be enhanced through the use of assistive technology tools to support the diverse writing needs of students with disabilities. This can help to level the playing field and provide equal opportunities for all students to achieve their writing goals.

Ultimately, the process of creating effective IEP goals for writing is essential for setting students up for success in their academic and personal lives. By using a combination of data-driven assessments, targeted instruction, and collaborative goal-setting, educators can craft meaningful and achievable goals that can help students improve their writing skills. It is crucial for educators to continually monitor and adjust these goals to reflect each student’s progress and ensure that they are receiving the support they need to succeed.

By implementing these strategies and techniques, educators can empower students to become more confident and proficient writers, leading to improved outcomes in both their academic and professional lives. It is important for educators to stay informed about best practices in IEP goal setting and to continuously seek ways to improve their instructional strategies to support the diverse needs of their students. With careful planning and implementation, effective IEP goals for writing can contribute to the overall success and well-being of students with diverse learning needs.

Q: What are IEP goals for writing?

A: IEP goals for writing are individualized objectives set for students with special education needs to improve their writing skills. These goals should be specific, measurable, achievable, relevant, and time-bound.

Q: How can I craft effective IEP goals for writing?

A: Crafting effective IEP goals for writing involves assessing the student’s current writing abilities, identifying areas for improvement, and setting clear and attainable objectives. Goals should address specific writing skills such as organization, grammar, and vocabulary.

Q: What strategies can be used to help students achieve IEP goals for writing?

A: Strategies for student success in achieving IEP goals for writing include providing explicit instruction, offering regular feedback, using assistive technology, and incorporating multisensory learning approaches. It’s also important to involve the student in goal-setting and monitoring progress.

Q: How can teachers and parents collaborate to support IEP goals for writing?

A: Teachers and parents can collaborate by sharing information about the student’s progress, discussing effective writing strategies, and creating a consistent approach to support the student’s writing development at school and home. Open communication and a partnership mindset are crucial for student success.

Q: What should be the timeline for achieving IEP goals for writing?

A: The timeline for achieving IEP goals for writing should be based on the student’s individual needs and progress. It’s important to set short-term and long-term objectives, regularly review and adjust goals as needed, and celebrate the student’s successes along the way.

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Creating IEP Goals for Language Reasoning & Verbal Intelligence

• David Graham Farnsworth
• Categories : Special education law ID ea, ieps, 504s, cses & planning
• Tags : Special ed information for teachers & parents

Understanding Words

Mastering verbal intelligence could arguably be one of the most important skills a child develops. The acquisition of further skills remains

contingent upon understanding words and expanding reasoning. Creating goals for verbal intelligence is imperative to increasingly develop knowledge and verbal skills beyond the learner’s present competence.

Substantial evidence exists that a student’s vocabulary range and abilities with words correlates with career success. The IEP team can help enhance reasoning skills that offer the learner the capability to achieve a sense of control and direction over his or her own life. When the child masters a particular skill, a new objective may be added.

As skills grow easier, more difficult goals should be added. The main idea of setting benchmarks revolves around encouraging the learner to use the goal-setting behaviors independently in various environments and situations. These benchmarks foster the student’s ability to accomplish anything that markedly affects his or her daily life.

Targeting Skills

Educators and parents may contrive situations that allow the accomplishment of goals with their support – but without direct involvement or interaction. Designing goals targeting skills that demonstrate social situations, perspective, problem solving, pragmatic language, story grammar taxonomy and comprehension of figurative language – including

• Answering questions
• Requesting information
• Acknowledging
• Organization
• Offering encouragement
• Joining, initiating and ending a conversation
• Offering an opinion
• Active Listening
• Offering a suggestion
• Receiving and giving compliments
• Establishing and maintaining social bonds through language
• Skills for argument/debate
• Understanding ambiguity
• Jokes/riddles
• Repair strategies in conversation
• Expressing empathy
• Apologizing
• Sportsmanship
• Asking for permission
• Working in a group that is cooperative

Examples of goals for verbal intelligence with measurable benchmarks:

The student

• will initiate questions of others in regards to topics initiated by himself or other people to maintain conversation for conversational turn-taking, 2/3 chances to do so
• will acknowledge and comprehend a variety of non-verbal social communication behaviors by relaying the meaning implied, 2/3 chances to do so
• will, on the spot, employ a verbal or non-verbal message to show the speaker that he requires additional time for information processing, 2/3 chances to do so
• will describe language reasoning breakdowns and ascertain appropriate adjustments, 2/3 chances to do so
• will offer an opinion when interacting with others, 2/3 chances to do so
• will establish and maintain social bonds through language with other people, 2/3 chances to do so
• will start communicative interactions with other people by initiating questions, 2/3 chances to do so
• will take part in conversational turn-taking with other people across 4-5 conversational turns, 2/3 chances to do so, with topics begun by self or others

Tools and Activities

Design expected outcomes around tools and activities that augment verbal skills expansion. For example, design goals related to a student always having a dictionary or thesaurus handy. An anticipated outcome can revolve around word power, requiring the student to spend time with the dictionary every time a new word is encountered. Use those expectations to help teach new meanings and derivatives of words as well as check the spelling of uncertain words.

Develop goals that increase reading to develop abilities with words, expression, comprehension of concepts and knowledge acquisition. Reading aloud with a partner helps exercise active listening, discussion and opinion, which all promote verbal intelligence skills. Come up with desired outcomes that help the learner remember the words by using the words in context. Writing goals offer a means to polish skills, editing and rewriting to improve writing or cut out repetitive or unnecessary material. Creating IEP goals for language reasoning centering on word games can foster reasoning and verbal dexterity. Suggest expectations that increase verbal intelligence with the implementation of mental exercises – like crossword puzzles, anagrams, code-breakers, rebuses, word searches and scrabble.

Foremost, encourage children with goals that make them reason throughout the day. The basis for concept development should be real experiences and events. If the goal of a learner is to speak about his or her daily experiences (routine or sequence of an event) it helps the student to process by comprehending sequences. The attainment of these goals becomes much easier when students are encouraged to explain or talk through their reasoning process when problem solving, including the logical relationships among things. Consider, when creating goals the process of classifying, same/different, one-to-one correspondence, cause and effect, matching, and spatial relationships.

Additionally, when creating IEP goals for language reasoning, keep in mind a balance of listening and talking that is appropriate for a learner’s age and abilities, i.e., verbalization for the student whose communication skills are limited as well as allowing enough time for a student response.

• Expand Your Verbal Intelligence , Sloane, Paul, on Lifehack.org.
• Special Education Services: Examples of IEP Goals and Objectives Suggestions For Students With Autism , on SpecialEducation.us.

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9 SMART Goals Examples for Developing Critical Thinking

Critical thinking is all about using your head to make judgments rather than simply following your gut instinct or going along with what others think or do.

It’s about being open-minded and considering all the available information before coming to a conclusion. But that’s easier said than done.

Luckily, developing goals is an amazing approach to sharpening your critical thinking skills. Whether you are an industry professional or a college student, setting SMART goals will elevate your ability to think critically.

You’ll be living more successfully in your career and personal life. After all, SMART goals are crucial to making a step-by-step plan for realizing your visions. This is a powerful tool that determines if you attain your dreams.

Table of Contents

What is a SMART Goal?

It would be best if you used the SMART goal framework to set goals for improving critical thinking. SMART is an acronym that stands for specific, measurable, attainable, relevant, and time-based.

Let’s discuss each SMART component for critical thinking:

The more specific your goals, the higher your chance of reaching them. If you only create vague goals, you lose out on opportunities for success.

For instance, suppose your goal is to boost critical thinking. Although this is a worthy goal, it isn’t precise enough. How will you go about improving your critical thinking skills? Why is critical thinking necessary to you in the first place?

Specificity will ensure you are on the right path to goal attainment. You will have a better structure and plan to arrive at your destination.

The importance of creating measurable goals can’t be understated. You must have a metric to track progress regularly. That way, you’ll clearly understand how close you are to goal completion.

If your critical thinking goals involve reading more books on the topic, you could make them quantifiable. For example, you could “read four books on critical thinking until three months later.” Since you know the exact amount of books you must read, you can pace yourself more effectively.

When developing goals for critical thinking skills, you must be realistic. For example, if you want to enhance your ability to learn new information, you can’t expect to do so in a few days. You must stay dedicated and have a long enough timeline to tackle this goal.

Consider the “why” when creating goals for yourself. Using the previous example, boosting your learning ability could be a means to get better grades in school or excel in the workplace.

Making sure all your goals are relevant will encourage you to stay motivated throughout the process. Ask yourself, “ Does this goal align with my values and interests?” If the answer is yes, then you’ll have a much easier time sparking inspiration.

It would help if you had a timeline to aid you in turning goals into reality . Adding an end date for your critical thinking goals will hold you accountable for making progress.

Otherwise, you may procrastinate and abandon the race to success altogether. That would be an unfortunate turn of events, so ensure you have an exact target end date.

Why Are SMART Goals Important for Critical Thinking?

Thinking critically is an essential skill in any part of life. Whether you’re trying to solve a complex problem at work, deciding your finances, or even just hoping to understand the news, critical thinking will help you make rational judgments.

That’s why setting SMART goals is instrumental in upgrading your critical thinking. SMART goals can force you to think critically about your options and make decisions that align with your objectives.

Regardless if you’re trying to enhance your critical thinking skills for work or your personal life, SMART goals can be a true lifesaver.

9 SMART Goals Examples for Critical Thinking

Let’s take a look at several SMART goals examples to improve your critical thinking skills:

1. Be an Active and Engaged Learner

“In the next 6 months, I want to improve my ability to actively and deeply engage with new information. I will read for 20 minutes daily and reflect on what I’ve read.”

Specific: The individual wants to become an active and engaged learner.

Measurable: You will read for 20 minutes every day and reflect on what you’ve read.

Attainable: This is an achievable goal because it is specific and measurable.

Relevant: The goal is appropriate because learning is integral to thinking critically.

Time-based: This goal is time-bound because it has an end date of 6 months.

2. Develop a Growth Mindset

“By the end of two weeks, I want to develop a growth mindset. I will read one book on the power of mindset and complete all the exercises. And for the cherry on top, I’ll seek a mentor to help me develop my growth mindset.”

Specific: The goal is to develop a growth mindset by reading books and completing exercises on the topic.

Measurable: The person will ensure they read at least one book on the topic and find a mentor.

Attainable: This can be developed with time and directed effort.

Relevant: A growth mindset benefits anyone looking to expand their thinking capabilities.

Time-based: You will develop a growth mindset within two weeks.

3. Be Aware of Your Biases

“I’ll strive to be more aware of my personal biases and preconceptions. For one month, I will read one article or book each week on bias and write down my thoughts in a journal. I will also speak to three people from different perspectives about an issue I feel strongly about.”

Specific: There are actionable steps to becoming more aware of your biases, such as reading about biases and talking to people with unique perspectives.

Measurable: You can check your progress by tracking how often you read about bias and talk to others with different perspectives.

Attainable: This goal is reachable with intentional effort.

Relevant: Recognizing your personal biases is crucial to drawing rational conclusions.

Time-based: You should complete this goal in the next month .

4. Examine Evidence and Arguments

“For 5 months, I will increase my ability to examine evidence and arguments. I’ll do this by attending two workshops and reading 5 articles and books on the subject. Furthermore, I will discuss with my mentor how to examine evidence and arguments.”

Specific: This SMART statement clearly defines what the individual wants to achieve.

Measurable: The individual will know they are making progress when they attend the workshops, read the articles and books, and talk to their mentor.

Attainable: This goal is achievable as long as the individual is willing to commit the time and effort.

Relevant: This is relevant to the individual’s life as it will help them develop a critical thinking skill that is useful in many day-to-day situations.

Time-based: The goal should be reached within 5 months.

5. Question Assumptions

“I’ll start questioning my assumptions more, especially when making decisions for three months. I will do this by setting aside 10 minutes at the start of every day to reflect on my assumptions, and I’ll question assumptions that others make during conversations.”

Specific: The goal states the objective, what will be done to achieve it, and the timeline.

Measurable: You could keep track of the number of times you question assumptions in a day or week.

Attainable: This goal is possible because it is realistic to question assumptions more.

Relevant: This is pertinent to critical thinking because it helps you reflect on your assumptions and biases.

Time-based: The specific timeline for this goal is three months. It could also be something that you work on every day.

6. Consider Different Viewpoints

“I will consider different points of view when making decisions for the next two months. I will try to see things from the perspective of others, even if I disagree with them.”

Specific: The goal is clear and concise, stating precisely the objective.

Measurable: This can be measured by observing the decision-making process and determining whether or not different viewpoints were considered.

Attainable: This goal can be met by changing how you approach decision-making.

Relevant: This is relevant to critical thinking because it requires you to think from different perspectives.

Time-based: There is a two-month timeline for meeting this particular goal.

7. Reflect on Your Beliefs and Values

“I will spend 30 minutes each week reflecting on my beliefs and values for a month. I want to be able to articulate why I hold the beliefs that I do and how my values guide my thinking process.”

Specific: There is a set time for reflection and a focus on both beliefs and values.

Measurable: You’ll reflect on your beliefs and values for 30 minutes each week.

Attainable: The statement is achievable with regular reflection.

Relevant: Understanding your own beliefs and values will help you think more objectively.

Time-based: You should complete this goal within the next month.

8. Be Persistent in the Search for Truth

“I will never accept something as true just because it is convenient or popular. I’ll never rush when dealing with complex problems. I will take at least 10 minutes to consider all sides of the issue and gather as much information as possible before making a judgment.”

Specific: There are particular actions to being persistent in your search for truth, such as taking 10 minutes to consider all sides of the issue and gathering information.

Measurable: Ensure you are taking the time to consider all sides of an issue before making a judgment.

Attainable: This goal is doable with intentional effort.

Relevant: Persisting in your search for truth will support rational thinking.

Time-based: This is a recurring SMART goal to pursue every single day.

9. Set Learning Objectives

“In the next month, I want to learn more about data analysis to make informed decisions in my work. I will do this by taking an online course on data analysis and reading two books on the subject. Lastly, I’ll chat with my boss and colleagues about data analysis and how it can be used in our work.”

Specific: You want to learn more about data analysis to improve your work decisions.

Measurable: The goal is measurable because it includes taking an online course and reading two books on the subject.

Attainable: This is feasible because you are taking active steps to learn about data analysis.

Relevant: This is pertinent to the individual because data analysis can foster critical thinking in their work.

Time-based: The goal is time-bound since it has a one-month timeline.

Final Thoughts

Creating SMART goals is necessary in order to boost your critical thinking. Although other goal techniques like visualization could lend a helping hand, you should still take advantage of the SMART framework.

SMART goals are a powerful tool in your arsenal, and it would certainly be a waste not to apply them in your daily life.

In any case, don’t be shy to apply the 9 SMART goals examples for efficient critical thinking. You will surely be steps closer to succeeding in all areas.

10 Study Skills IEP Goals (including Note Taking)

I 'm a good learner, but I'm terrible at studying. Always have been. Other than re-reading chapters and notes and rote memorization, I never knew what studying was. No one ever taught me study skills. It was just expected that all students knew how to study and learn.

Organization/Study Skills IEP Goals

I think many students struggle with study skills, particularly if you have an IEP and/or struggle with executive functioning skills . If a student lacks a skill, you either have to teach the skill or make accommodations for lack of skill.

That's a decision that should be made within the IEP team. It's important to involve the student to the maximum extent possible. For example, if a child struggles with working memory , there are exercises and tasks that they can do to improve it.

However, at some point the team needs to decide if it is more important for a student to be able to recall the information from memory, or know where to find that information in their notes or textbook.

What's more important--the ability to have 100% retrieval from memory, or knowing where to find the information and how to apply it?

One of the more common requests I get is for IEP goals for Study Skills. So, I've compiled a list of Study Skills IEP Goals, as well as some accommodation ideas and resources where you can go to find more assistance.

Examples of Study Skills

Study skills refer to a set of strategies and techniques that students use to enhance their learning and academic performance. Developing effective study skills is crucial for success in education, as they can help students manage their time efficiently, retain information, and perform well on exams. Here are some key study skills:

• Create a schedule or timetable to allocate dedicated time for studying, attending classes, and other activities.
• Break larger tasks into smaller, more manageable chunks to avoid feeling overwhelmed.
• Prioritize tasks based on deadlines and importance.
• Develop effective note-taking techniques, such as summarizing information, using bullet points, and highlighting key concepts.
• Organize notes in a clear and coherent manner to facilitate later review.
• Engage with the material actively by asking questions, making predictions, and connecting new information to prior knowledge.
• Take breaks during reading sessions to enhance focus and understanding.
• Skim and scan texts to get an overview before in-depth reading.
• Highlight or underline key points and important details.
• Take notes while reading to reinforce understanding.
• Use mnemonic devices, acronyms, or visualization to aid memory retention.
• Practice retrieval by testing yourself on the material regularly.
• Analyze and evaluate information rather than simply memorizing it.
• Develop the ability to think critically and make connections between concepts.
• Practice solving problems related to the subject matter.
• Seek help when encountering challenging concepts or questions.
• Actively participate in class discussions, ask questions, and seek clarification when needed.
• Collaborate with peers through study groups or discussion forums.
• Develop communication skills for writing essays, reports, and other assignments.
• Clearly articulate ideas and arguments.
• Reflect on your learning process and identify areas for improvement.
• Adjust study strategies based on what works best for you.
• Practice past exams or sample questions under timed conditions.
• Review and understand feedback on previous assessments.

To be successful, students often have to use multiple EF skills in the same situation, which is often difficult.

Study Skills Goals

Remember that you have to add in absolutes to make these measurable. I've included the IEP Goal Formula at the bottom of this post, but these 10 items will get you started.

Also, I have an IEP Goal Bank if you need more ideas.

• Given the content areas of study, Student will be able to anticipate and verbalize/list X number of test questions.
• Student will be able to identify X number of concerns that lead to test anxiety and brainstorm 1-2 solutions for each.
• Given a calendar and content materials, student will be able to plot out study sessions to follow.
• Student will self-identify X number of concepts that he/she is struggling to master and ask for assistance.
• At the end of a study session, student will be able to verbalize X number of concepts or facts that were reviewed.
• Student will be able to identify X number of items that are a distraction while studying and develop a remedy for each.
• Given a list of options, student will identify which methods work best for learning material and concepts. (IE- graphic organizers, having someone read material, watching video, discussion)
• When given an already graded/corrected test, student will review with tutor/teacher the incorrect answers and where correct information can be found. (can also include identifying strategies for next time)
• Student will self-identify their most successful method of reading and note-taking and develop a strategy for each.
• Student will be able to self-identify their best environment for test-taking. (quiet room, being able to talk out loud, verbal test, sensory break beforehand, etc.)

Hopefully this is enough to get you started on a path to success.

Note Taking IEP Goals

Many students are expected to take notes during a class or lecture but have no idea what to write down. To be an effective note-taker, you must have competent receptive language . This includes voice, body language, expressions, volume, etc.

Once the student can do that, they must be able to extract what is (seemingly) important and write it down. And write it down so that it can be referred to later and understood in context.

This is a pretty high-level executive functioning skill. And why it is such a struggle for so many kids with learning disabilities.

I would be irresponsible to list IEP goals for note-taking, when those goals are the ultimate.

You can find more information in the article on Note Taking Accommodations.

Please find the time to watch this video on executive functioning foundations before a student is expected to take notes independently if they are struggling with it.

So much foundational content must be mastered first. I recommend you do a deep dive with the students to pinpoint their issues and accommodate their lack of skill until they learn how to take notes.

Critical Thinking For Older Students

Struggling to come up with fun and functional activities to work on inferencing and other critical thinking skills.

I was fortunate to participate in the SLP Summit.  I shared tons of resources and materials and I wanted to put them all in a place so you can easily access the information and learn more about them at your leisure.  Want to watch the replay of the webinar?  Click HERE!   You can watch an hour's worth of easy to prep ideas that are fun and functional!  Plus you will get a certificate of completion for CMH hours!

Want to learn more about my favorite wordless picture books?  Click HERE!

My favorite commercials to use in speech: Click HERE!

Favorite mini movies: ONE MAN BAND and LION'S CAGE.

Norman Rockwell Photos click HERE!

My tips and tricks blog posts for working on  INFERENCING , CONTEXT CLUES , and COMPARE/CONTRAST .  Click HERE for my inferencing discussion visuals on a stick.

My TpT resources for working on INFERENCING , CONTEXT CLUES , and COMPARE/CONTRAST.

Apps mentioned in this webinar: Understanding Inferences Fun Deck,    Inference Clues , and How Do You Know app.

Where else to get free reading passages?!   Roadworks.org , NewsELA , K12Reader.org

Sample goals mentioned:

• Student will answer inference questions in response to an orally presented question.
• Student will answer inference, prediction, and evaluation questions about a given text.
• Student will answer inference questions about a picture presented.

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Home » Blog » General » IEP Goals and Context Clues: A Comprehensive Guide to Maximizing Learning Potential

IEP Goals and Context Clues: A Comprehensive Guide to Maximizing Learning Potential

Welcome to my blog! In this comprehensive guide, we will explore the importance of Individualized Education Program (IEP) goals and the significance of context clues in maximizing learning potential. By understanding how to incorporate context clues into IEP goals, we can enhance language skills, improve social-emotional development, and promote academic success. Let’s dive in!

I. Introduction

A. Importance of Individualized Education Program (IEP) goals

IEP goals are essential for students with special needs as they provide a roadmap for their educational journey. These goals are tailored to meet the unique needs and abilities of each student, ensuring that they receive the necessary support and accommodations to thrive academically and socially.

B. Significance of context clues in maximizing learning potential

Context clues play a crucial role in language development and comprehension. By understanding the context in which words or phrases are used, students can infer meanings and make connections, leading to improved vocabulary, reading comprehension, and problem-solving skills.

C. Overview of the comprehensive guide

In this guide, we will explore how to create effective IEP goals and incorporate context clues to maximize learning potential. We will also discuss the benefits of utilizing context clues in various areas, such as vocabulary development, reading comprehension, inferencing, and problem-solving skills.

II. Understanding IEP Goals

A. Definition and purpose of IEP goals

IEP goals are specific objectives that outline what a student with special needs is expected to achieve within a designated timeframe. These goals are designed to address the student’s unique challenges and provide a roadmap for their educational progress.

B. Components of effective IEP goals

1. Specific and measurable objectives

IEP goals should be clear and specific, allowing for easy tracking of progress. Measurable objectives enable the IEP team to assess whether the student has achieved the desired outcomes.

2. Realistic and attainable targets

Goals should be challenging yet attainable for the student. They should take into account the student’s current abilities and provide opportunities for growth and development.

3. Time-bound goals

Setting a timeframe for achieving goals helps create a sense of urgency and provides a timeline for monitoring progress. Time-bound goals also allow for timely adjustments and modifications if necessary.

4. Alignment with student’s needs and abilities

IEP goals should be tailored to address the specific needs and abilities of the student. They should align with the student’s individualized education plan and support their overall development.

III. Incorporating Context Clues in IEP Goals

A. Definition and significance of context clues

Context clues are hints or information within a text that help readers understand the meaning of unfamiliar words or phrases. By using context clues, students can make educated guesses about the meaning of words, enhancing their vocabulary and comprehension skills.

B. Benefits of using context clues in learning

1. Vocabulary development

Context clues provide students with the tools to expand their vocabulary. By inferring the meaning of unknown words based on the surrounding context, students can build a stronger word bank and improve their overall language skills.

2. Reading comprehension

Understanding context clues allows students to comprehend texts more effectively. By deciphering the meaning of unfamiliar words, students can grasp the overall message and deepen their understanding of the content.

3. Inferencing and problem-solving skills

Context clues help students develop inferencing and problem-solving skills. By analyzing the context, students can make logical connections and draw conclusions, enhancing their critical thinking abilities.

C. Strategies for incorporating context clues in IEP goals

Include goals that focus on identifying and using context clues to determine the meaning of unfamiliar words. This can be done through activities such as reading comprehension exercises, word association games, and vocabulary building exercises.

Set goals that target improving reading comprehension by using context clues. This can involve activities such as identifying context clues in texts, practicing inferencing skills, and summarizing information based on context.

Create goals that encourage students to use context clues to make inferences and solve problems. This can be achieved through activities such as analyzing scenarios, predicting outcomes, and drawing conclusions based on context.

IV. Maximizing Learning Potential through IEP Goals and Context Clues

A. Enhancing language skills

1. Speech and articulation

IEP goals can target improving speech and articulation skills by incorporating context clues. For example, setting goals to identify and produce specific sounds within the context of words or sentences.

2. Expressive and receptive language

Goals can be set to enhance expressive and receptive language skills by using context clues. This can involve activities such as describing objects or events based on context, understanding idiomatic expressions, and using appropriate language in different social situations.

B. Improving social-emotional development

1. Building empathy and self-awareness

IEP goals can focus on developing empathy and self-awareness by using context clues. For instance, setting goals to identify emotions based on facial expressions or body language, or understanding social cues within different contexts.

2. Enhancing communication and social skills

Goals can be set to improve communication and social skills by incorporating context clues. This can involve activities such as role-playing different social scenarios, practicing active listening, and understanding non-verbal cues.

C. Promoting academic success

1. Reading and writing skills

IEP goals can target improving reading and writing skills by utilizing context clues. This can include goals such as identifying main ideas and supporting details, using context to determine the author’s purpose, and using context to infer the meaning of unfamiliar words in writing.

2. Critical thinking and problem-solving abilities

Goals can be set to enhance critical thinking and problem-solving abilities by incorporating context clues. This can involve activities such as analyzing cause and effect relationships, making predictions based on context, and evaluating evidence within the context of a text.

V. Collaborating with the IEP Team

A. Importance of teamwork in setting IEP goals

Collaboration among the IEP team members is crucial for setting effective goals. By working together, educators, parents, and other professionals can pool their expertise and insights to create goals that address the student’s unique needs and maximize their learning potential.

B. Roles and responsibilities of the IEP team members

Each member of the IEP team has a specific role and responsibility in the goal-setting process. Educators provide insights into the student’s academic progress, parents contribute valuable information about the student’s strengths and challenges, and other professionals offer their expertise in specific areas, such as speech-language pathology or occupational therapy.

C. Effective communication strategies for collaboration

Open and effective communication is key to successful collaboration. Regular meetings, sharing progress updates, and maintaining a positive and respectful atmosphere can foster productive discussions and ensure that everyone is working towards the same goals.

VI. Monitoring and Evaluating Progress

A. Importance of ongoing assessment and data collection

Ongoing assessment and data collection are essential for monitoring a student’s progress towards their IEP goals. Regular assessments provide valuable insights into the student’s strengths and areas that require additional support, allowing for timely adjustments and modifications.

B. Tracking progress towards IEP goals

Regularly tracking progress towards IEP goals helps ensure that the student is making meaningful progress. This can be done through various methods, such as progress reports, data collection sheets, and observations.

C. Modifying goals based on student’s progress and needs

Modifying goals based on the student’s progress and needs is a crucial part of the IEP process. If a goal is too challenging or not aligned with the student’s current abilities, it may need to be adjusted or replaced with a more appropriate goal. Regularly reviewing and updating goals ensures that they remain relevant and meaningful.

VII. Conclusion

A. Recap of the comprehensive guide

In this comprehensive guide, we explored the importance of Individualized Education Program (IEP) goals and the significance of context clues in maximizing learning potential. We discussed how to create effective IEP goals, incorporate context clues, and maximize learning potential in various areas.

B. Encouragement to utilize IEP goals and context clues for maximizing learning potential

By utilizing IEP goals and incorporating context clues, we can create a supportive and enriching learning environment for students with special needs. These strategies empower students to develop their language skills, enhance their social-emotional development, and achieve academic success.

C. Invitation to explore further resources and support

If you’re ready to take the next step in maximizing your student’s learning potential, I invite you to start your EverydaySpeech Free trial. EverydaySpeech offers a wide range of resources and support to help you create effective IEP goals and incorporate context clues into your teaching practices. Start your free trial today and unlock the tools you need to support your students’ growth and success.

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