Speech & Language IEP goals for Deaf or Hard of Hearing

• PK, K-2Percent accuracy

  Follow a one- or two-step direction given once to the whole group

  Group directions given once

  By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.

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• 3-5, 6-8Percent accuracy

  Follow three- and four-step oral directions given once

  Three- and four-step oral directions

  By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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See all 40 listening comprehension & auditory processing goals

• PK, K-2Percent accuracy

  Use is or are with -ing to describe actions

  Present progressive (is/are + verb-ing)

  By the annual IEP review date, given 10 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Mark regular plurals with -s or -es

  Regular plural -s and -es

  By the annual IEP review date, given 10 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 50 grammar, syntax & morphology goals

• PK, K-2Opportunities

  Name familiar objects and family members

  Labeling familiar objects and people

  By the annual IEP review date, given 10 familiar real objects or family photos shown one at a time with "What's this?" or "Who's that?", the student will name the object or person with a word, a consistent approximation, a sign, or a device selection independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

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• PK, K-2Opportunities

  Find a familiar object when it is named

  Responding to familiar words

  By the annual IEP review date, given 2 familiar objects on the table and the partner naming one ("Where's the cup?") without pointing, the student will touch, point to, pick up, or give the named object independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 35 early communication goals

• PK, K-2Percent accuracy

  Follow directions that contain basic concepts

  Directions with basic concepts

  By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (such as under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2, 3-5Percent accuracy

  Answer wh- questions about a passage read aloud

  Answering wh- questions about a heard passage

  By the annual IEP review date, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 55 receptive language goals

• PK, K-2Percent accuracy

  Label objects and pictures with signs

  Labeling with signs

  By the annual IEP review date, given 20 objects or pictures from the student's target sign vocabulary (such as animals, foods, family members), the student will produce the sign for each object or picture when asked "What's this?" or when the item is shown independently with at least 80% accuracy on items labeled with the target sign, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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• PK, K-2, 3-5Percent accuracy

  Point to the object or picture when shown a sign

  Receptive sign

  By the annual IEP review date, given a field of 3 objects or pictures and a sign for one of them, 20 trials, the student will point to or pick up the object or picture that matches the sign independently with at least 85% accuracy on signed words matched to the correct item, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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See all 70 AAC & augmentative communication goals

• K-2, 3-5Percent accuracy

  Retell the key events of a story in order

  Retelling events in order

  By the annual IEP review date, after listening to an unfamiliar story with five or six key events read aloud once, the student will retell the key events of the story in the order they happened independently with at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• K-2, 3-5Rubric score

  Tell about a personal event with the main parts

  Personal narrative

  By the annual IEP review date, when asked to tell about a recent event (such as the weekend, a field trip, a time they got hurt), the student will tell about the event including who was there, where it happened, what happened in order, and how it ended independently, earning a score of at least 8 out of 10 on a 5-part personal narrative rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.

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See all 40 narrative language & retelling goals

• K-2, 3-5Percent accuracy

  Define a word by its category and function

  Defining words by category and function

  By the annual IEP review date, given 10 familiar nouns spoken aloud (such as scissors, hospital, teacher), the student will define each word by naming its category and its function or a key feature (such as "a hammer is a tool you use to hit nails") independently with at least 80% accuracy on words defined, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 3-5, 6-8Percent accuracy

  Give a synonym for a word

  Synonyms

  By the annual IEP review date, given 10 spoken or written words (such as big, happy, fast), the student will give a synonym for each word independently with at least 80% accuracy on synonym items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 45 vocabulary & semantics goals

• PK, K-2, 3-5Percent accuracy

  Use a target grammatical morpheme in obligatory contexts

  Grammatical morphemes in obligatory contexts

  By the annual IEP review date, during a structured picture-description task that creates at least 10 obligatory contexts for the target morpheme, the student will produce To choose for the student: the target grammatical morpheme (such as plural -s, regular past tense -ed, or third-person singular -s) in each obligatory context independently with at least 80% accuracy on obligatory contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5, 6-8Rubric score

  Retell a story including the main story grammar elements

  Story retell with story grammar

  By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.

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See all 60 expressive language goals