Grades 3-5 Speech & Language IEP goals

• PK, K-2, 3-5Percent accuracy

  Produce the target sound correctly in single words

  Target sound in single words

  By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, 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, 6-8, 9-12Percent accuracy

  Produce the target sound correctly in phrases and sentences

  Target sound in phrases and sentences

  By the annual IEP review date, given 10 target words containing To choose for the student: the target sound (such as /r/), each used in a phrase or a student-generated sentence, the student will produce the target sound correctly in phrases and sentences independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 75 articulation goals

• K-2, 3-5, 6-8, 9-12Percent accuracy

  Use the target vocal behavior in structured speaking tasks

  Target vocal behavior in structured tasks

  By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using To choose for the student: the target vocal behavior (such as easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, 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, 6-8, 9-12Opportunities

  Use the target voice during classroom speaking

  Target vocal behavior in class

  By the annual IEP review date, during class speaking turns (such as answering a question, reading aloud, or partner talk), the student will use To choose for the student: the target voice (such as easy onset and agreed loudness) during the speaking turn independently in at least 4 of 5 opportunities, across 3 consecutive observations, as measured by direct observation collected every two weeks.

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See all 25 voice goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Use a chosen fluency-shaping strategy in structured speaking tasks

  Fluency-shaping strategies in structured tasks

  By the annual IEP review date, during 10 structured speaking turns with the SLP (such as saying sentences, answering questions, or reading aloud), the student will use To choose for the student: their chosen fluency-shaping strategy (such as easy onset or light articulatory contact) at the start of the speaking turn independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 3-5, 6-8, 9-12Opportunities

  Use a stuttering-modification strategy during a moment of stuttering

  Stuttering-modification strategies

  By the annual IEP review date, when a moment of stuttering occurs during a structured conversation with the SLP, the student will use a pullout (easing out of the stuttered word) or a cancellation (pausing, then saying the word again with an easier form) during the moment of stuttering independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 35 speech fluency (stuttering) goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Ask for clarification when a message is unclear

  Requesting clarification as a listener

  By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (such as "Which one?", "Can you say that slower?", "What does ___ mean?") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and monthly in class.

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• 3-5, 6-8, 9-12Frequency

  Build on a peer's comment during group discussion

  Contingent contributions in group discussion

  By the annual IEP review date, during a 15-minute small-group discussion about a classroom text or topic, the student will make a contribution that builds on a peer's comment (such as agreeing and adding a reason, asking a follow-up question, or offering a different idea about the same point) independently at least 3 times per 15-minute small-group discussion, across 3 consecutive observed discussions, as measured by frequency recording collected weekly.

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See all 60 pragmatic language goals

• 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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• 3-5, 6-8, 9-12Percent accuracy

  Identify and define taught curriculum vocabulary

  Curriculum vocabulary

  By the annual IEP review date, given 10 taught vocabulary words from the current science or social studies unit, the student will define each taught vocabulary word by stating its category and at least one defining feature independently with at least 80% accuracy on taught curriculum vocabulary words, on 3 of 4 consecutive unit probes, as measured by opportunity-by-opportunity data collected every two weeks.

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See all 55 receptive language 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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• PK, K-2, 3-5Frequency

  Produce longer utterances in a language sample

  Utterance length

  By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.

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See all 60 expressive language goals

• K-2, 3-5Percent accuracy

  Produce /l/ and /r/ in words without gliding

  Gliding of liquids

  By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• K-2, 3-5Percent accuracy

  Produce "ch" and "j" in words without simplifying them

  Deaffrication and affricates

  By the annual IEP review date, given 20 picture cards of words containing "ch" or "j" in the initial or final position, the student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop with at least 80% accuracy on affricate productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 40 phonological processes goals

• PK, K-2, 3-5Opportunities

  Hand a picture to a partner to request a preferred item

  Picture exchange to request

  By the annual IEP review date, given a preferred item in view and a single picture of it within reach, during snack or play, the student will pick up the picture and release it into the partner's open hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.

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• PK, K-2, 3-5Opportunities

  Build a two-symbol request such as "I want" plus an item

  Two-symbol requests

  By the annual IEP review date, given a sentence strip, an "I want" symbol, and pictures of 5 or more available items during snack or play, the student will combine the request symbol and the item symbol and give or show the message to the partner independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.

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See all 70 AAC & augmentative communication goals