High School Speech & Language IEP 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, 9-12Percent 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

  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

• 3-5, 6-8, 9-12Percent accuracy

  Formulate complete sentences with a given word or conjunction

  Formulating complete sentences

  By the annual IEP review date, given 10 picture or topic prompts, each paired with a target word or conjunction (such as because, but, so, when), the student will formulate a complete, grammatical spoken sentence that uses the target word or conjunction to relate two ideas independently with at least 80% accuracy on sentence formulation prompts, 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 word-finding strategy when a word is hard to retrieve

  Word-finding strategies

  By the annual IEP review date, when unable to retrieve a known word during a structured naming or describing task, the student will use To choose for the student: the taught word-finding strategy (such as describing the word's category, function, or first sound, or using a synonym) to get the message across 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 60 expressive language goals

• 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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• 3-5, 6-8, 9-12Percent accuracy

  Produce the target sound correctly while reading aloud or retelling

  Target sound in structured reading and retell

  By the annual IEP review date, while reading aloud a short passage at their independent reading level that contains at least 20 occurrences of To choose for the student: the target sound (such as /r/), the student will produce the target sound correctly while reading aloud or retelling independently with at least 85% accuracy on target-sound occurrences, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 75 articulation goals

• 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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• 6-8, 9-12Percent accuracy

  Explain the meaning of figurative language in context

  Figurative language

  By the annual IEP review date, given 10 figurative expressions (idioms, similes, and metaphors) presented in a short spoken or written context, the student will explain the intended meaning of each figurative expression using clues from the context independently with at least 80% accuracy on figurative expressions presented in context, 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-2, 3-5, 6-8, 9-12Percent accuracy

  Answer yes and no with a symbol, sign, or gesture

  Yes and no

  By the annual IEP review date, given 20 yes/no questions about preferences with the item shown (such as "Do you want the ball?" while holding the ball), the student will answer yes or no using their established response (symbol, sign, head movement, or eye gaze) so that the answer matches what they then accept or reject independently with at least 85% accuracy on yes/no responses matching the student's choice, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times weekly.

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• K-2, 3-5, 6-8, 9-12Frequency

  Comment on an activity or book using the device

  Commenting

  By the annual IEP review date, during a shared book or video with the device open to a page containing comment words (such as like, don't like, funny, wow, look), the student will independently produce a comment (an observation, feeling, or opinion) on the device without being asked a question at least 5 times per 20-minute activity, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.

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See all 70 AAC & augmentative communication goals

• 3-5, 6-8, 9-12Opportunities

  Paraphrase what a speaker said in their own words

  Paraphrasing a speaker

  By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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• K-2, 3-5, 6-8, 9-12Opportunities

  Ask for a repeat or clarification when a direction was not heard or understood

  Asking for repetition or clarification

  By the annual IEP review date, when a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise), the student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 40 listening comprehension & auditory processing goals