Grades K-2 Speech & Language IEP goals

• PK, K-2Percent accuracy

  Produce final consonants in words

  Final consonant deletion

  By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (such as cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

  CustomizeCopy goalCopied
• PK, K-2Percent accuracy

  Produce /k/ and /g/ in words without fronting

  Velar fronting

  By the annual IEP review date, given 20 picture cards of words that contain /k/ or /g/ in the initial or final position, the student will independently produce /k/ and /g/ in each target word instead of substituting /t/ or /d/ with at least 80% accuracy on velar sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

  CustomizeCopy goalCopied

See all 40 phonological processes 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.

  CustomizeCopy goalCopied
• 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.

  CustomizeCopy goalCopied

See all 75 articulation 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.

  CustomizeCopy goalCopied
• 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.

  CustomizeCopy goalCopied

See all 55 receptive language 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.

  CustomizeCopy goalCopied
• 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.

  CustomizeCopy goalCopied

See all 25 voice 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.

  CustomizeCopy goalCopied
• 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.

  CustomizeCopy goalCopied

See all 60 expressive language goals

• PK, K-2Opportunities

  Follow a partner's point to a toy

  Responding to joint attention

  By the annual IEP review date, during floor play with 3 to 5 toys placed around the student, when the partner points to a toy within 3 feet and names it, the student will turn their head or body toward the pointed-to object and then touch it, reach for it, move to it, or vocalize about it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly during play sessions.

  CustomizeCopy goalCopied
• PK, K-2Frequency

  Show a toy to share interest

  Initiating joint attention by showing

  By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.

  CustomizeCopy goalCopied

See all 35 early communication 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.

  CustomizeCopy goalCopied
• PK, K-2Opportunities

  Greet and say goodbye to familiar people

  Greetings and farewells

  By the annual IEP review date, when a familiar adult or peer greets them by name at arrival or in the hallway, the student will return the greeting or farewell with a word, sign, wave, or AAC message within 5 seconds independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.

  CustomizeCopy goalCopied

See all 60 pragmatic language goals

• PK, K-2Percent accuracy

  Say CV words such as me and go

  CV syllable shapes

  By the annual IEP review date, given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each, the student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently with at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.

  CustomizeCopy goalCopied
• PK, K-2Percent accuracy

  Keep vowels clear in simple words

  Vowel accuracy

  By the annual IEP review date, given 10 one-syllable practice words that contrast 3 target vowels (such as "bee", "ba", "boo"), in random order with pictures, the student will say each word with the target vowel clear enough that the listener can tell which word was said independently with at least 75% accuracy on target vowels in practice words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.

  CustomizeCopy goalCopied

See all 30 motor speech (apraxia & dysarthria) goals