Preschool 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.

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• 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.

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See all 40 phonological processes 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.

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• 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.

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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-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

• 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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• PK, K-2, 3-5Percent accuracy

  Produce the target sound in isolation and syllables

  Target sound in isolation and syllables

  By the annual IEP review date, given 20 trials of To choose for the student: the target sound (such as /k/) in isolation and in consonant-vowel syllables with different vowels, the student will produce the target sound in isolation and in syllables after an imitative model from the SLP with at least 80% accuracy on target-sound productions in isolation and syllables, 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

• 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.

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• PK, K-2, 3-5Opportunities

  Get a listener's attention before speaking

  Getting a listener's attention

  By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message 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 weekly in class.

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See all 60 pragmatic language goals

• PK, K-2, 3-5Percent accuracy

  Imitate phrases using easy onset or stretched speech after a model

  Easy speech in imitation

  By the annual IEP review date, given 20 modeled words or short phrases to repeat during a play activity, the student will repeat each phrase using easy speech as modeled (a gentle start and a slightly stretched first word) after an imitative model from the SLP with at least 80% accuracy on imitated phrases with easy speech, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Frequency

  Start talking turns during play

  Talking freely in play

  By the annual IEP review date, during a 15-minute play session with a familiar adult who uses a slow, relaxed talking style and pauses, the student will start a comment, question, or request in play (stuttered turns count the same) independently at least 10 times per 15-minute play session, across 3 consecutive weekly play probes, as measured by frequency recording collected weekly.

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See all 35 speech fluency (stuttering) goals

• PK, K-2, 3-5, 6-8Frequency

  Reduce yelling and screaming during recess

  Vocal hygiene

  By the annual IEP review date, during a 20-minute recess period, the student will reduce yelling or screaming (sustained loud, strained voice use) to no more than 3 times per 20-minute recess period, with a visual voice-care reminder on their wrist or hand, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.

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See all 25 voice goals