Special educator Speech & Language IEP goals

• K-2, 3-5, 9-12Percent accuracy

  Answer questions about personal information

  Personal information

  By the annual IEP review date, when asked 5 personal information questions by a familiar adult (such as full name, age, birthday, school, teacher), the student will state the correct personal information for each question using speech, sign, or a communication device independently with 100% accuracy on personal information questions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• K-2, 3-5Opportunities

  Answer teacher questions in complete sentences

  Complete sentences in class

  By the annual IEP review date, during a small-group lesson when the teacher asks the student a question, the student will answer the question with a complete sentence that includes a subject and a verb and gives the information asked for independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.

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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.

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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

• 9-12Rubric score

  Make a phone call with a greeting, purpose, and closing

  Phone calls

  By the annual IEP review date, during a role-play phone call to a business, office, or service with the SLP as the other party, the student will complete the call with a greeting and self-introduction, a clear statement of the purpose, a response to the other party's questions, and a closing independently, earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.

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• 6-8, 9-12Rubric score

  Write an email or message with a greeting, purpose, and closing

  Email and text messages

  By the annual IEP review date, when asked to email a teacher to ask a question, request an extension, or report an absence, the student will write a message with a greeting that fits the reader, a clear statement of the purpose or request, any needed details, and a closing with their name independently, earning a score of at least 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row, 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 pragmatic language goals

• 3-5, 6-8, 9-12Percent accuracy

  Answer questions about sentences with passives and relative clauses

  Complex sentence comprehension

  By the annual IEP review date, given 10 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• 9-12Percent accuracy

  Follow spoken instructions with technical vocabulary in a lab or work task

  Instructions in lab and work settings

  By the annual IEP review date, given 10 spoken two- or three-step instructions using vocabulary from a current science lab, shop, or culinary class, the student will carry out each instruction with the correct materials and steps in order independently with at least 85% accuracy on technical instructions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 55 receptive language 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

• 3-5, K-2, 6-8Opportunities

  Use the target sound reading aloud in class

  Carryover during class reading

  By the annual IEP review date, during a class read-aloud turn of one paragraph or more, observed by the SLP or a trained classroom adult, the student will independently read the turn aloud without more than one target-sound error in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during 5 observed class reading turns per grading period.

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• 3-5, 6-8, K-2Opportunities

  Use the target sound when answering in class

  Carryover in class talk

  By the annual IEP review date, when answering a teacher's question aloud during a whole-class lesson, the student will independently answer without any target-sound errors in at least 7 of 10 opportunities, on 3 of 4 observed lessons, as measured by direct observation collected during one observed lesson per week.

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See all 75 articulation goals

• K-2, 3-5Percent accuracy

  Spell the target sound with the right letter

  Phonological awareness tied to speech targets

  By the annual IEP review date, given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard, the student will write the correct letter or letters for the target sound in each word independently with at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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• K-2Opportunities

  Use final sounds during class sharing time

  Target pattern in classroom talk

  By the annual IEP review date, during a class sharing or show-and-tell turn, observed by the SLP or a classroom adult, the student will include final consonants in the words of their sharing turn independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during 5 observed class turns per month.

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See all 40 phonological processes goals

• 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