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IEP Goal Bank
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IEP GOAL BANK!


This IEP GOAL BANK is the place where you can "deposit" your own IEP goals/objectives and "withdraw" the goals/objectives contributed by others. Few things cause more angst in our profession than writing IEP goals/objectives! One way to simplify the process is to use the template below. If all sections of this template are filled in, then your goal/objective is measurable.

IEP Goal/Objective Template:

From a baseline of  ___, the student will....
  • perform a specific skill
  • a specified number of times
  • under specified conditions
  • at a specified level of achievement
  • for a specific length of time.
For example: From a baseline of 55% at the single word level,
                     Joey will...
  • correctly produce an /s/ in the initial position
  • of 25 words from his classroom curriculum
  • after highlighting those sounds as a visual reminder
  • in 8 of 10 trials (80% accuracy)
  • for three consecutive therapy sessions.
IMPORTANT NOTE: You will likely NOT be able to use these goals/objectives "as is." Because goals/objectives need to be individualized, it is important to adapt elements of the goals/objectives below to meet the specific needs of your students. The examples below are just that -- examples to give you ideas when writing your IEPs. They appear on this page just as they were contributed, without editing, and may be missing elements that you'll need to complete. It's up to YOU to make needed changes so the goals/objectives are appropriate for your student.

To "make a deposit" into the IEP Goal Bank, please email your goals/objectives to mervinep@mac.com. Please type GOAL BANK in the subject line and type your goal exactly as you want it to appear on this page. Please include the category for posting. Your contribution will be much appreciated!

To make a "withdrawal" from the Goal Bank, simply highlight and copy the text you want to use, then paste into your IEP. Then reformat text and make changes as needed to individualize the goal/objective.

CLICK ON THE TOPICS BELOW TO ACCESS
RELATED GOALS/OBJECTIVES.


Articulation  Auditory Processing  Aug.Com. 
Fluency  Functional Life Skills  Language 
Miscellaneous  Phonological/Aud. Discrim.  Social/Pragmatics 



 
Articulation Goals:
Long Term Goal: Student will produce the // speech sound with 90% mastery.
     Short Term Objectives:
     1. S. will produce // in isolation with 90% accuracy.
     2. S. will produce // in syllables with 90% accuracy.
     3. S. will produce // in all positions of words with 90% accuracy.
     4. S. will produce // in sentences with 90% accuracy.
     5. S. will produce // in oral reading tasks with 90% accuracy.
     6. S. will produce // in structured conversation with 90%                         accuracy.
     7. S. will produce // in spontaneous speech with 90% accuracy.
     8. S. will improve self-monitoring skills for the target sound // with          90% accuracy.
     9. S. will improve carry-over of the target sound // outside of the          therapy setting with 90% accuracy.


X will produce intelligible utterances in “Subject-Verb-Object” sentence forms.

X will produce intelligible 3- to 4-word utterances containing prepositions such as “in,” “on,’ “over,” and “under”

X will expand spontaneous utterances to 5 or 6 words, given an oral or gestural cue

X will produce short grammatical utterances to make comments and requests using carrier phrases (e.g, “I want the/to __,” “Where is the __,” “Are you __”)


Long Term Goal for Articulation/ intelligibility: Given a structured or unstructured classroom setting, Firstname will increase meaningful communication interactions by (insert objectives here) within his educational setting to __ % over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. PA Standard: 1.6.3/5/8/11.C

    
Short term objectives / benchmarks
     1. Firstname will work towards increased intelligibility by decreasing his rate of speech during all tasks and increasing his loudness level given less than 2 verbal cues per interaction.
    
     2. Firstname will use appropriate phrasing (pitch, volume, rate, stress) during sentence production or conversation in 3 out of 4 trials

     3. Firstname will use correct sequencing of syllables during multisyllabic word production in 3 out of 4 trials.

     4. Firstname will apply targeted speech intelligibility skills across educational and social settings.


Long Term Goal for Articulation/ oral-motor skills: Given a structured or unstructured classroom setting, Firstname will increase speech intelligibility by use of improved oral motor characteristics and oral movements for speech sound production including (insert objectives from below) to blank % over blank consecutive trials as measured by clinician observation and data collection. PA Standard: 1.6.3/5/8/11.C

Short term objectives / benchmarks
  • Improve strength of oral musculature with lingual-labial exercises. Improve correct sound production of (*fill in target sounds) during structured speech exercises.
  • Improve ability to utilize and self monitor exaggerated articulatory posture.
  • Improve ability to maintain slow speech rate with intermittent pausing.
  • To increase diadochokinetic rate to normal limits.
  • Generalize improved articulation skills across educational and social settings.

Long Term Goal for Articulation/ traditional: Given a structured or unstructured classroom setting, Firstname will correctly produce /insert target sounds / sounds in a hierarchy, beginning with sounds in isolation and carrying over to conversational speech, to __ % over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. PA Standard: 1.6.3/5/8/11.C

Short term objectives / benchmarks
  • Imitate and produce target sound in isolation Produce target sound in words (initial, medial, final)
  • Produce target sound in sentences
  • Structured sentences
  • Spontaneous sentences
  • Produce target sound during oral reading
  • Apply targeted speech sound production across educational and social settings


** Demonstrate production of / / with 80% accuracy over 3 out of 4 trials with __ cues or less.

Identify presence of target sound in speech with 80% accuracy over 3 out of 4 trials with 2 cues or less.

Discriminate between correct and incorrect production of the target sound with 80% accuracy over 3 out of 4 trials with 2 cues or less.

Produce target sound in a variety of consonant – vowel combinations with 80% accuracy over 3 out of 4 trials with __ cues or less.

Produce target sound in ____ position of words with 80% accuracy over 3 out of 4 trials with __ cues or less.

Produce target sound in blends and consonant clusters with 80% accuracy over 3 out of 4 trials with __ cues or less.

Produce target sound in structured sentences with 80% accuracy over 3 out of 4 trials with __ cues or less.

Produce target sound in structured conversation with 80% accuracy over 3 out of 4 trials with __ cues or less.

Use effective strategies to improve speech intelligibility with % accuracy over _ out of _ trials with _ cues or less by:
            Self-correcting misarticulated sounds
            Facing speaking partner or group
            Control rate of speech
            Increasing volume of speaking voice
            Repeat or reword utterance to clarify the message when asked



 
Fluency Goals:

I. “Student” will address non-fluent speech in therapy with Van Riper symptomatic techniques.

II. “Student” will demonstrate increased control of fluency throughout the academic day

III. “Student” will demonstrate increased awareness and control of rate of speech and intelligibility throughout the day.

Benchmarks
  • F1. “Student” will maintain eye contact
  • F2. “Student” will identify and eliminate secondary symptoms
  • F3. “Student” will stutter/stop
  • F4. “Student” will stutter/stop/repeat
  • F5. “Student” will stutter/stop/repeat/analyze
  • F6. “Student” will stutter/stop/change toward correction
  • F7. “Student” will independently identify rates of speech (too fast, just right) with 90% accuracy.
  • F8. Given an oral cue, “Student” will identify proper intonation and breath patterns by chunking phrases with 80% accuracy.
  • F9. “Student” will independently identify episodes of nonfluency with 80% accuracy.


Long Term Goal for Fluency Awareness/ Relaxation: Given a structured or unstructured classroom setting, Firstname will relax body and speech musculature with specific emphasis on (*insert objective from below*) for blank minutes over blank consecutive trials, as measured by clinician/teacher observation, other informal assessments and data collection. PA Standard: 1.6.3/5/8/11.C

Short term objectives / benchmarks
  • Firstname will demonstrate the ability to identify and relax points of tension in the speech musculature.
  • Apply targeted fluency awareness techniques across educational and social settings.

Long Term Goal for Fluency Awareness/ Self-monitoring: Given a structured or unstructured classroom setting, Firstname will increase awareness of own speech production by describing characteristics of fluent and dysfluent speech by (insert specific objectives here) with __ % accuracy over _ consecutive trials or during a _ minute language sample. PA Standard: 1.6.3/5/8/11.C

     Short term objectives / benchmarks
     1. Evaluate speech of self and others

     2. Develop a hierarchy of speech situations, relative to people, activities, and settings from least to most stressful.

     3. Describe what he/she does to produce fluent and dysfluent speech in terms of :
          • Respiration
          • Phonation
          • Articulation
          • Rate
          • Continuity

     4. Apply targeted fluency awareness techniques across educational and social settings.


Long Term Goal for Fluency Awareness / decreasing dysfluencies: Given a structured or unstructured classroom setting, Student will increase awareness of speech production by describing what he can do to produce fluent speech (including but not limited to the following activities: insert objectives here) during a _ minute speech sample. PA Standard: 1.6.3/5/8/11.C

Short term objectives / benchmarks
    1. Using fluent speech during:
          • Automatic responses
          • Phrases
          • Sentences
          • Initiation of questions
          • Responses to questions
          • Reading
          • Conversation

     2. Use of fluent speech during low stress situations.

     3. Use of fluent speech during high stress situations.

    4. Use of fluent speech when conversing with a friend or teacher.

    5. Use of fluent speech during phone conversations:
          • Initiating phone call
          • Answering phone calls
          • Conversing during phone calls

     6. Apply targeted fluency awareness techniques across educational and social settings.


 
Functional Life Skills Goals:


S. will match 10 identical symbols given a choice of 4 in a functional context such as cooking, in 8 of 10 opportunities.

S. will match 10 symbols to objects given a choice of 4 in a functional context such as cooking, in 8 of 10 opportunities.

S. will point to or get named symbols and objects from a choice of 6 when used in language games, cooking activities, and other classroom routines, in 8 of 10 opportunities.

S. will point to a "same" or "different" symbol to indicate if pairs of thematic symbols or items are same or different, in 8 of 10 opportunities.

S. will sort 10 items into 2 dissimilar categories, in 8 of 10 opportunities.

S. will make 10 choices of preferred items from an array of 3 during snack by picking up a symbol or photo to an adult, in 8 of 10 opportunities.

S. will initiate his turn during snack and Circle by pressing a voice-output switch, reaching toward the adult, and/or vocalizing, in 4 of 5 opportunities.

S. will follow verbal directions to "sit, stand, give, go" during daily routines and transitions, with no more than 1 prompt, in 4 of 5 opportunities.

S. will identify a named symbol, photo, or object by touching or selecting it from a choice of 3 during Circle (story, song, weather), attendance, schedule, language games, etc., in 4 of 5 opportunities.

S. will demonstrate understanding of symbols by performing an action or going to the appropriate place when shown a symbol related to daily routines, in 8 of 10 opportunities.




 
Language Goals:

S. will act upon named/described elements in 2-part directions with no more than one repetition of directions, in 8 of 10 opportunities.

S. will perform specific actions (including colors, prepositions, and drawing/coloring) in 2-part directions with no more than one repetition of directions, in 8 of 10 opportunities.

S. will name items from an array of 25 symbols when given verbal clues describing appearance, function, or other features, in 8 of 10 opportunities.

S. will answer the teacher's direct questions accurately (ie, answer "who" with a person, "where" with a place, "when" with a time word/phrase) with no more than one repetition of the question, in 8 of 10 opportunities.

S. will recall 10 details from a story he has just read/heard, including characters, action, cause/effect, and sequence, by circling the correct symbol from a choice of 3, with no more than one repetition of the question, in 8 of 10 opportunities.

S. will manipulate items correctly when given verbal directions that contain 1-2 objects and a preposition with no more than one repetition of directions, in 8 of 10 opportunities.

After repeated exposure to 25 thematic symbols throughout one month, S. will name 80% of the symbols.

After repeated exposure to 25 thematic symbols throughout one month, S. will point to 80% of the symbols when named, given an array of 8 symbols at a time.

S.will perform 3 consecutive 1-step directions in order with no more than one repetition of directions, in 8 of 10 opportunities.

Given a verbal label of a category, S. will name 3 items that belong to that category, in 8 of 10 opportunities.

When a list of 3 items within a category are read to him, S. will name the category or unifying feature, in 8 of 10 opportunities.

S. will repeat a sentence of 4-8 words after hearing it once, with no more than one error, in 8 of 10 opportunities.


Goal I. “Student” will produce grade level language, demonstrating competency in form, content, and use, both orally and in writing

Goal II. “Student” will demonstrate understanding and use of grade level language, as measured by informal activities within the therapy setting

Goal III. “Student” will understand and utilize appropriate language to access the academic curriculum

    Benchmarks
     L1. “Student” will formulate single or multiple sentences on a given topic or using given words, with appropriate and clear meaning and increasing accuracy.

     L2. “Student” will demonstrate improved grammar and syntax at the sentence level, using copula/is, noun/verb, gender/number agreement with 80% accuracy as measured through language activities within the therapy setting

     L3. ”Student” will demonstrate knowledge of orally sequencing stories, using varied transitional language, given visual cues in 4 out of 5 trials.

     L4. “Student” will produce an oral narrative (including the characters, setting, goals, problem, and solution) using appropriate temporal language and varied transition words in 4 out of 5 opportunities.

     L5. Given instruction and moderate cueing, “Student” will formulate grammatically correct, detailed sentences in speech and/or writing with 70% accuracy.

     L6. “Student” will form syntactically correct sentences using conjunctions with 80% accuracy.

     L7. “Student” will correctly use irregular forms of plurals and past tense verbs with 80% accuracy.

     L8. “Student” will communicate using 4-5 words per sentence during 80% of utterances.

     L9. “Student” will ask and answer “why” and “how” questions.

     L10. “Student” will develop and utilize associative thinking skills, with improved semantics, through defining, describing, and comparison / contrast, 80% accuracy, with minimal cueing.

     L11. “Student” will improve syntax and sentence structure during classroom assignments and speaking activities given moderate cues

     L12. Given instruction, “Student” will improve understanding of ‘when’ and ‘why’ questions in response to an orally presented narrative with 1-3 clinician cues.

     L13. “Student” will describe and compare items, events and other topics with increasing clarity of thought, such that peers and adults understand the description, in 9 out of 10 opportunities.

     L14. Given instruction, “Student” will demonstrate improved verbal expression by defining terms, describing, comparing and contrasting items, events, etc., 80% accuracy, with minimal prompts.

     L15. During language activities, “Student” will follow up to a 3 step direction that incorporates age appropriate linguistic concepts (temporal, sequence, location) when provided with 3-5 clinician cues.

_____will identify and sort picture cards into appropriate catagories  with 75% accuracy in three out of four observable opportunities as measured over nine weeks.


PRE-K USING LANGUAGE
  S. Will respond to teacher directed questions by touching an appropriate symbol on the display of a voice output communication aid when a visual cue or gesture prompt is provided in 3 out of 4 opportunities over 3 consecutive sessions.
  S. Communicate using combinations of two or more words or understandable representations (e.g. word approximations, picture symbols, signs) with  _% accuracy over 3 out of 4 trials.
  S. Participate verbally in structured language activities by answering “wh” type questions related to on going events with _ % accuracy in 2 out of 3 trials over 3 consecutive sessions.


PRE-K UNDERSTANDING LANGUAGE
  S. will demonstrate appropriate attention to person/task by looking briefly at person requesting attention on first command in a one – to – one situation with 80% accuracy over 3 out of 4 trials with 1 cue after initial request.
  S. will respond appropriately to the language of others during interactions to follow oral directions involving:
            One or more object
            Several prepositions
            Ongoing events/activities
            Complete a single step task in small group
            Complete a multi-step task in small group





 
Phonological Awareness & Auditory Discrimination Goals:

Long Term Goal for Auditory Discrimination:   Given a structured or unstructured classroom setting, Firstname will demonstrate auditory discrimination skills by (insert objective from below) with __ % accuracy over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. PA Standard: 1.6.3/5/8/11.A
    Short term objectives / benchmarks
    Auditory memory
         Follow auditory directions of increasing length and complexity.
              • 2, 3, 4 step directions
              • Locational directions using pen and paper

    Phonological awareness : Identify
         Sounds in words
         Number of sounds in words
         Similarities of sounds in words

    Auditory Discrimination: 
         Recognize differences between same or different words

    Auditory Figure Ground Discrimination
    Understand and answer questions with background noise present.

    Auditory sequencing
    Remember & repeat order of spoken words in a series accurately.

    Auditory Blending
    Combining isolated sounds together to form words.

Apply targeted auditory discrimination skills across educational and social settings.

Long Term Goal for Phonemic Awareness: Given a structured or unstructured classroom setting, Firstname will increase sound discrimination through phonemic awareness by (insert objective from below) to __ % over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. PA Standard: 1.1.3/5/8/11.C

    Short term objectives / benchmarks
    Identify and/or match same sounds in words.
         • Beginning sounds
         • Ending sounds
   
    Recognize and/or produce rhyming words.

    Substitute initial and/or final sounds to create new words (i.e. Cat/fat; man/mad)
   
    Apply targeted speech and language skills across educational and social settings.
       




 
Social Skills / Pragmatics Goals:


Long Term Goal 1: Student will demonstrate appropriate use of conversational manners.

    Short-Term Goals:
    1. Student will maintain conversations by staying on topic and/or making appropriate topic transitions for up to 6 exchanges with both peers and adults in 4/5 opportunities.

    2. Student will demonstrate appropriate turn-taking in conversations given a verbal cue and/or visual prompt with 90% accuracy.

    3. Student will demonstrate understanding and use of appropriate tone of voice and volume with 90% accuracy given role-playing and situational cues.

Long Term Goal 2: Student will demonstrate understanding and use of a variety of strategies for effective comprehension and expression of language in social situations with 90% accuracy.
   
    Short-Term Goals:
    1. Student will correctly identify and label emotions and related non-verbal, tone of voice and situational cues using role play and videos in 8/10 trials.

    2. Student will demonstrate the correct use of at least 5 relaxation techniques given situational and role-playing clues with 90% accuracy.

Demonstrate the ability to create (selecting relevant criteria) preparatory tools (i.e., spread sheets, bullets, flow charts) to facilitate natural speech (formulate a conversation and remain on task).

Demonstrate the ability to provide sufficient contextual information to be clearly or easily understood

Demonstrate the ability to plan and follow through with social pragmatic language tasks

Demonstrate the ability to comment on a conversation being discussed

Demonstrate the ability to utilize a contextual reciprocal response in given situations

Demonstrate the ability to repair communication breakdowns when expressing ideas (e.g., revision behaviors).

Demonstrate the ability to incorporate new content area curriculum vocabulary and phrases in conversation.

From a provided list of names of peers who are amenable to being contacted, the student will learn the steps and contingencies inherent in setting up/participating in a peer social interaction.

    Q1: 1:1 after-school planning with assistance.

    Q2: 1:1 after school planning independently.

    Q3: plan/execute group activity with assistance.

    Q4: Plan/execute group activity with minimal assistance. The student will demonstrate awareness of social cues and respond appropriately.

Student will demonstrate 3 appropriate verbalizations during game play (i.e., simple board or bingo game) with at least one other peer.

When greeted by peers and adults the student will appropriately respond within 3 seconds

The student will respond to her name by saying "what" while localizing the adult or peer calling her name

Student will imitate peer movements during group activities without an adult directive (i.e., line up, sit down, get a pencil).

Student will demonstrate the ability to request a desired item from a peer (i.e., “I need _____” or “Can I have the _____?”)

Given a verbal label of a category, student will begin to name 5 familiar items that belong to that category within 3 seconds

Given an orthographic cue student will demonstrate the ability to verbalize what she needs help with (i.e. “I need help with/to/for __________).

X will use modeling and scripts to express anger and frustration during structured activities

X will use scripted language to introduce a topic with a peer and maintain two more conversational turns

X will infer the feelings and ideas of others during role-play activities

X will adjust language style and choice of topics for different conversation partners (e.g., peers, authority figures, girls, etc.)

Given an oral or gesture cue, X will respect personal space and adult conversations in various settings by stepping back, saying “excuse me,” and waiting for the listener to acknowledge him

X will keep his hands and feet to himself when interacting with peers in informal situations, given verbal or gestural cues

Given modeling and scripts, X will use language to express frustration, problems, and disagreements

Given modeling and scripts, X will role-play cause-effect problem solving for difficult social situations (e.g., sarcasm, choices, frustration/failure, etc.)



Goal I. Given a structured social activity ”Student” will use language in an age appropriate manner to communicate with peers and teachers without conflict and with the opportunity to have all ideas conveyed accurately.

Goal II. “Student” will understand and follow rules for expected behavior in the classroom environment.

Goal III. “Student” will demonstrate modification of impulsiveness to interrupt, answer for others and not participate in turn taking.

    Benchmarks P1. “Student” will monitor the content of spoken language, remaining on topic for three conversational turns within a structured social language opportunity.
   
    P2. Given a visual cue, “Student” will identify instances where the conversation has strayed from a topic with 80% accuracy.

    P3. “Student” will initiate two conversations during one thirty minute structured inclusion setting with typical peers.

    P4. ”Student” will monitor eye contact, body language, and tone of voice during conversation.

    P5. “Student” will practice and utilize register shift during conversations with adults and peers with 80% accuracy.

    P6. “Student” will use novel statements to enter into play activities in two out of three opportunities when provided with faded models and/or cues.

    P7. “Student” will stay on topic while engaged in a conversation with one or more peers in two out of three language activities when provided with faded models and/or cues.

    P8. “Student” will engage in two novel topics of conversation with one or more peers when provided with faded models and/or cues.

    P9. “Student” will make requests using polite language (e.g., "Can you help me?") in two out of three language activities when provided with faded models and/or cues.

    P10. Given a class setting, “Student” will initiate interactions with another student in one activity throughout the day.

    P11. Given a class setting, “Student” will join a small group of students in one activity throughout the day.
        
    P12. “Student” will exhibit the pragmatic skills of active listening, commenting, asking questions, and appropriately entering and exiting conversations.

    P13. “Student” will ask a peer a question in 3 out of 5 opportunities following faded models and cues.
   
    P14. “Student” will respond to a peer's question or statement in 3 out of 4 opportunities maintaining focus on the question.

    P15. “Student” will utilize politeness markers (e.g. please, thank you, excuse me).

    P16. “Student” will change communication style depending on listener and situation.

    P17. “Student” will ask questions appropriate to the conversation or discussion.

    P18. “Student” will participate in discussions and role-plays to resolve difficult social situations (e.g. disagreements, assertiveness).

    P19. “Student” will ask for clarification when directions are unclear.

    P20. Given instruction, “Student” will take into perspective the conversational partner through using specific language during structured activities with fading cues.

______will identify facial expressions to  emotions with 85% accuracy in three out of four observable opportunities as measured over nine weeks




 
Augmentative Communication Goals:

 ___ will use his/her communication device to identify his/her: a) name b) address c) phone number will 70% accuracy.

Given 3 out of 4 opportunities in the classroom, ___ will spontaneously use his/her communication device to: a) request objects and/or activities b) greet adults/peers

Using his/her communication device during unit studies, ___ will activate the target symbol given a verbal prompt (i.e., "show me the ___.", point to the ___.", "where is the ___.") with 2 or fewer cues/redirections.

Given his/her communication device, ___ will point to the following survival signs with 70% accuracy: a) exit b) boy's restroom c) girl's restroom d) stop sign e) red traffic light (stop) f) green traffic light (go) g) yellow traffic light (slow down/caution) h) crosswalk i) poison j) no (universal sign for "no")

Goal: Student will use spoken words, low tech picture symbols or a voice output communication aid to communicate in classroom activities in 3 out of 4 opportunities.

    1. Student will request a toy or activity by taking the single picture off her communication notebook and give it to her communication partner.

    2. Student will choose a preferred toy or activity by choosing a picture from an array of 2 to 4 symbols on her communication notebook and give it to her communication partner

    3. Student will respond to teacher directed questions by touching an appropriate symbol on the display of her voice output communication aid when a visual cue or gesture prompt is provided.

Goal: Student will improve his/her communication and language skills by using a voice output communication device, sign/gesture, or word approximations to complete the following objects in his educational environment 70% of the time.

    1. Student will participate in small group and language group with and without prompts.

    2. Student will participate in non-structured school activities with and without adult prompts. (library, lunch, recess)

    3. Student will make choices for preferred activity (toys, songs, etc.) with and without prompts.

    4. Student will identify/match an object from choice of two with and without prompts.

1-Student will carry device to various school locations with minimal prompting with 90% accuracy.

2-Student will independently navigate to "home" page using augmentative communication device with 90% accuracy.

3-Student will use device to participate in specials/mainstreamed activities at least 3 times per session with minimal prompting.

4-Student will use device to participate in calendar time when asked a question with 90% accuracy.

5-During times of outward frustration, student will use augmentative communication device to indicate "need a break" or "I don't like/no/I don't want" for undesired items of activities with minimal prompting with 80% accuracy.

6-Student will omment "my turn, your turn, finished" during social group time with prompting with 80% accuracy.

7-Student will independently request food/bathroom/help using augmentative communication device in classroom setting with 90% accuracy.


Goal I. “Student” will communicate effectively with all those in the family, school and community.

Goal II. “Student” will use a communication device to communicate during classroom routines.

Goal III. “Student” will use a communication device to request, label, and comment and answer questions throughout the day and across environments.

    Benchmarks AAC1. “Student” will use a communication device to communicate a message to a peer and the teacher during circle time

    AAC2. “Student” will use a communication device to indicate a choice.

    AAC3. “Student” will use gaze to make choices between two objects.

    AAC4. The student will use facial expressions, vocalizations, gestures and body language to communicate.

    AAC5. “Student” will use an augmentative communication device to communicate with others.

    AAC6. “Student” will use an augmentative communication device to communicate cessation of activity.

    AAC7. “Student” will use utilize a mode of AAC to answer questions during large group language activities in 4 out of 5 opportunities.

    AAC8. “Student” will use utilize a mode of AAC to inform others regarding past events in 4 out of 5 opportunities.

    AAC9. When presented with an item, a visual of a carrier phrase and a direction, “Student” will describe items using an augmentative communication device in 4 out of 5 opportunities.

    AAC10. “Student” will engage up to 3 conversational turns including conversation starters with adults and peers using an augmentative communication device in 4 out of 5 opportunities.

    AAC11. “Student” will respond to social greetings from adults and peers within 5 seconds in 4/5 opportunities.

    AAC12. “Student” will respond to questions regarding personal information using an augmentative communication device in 3 out of 4 opportunities.

    AAC13. “Student” will use an augmentative communication device to repair a communication breakdown with teacher cueing

    AAC14. “Student” will use an augmentative communication device to repair a communication breakdown without teacher cueing at least one time during the school day.


Given picture support and verbal cues, X will make requests and comments during a structured activity.

Given picture support and verbal cues, X will initiate interactions with peers X will use a communication device to enhance expressive language X will use his device to produce 5- and 6-word novel utterances




 
Auditory Processing:

Goal I. Given instruction, “Student” will increase comprehension of basic level language skills (describing concrete items, etc.)

Goal II. Given instruction, “Student” will develop auditory processing of verbal material and direction following skills such that in order to function adequately in the classroom with decreasing amounts of assistance.

Goal III. Given instruction, “Student” will develop and utilize compensatory strategies and techniques regarding auditory processing and direction-following areas that will allow independent functioning within the classroom.

Goal IV. Given instruction, “Student” will develop recall, auditory processing and direction following skills to make reasonable academic progress within the classroom.

    Benchmarks
    AP1. Given instruction, “Student” will utilize strategies to increase auditory processing skills (i.e. reauditorization, paraphrasing, requesting repetition / clarification, etc.) with increased independence and when provided with 1 - 3 therapist cues, in 7 out of 10 opportunities.

    AP2. Given instruction, “Student” will increase comprehension of "WH" questions (Who, What, When, Where, Why) within structured language activities, paragraphs, and short stories, with 1-3 therapist cues, in 7 out of 10 opportunities.

    AP3. Given instruction, “Student” will improve comprehension of basic concepts skills that are prerequisite to understanding simple directions, with 1-3 therapist cues, in 7 out of 10 opportunities.

    AP4. Given instruction, “Student” will improve processing of new concepts and directions that are presented verbally, in 7 out of 10 opportunities, with therapist's assistance.

    AP5. Given instruction, “Student” will develop techniques for consistent auditory attention in all instructional settings, with decreasing verbal and visual cues, in 8 out of 10 opportunities.

    AP6. Given instruction, “Student” will develop and improve auditory processing of verbally presented information (especially higher level ideas and abstract thought) and multi-step directions, with limited direct therapist and teacher-intervention, in 8 out of 10 opportunities.

    AP7. Given longer sentences, paragraphs, and short stories presented verbally, “Student” will identify the main idea, the most pertinent supporting details, and will develop inferential thinking, with visual and verbal cues, in 8 out of 10 opportunities.

    AP8. Given instruction, “Student” will expand receptive vocabulary and associative thinking; and will demonstrate improvement of overall processing by correctly responding to various questioning, in 8 out of 10 opportunities.

    AP9. Given instruction, “Student” will correctly discriminate similar-sounding words when presented in spontaneous speech, in 9 out of 10 opportunities.

    AP10. Given instruction, “Student” will develop auditory processing of verbally-presented information and ability to follow typical multi-step directions in order to make reasonable academic progress, with limited direct therapist and teacher-intervention, in 7 out of 10 opportunities.

    AP11. Given instruction, “Student” will retell verbally-presented material / directions, with 80% accuracy with limited assistance.

    AP12. Given instruction, “Student” will develop and improve focus and speech discrimination in all instructional settings, with decreasing verbal and visual cues, in 8 out of 10 opportunities.

    AP13. Given instruction, “Student” will process incoming verbal information, and will identify key information, pertinent supporting details, and inferential thinking, with decreasing visual and verbal cues, in 8 out of 10 opportunities.

    AP14. Given instruction, “Student” will utilize strategies to increase auditory processing and conceptualization skills (i.e. reauditorization, paraphrasing, requesting repetition / clarification, etc.) with increased independence and when provided with 1 - 3 clinician cues, in 7 out of 10 opportunities.

    AP15. Given instruction, “Student” will develop listening strategies in all academic settings to demonstrate improvement within the classroom.

    AP16. Given instruction, “Student” will strengthen speech sound discrimination skills, with increasing background noise, in 8 out of 10 opportunities, with decreasing teacher/therapist cueing.

    AP17. Given instruction, “Student” will develop auditory processing of incoming verbal information as demonstrated by increased comprehension of this information by correctly responding to pertinent questions, and restating key information in 7 out of 10 opportunities, with some teacher/therapist cueing.

    AP18 Given instruction, “Student” will follow 1-step complex or simple 2-step verbal directions, and correctly rephrase the key information contained, reworded, in 7 out of 10 opportunities, with decreasing teacher/therapist cueing and assistance.

    AP19. “Student” will accurately and timely follow a classroom schedule, given a visual with 80% accuracy



 
Miscellaneous Goals:


FIGURATIVE LANGUAGE FGL1.
“Student” will identify various types of figurative language encountered in text.

FGL2. “Student” will identify and interpret the meanings of idioms, metaphors, similes, or proverbs.

FGL3. “Student” will create similes and metaphors in a sentence or paragraph.

FGL4. “Student” will make predictions and inferences based on available information and/or evidence.

FGL5. Given instruction and support, “Student” will explain nonliteral and figurative language and infer the causes of a character’s behavior in novels.

FGL6. “Student” will infer why characters in literature say, feel, and do the things they do.


Written Language Objectives: WL1. “Student” will produce an expanded and grammatical sentence containing designated parts of speech.

WL 2. “Student” will vary sentence structure to enhance the meaning of sentences and paragraphs.

WL 3. “Student” will produce expanded grammatical sentences that answer the 5 wh questions.

WL 4. Given a graphic organizer, “Student” will produce a cohesive five paragraph essay that includes topic sentences, transitions, and conclusion.


Curricular:  Student will use compensatory strategies and accommodations so that he can achieve a C or better in his classes.