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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 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.
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