Given a picture or object to describe, STUDENT will produce the correct phoneme  in words to reduce the process of coalescence (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the slow rate technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that contains an adjective and a noun (e.g., “red shoe”, “big ball”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question with 80% accuracy in 4 out of 5 opportunities. Printable IEP Goal Bank. Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quantity modifiers (i.e., numbers, more/less) with 80% accuracy in 4 out of 5 opportunities. Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity (i.e. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the final position of words to reduce final consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will protest using appropriate language with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the similarities sounds in the words with 80% accuracy in 4 out of 5 opportunities. hello, how are you?, etc.) Given a specific behavior, STUDENT will identify how it makes others feel, the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF with 80% accuracy in 4 out of 5 opportunities. I have compiled these goals over the last 7 years working as a SLPA, being a graduate student, and now working as a SLP. Given a picture or object to describe, STUDENT will produce the palatal sounds  in words (sh, zh) to reduce the process of depalatalization (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Examples of specific treatment goals include: Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) Given a conversation, STUDENT will use the appropriate volume based on the setting with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) Given 20 sounds and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. I hope you find these helpful and can add this to your tool box for quick reference. Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc. Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities. Sign up for a Goalbook Toolkit trial account to Favorite this page. Given a defeat or loss in a game, STUDENT will look at the person who won, remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities. For the purpose of this post, the IEP goals will focus on writing as far as content, fluency, and expression. Given hearing aids, STUDENT will clean and dry ear molds using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the slow rate technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given 2 pictures that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities. We started Fluency just over a year ago with the goal of building a next-generation digital bank, with access to cryptocurrency, national cryptocurrencies when they will become available and traditional money in the same place. etc.) Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities. Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures that represent different meanings of that word with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic with 80% accuracy in 4 out of 5 opportunities. Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments with 80% accuracy in 4 out of 5 opportunities. Given a reading task, STUDENT will make predictions and inferences based on textual evidence with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words verbally, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities. Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. Given a social setting, STUDENT will demonstrate expected behaviors that are expected in that setting with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun (e.g., “big bear”) with 80% accuracy in 4 out of 5 opportunities. Johnny will use cancellation and pull-out techniques for 75% of disfluencies in a structured conversational task. Goal 2: Using a word bank, Student will be able to make a list of rhyming words with 70% accuracy on 4 out of 5 trials. Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbol with 80% accuracy in 4 out of 5 opportunities. Given different conversational partners (e.g., peer, teacher, authority figure, etc. CCSS.ELA-LITERACY.RL.2.5. Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation  (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a verbal question, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. Download reading fluency iep goal bank document. Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in HIS/HER speech with 80% accuracy in 4 out of 5 opportunities. Given a direction, STUDENT will follow the 1-step direction with 80% accuracy in 4 out of 5 opportunities. Given 5 pictures of facial emotions, STUDENT will identify the emotion using sign with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that shows the recurrence (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. to make a request spontaneously across multiple school environments and the community with 80% accuracy in 4 out of 5 opportunities. 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