Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities. Given an event or story, STUDENT will retell the event or story using appropriate sequencing with 80% accuracy in 4 out of 5 opportunities. This Goal Bank provides a lot of goal suggestions, but the best part is the detailed instructions on how to word a goal so that it is very specific and measurable. Download reading fluency iep goal bank document. For the purpose of this post, the IEP goals will focus on writing as far as content, fluency, and expression. 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. Luckily, for some nerdy reason , goal writing is my JAM! with 80% accuracy in 4 out of 5 opportunities. I’ve got you covered for your weeks forth of, Are you looking for winter speech therapy activities? Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. Download reading fluency iep goal bank document. Click on a speech therapy goal area below. Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities. Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions with 80% accuracy in 4 out of 5 opportunities. Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will identify the attributes (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device 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 communication partner, STUDENT will use eye gaze to direct the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using comparatives (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in words to reduce the process of affrication (i.e., using /ch or j/ for non-affricate “jime”  for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 words verbally, STUDENT will identify the different word and explain the differences 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. Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities. Given a list of 3 to 5 words verbally, STUDENT will identify the different word and explain the differences 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. Given an emotional expression picture or story, STUDENT will use vocabulary to clearly describe the feelings, ideas, or experiences with 80% accuracy in 4 out of 5 opportunities. Given a word, STUDENT will substitute initial and/or final sounds to create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities. GOAL I: To increase the child’s fluency through structuring therapy session format and the activities so that there is less pressure for the child to communicate at a high level. Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities. Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information with 80% accuracy in 4 out of 5 opportunities. 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 picture or object to describe, STUDENT will produce age-appropriate consonants /r, l/ instead of /w, j/ in words to reduce the process of gliding (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will select HIS/HER meal choices (in the school lunchroom, restaurant, etc.) Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. with minimal prompting with 80% accuracy in 4 out of 5 opportunities. across a variety of language tasks (i.e. with 80% accuracy in 4 out of 5 opportunities. Instead of students reading an entire passage aloud, students can alternate reading sentences of the passage with the teacher (e.g. Initial goal areas for fluency therapy may include: decreasing frequency of disfluencies in speech increasing client confidence in speaking abilities decreasing noticeable accessory behaviors finding compensatory strategies to lessen anxiety about disfluencies Different treatment methods for fluency may be: Singing Choral reading Whispering Speaking to younger children Speaking under a … etc.) Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. Then you’ve come to the right place! Given 3 to 5 pictures, STUDENT will identify the category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities. 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. Given a conversational topic, STUDENT will use the pull-out method to minimize disfluencies during a conversation 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 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 phrase or sentence that includes adjectives (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives accurately with 80% accuracy in 4 out of 5 opportunities. I don’t tend to write specific fluency goals–  but you can use the same standard to specify correct word per minute “with accuracy, a rate of 100 correct words per minute, and expression.”, I write these goals based on the student’s perfomance on the decoding assessment. Given a category, STUDENT will name (3-5) items in that category and (1) item that does not belong in that category with 80% accuracy in 4 out of 5 opportunities. Given hearing aids, STUDENT will detect a weak battery and change the battery as needed 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. Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. Put simply, goals such as “Child will be X% fluent…” are inappropriate. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 2-step directions with 80% accuracy in 4 out of 5 opportunities. Printable IEP Goal Bank. Fluency and decoding goals Reading level and accuracy: I use the fluency part of Foundational Skills Standards to write my reading level goals. Given a conversational partner, STUDENT will introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign 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. 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