Given a reading task, STUDENT will define unfamiliar words using context clues with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quality modifiers (i.e., size, color, shape) 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 velar assimilation  (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given 10 words, STUDENT will identify the number of sounds in the words with 80% accuracy in 4 out of 5 opportunities. 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 need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities. Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help with 80% accuracy in 4 out of 5 opportunities. rote language, picture description, retelling familiar sequence, oral discourse, reading, etc). Given a picture or object to describe, STUDENT will produce only the phonemes in the word to reduce epenthesis (i.e., adding the “uh” sound between two consonants “bu-lue” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities. ), function, or number with 80% accuracy in 4 out of 5 opportunities. I wish I knew who to credit this to! Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph with 80% accuracy in 4 out of 5 opportunities. Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments with 80% accuracy in 4 out of 5 opportunities. Given 3-step directions, STUDENT will follow the 3-step directions with 80% accuracy in 4 out of 5 opportunities. B. Goals for Targeting “Quality” of Stuttering Johnny will demonstrate the ability to reduce physical tension during stuttering using the “easing out” technique, for 50% of disfluencies during various tasks. IEP Goals: 1. Given a communication partner and a communication breakdown, STUDENT will use clear slow speech and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities. Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to show the disappearance of an object (e.g., “no cracker”, “apple all gone”) with 80% accuracy in 4 out of 5 opportunities. Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help 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 a communication partner, STUDENT will maintain a conversation and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given a spoken word while reading, STUDENT will demonstrate one-to-one correspondence in reading up to five words in a sentence by pointing to each word as it is read aloud, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Goal Bank. Given a need or desire, STUDENT will spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”) 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. Sign up for a Goalbook Toolkit trial account to Favorite this page. Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities. Teachers can also coach the student with feedback on their use of intonation and expression while completing the reading activity. fluency skills he once could count on. Luckily, for some nerdy reason , goal writing is my JAM! Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities. • Goal- statement of what the child will demonstrate or learn within the next 12 months ... • Fluency • Time to respond ... Outreach Objective Bank When visually shown 26 upper and lowercase letters in isolation (one letter), Mary will name the letter and the sound 2/3 trials with 100% accuracy. 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. Probably the most popular resource on the internet is the IEP goal bank from the Redmond School District. Given a toy(s), STUDENT will demonstrate pretend play with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation 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 nasal assimilation  (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 7. Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) The Goal Bank has been designed to allow users to locate specific goals as used in the eSIS SPED Full software. Given 2 sentences 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 a conversation, STUDENT will make a statement or ask a question to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities. 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