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IEP Goal Database

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Included below are a variety of IEP goals. It is up to you to personalize the goals by adding factors such as the conditions (e.g., "during classroom activities"), level of support (e.g., "given one prompt if needed"), and degree of accuracy sought (e.g., "with 80% accuracy for one marking period").

Adjectives

AAC

  1. student will hand a picture icon to the SLP or teacher to request a desired object, direct actions, choose an activity, or label objects

  2. student will point to a picture to request a desired object, direct actions, choose an activity, or label objects

  3. student will complete __ carrier phrases (e.g., "I want __", "Let's __", etc.) by placing a picture icon on a sentence strip

  4. student will match picture icons to objects or activities (e.g., sing, clap, draw)

  5. student will point to __ nouns and __ verbs presented orally

  6. student will use a sign (or spoken word) for the following 7 basic communicative functions: to greet, to request, to label, to reject (say no to an item or activity), to make a choice, to comment, and to question)

  7. student will provide __ pieces of personal information (name, age, likes/dislikes, etc.)

  8. student will use signs/picture icons/AAC device to request food and drink items

  9. student will use an AAC device to initiate interactions with others

  10. student will use a manual sign (with or without a spoken word) to ask for at least 10 desired items in the environment (e.g., snack, drink, puzzle, toy car, etc.)

Adjectives

  1. student will compare objects, persons, or events, using regular comparative and superlative adjective forms (e.g., small/smaller/smallest)

  2. student will compare objects, persons, or events, using irregular comparative and superlative adjective forms (e.g., good/better/best)

Articulation/Phonology
Anchor 2
Word Relationships

Articulation/Phonology

  1. student will produce __ of the following early-developing sounds: p,b,m,n,t,d,h,w

  2. student will produce __ of the following vowel sounds: /i, I, e, Ɛ, æ, a, o, ᴐ, u, ʊ/

  3. student will produce all targeted, age-level sounds

  4. student will produce targeted, age-level sounds

  5. student will produce the sound /b/

  6. student will produce the sound /d/

  7. student will produce the sound /dƷ/

  8. student will produce the sound /f/

  9. student will produce the sound /g/

  10. student will produce the sound /h/

  11. student will produce the sound /j/ 

  12. student will produce the sound /k/

  13. student will produce the sound /l/

  14. student will produce the sound /m/

  15. student will produce the sound /ʃ/

  16. student will produce the sound /t/

  17. student will produce the sound /v/

  18. student will produce the sound /w/

  19. student will produce the sound /z/

  20. student will produce the sound /Ʒ/ (as in "Asia")

  21. student will produce the sound voiced /ð/ (as in "this")

  22. student will produce the sound voiceless /θ/ (as in "thin")

  23. student will produce the sound /v/

  24. student will produce the sound /w/

  25. student will produce the sound /z/

  26. student will decrease the phonological process of assimilation by producing CVC words in which the initial and final consonants differ

  27. student will decrease the phonological process of backing by producing __ of the following sounds: t, d

  28. student will decrease the phonological process of cluster reduction by producing /l/ blends

  29. student will decrease the phonological process of cluster reduction by producing /r/ blends

  30. student will decrease the phonological process of cluster reduction by producing /s/ blends

  31. student will decrease the phonological process of deaffrication by correctly producing __ of the following sounds: tʃ, dƷ

  32. student will decrease the phonological process of final consonant deletion by producing targeted word-final consonants

  33. student will decrease the phonological process of gliding by correctly producing __ of the following sounds: l, r

  34. student will decrease the phonological process of palatal fronting by producing __ of the following sounds: tʃ, dƷ, Ʒ (as in "Asia")

  35. student will decrease the phonological process of pre-vocalic voicing by producing __ of the following sounds in word-initial position: p, t, k, s, f, ʃ, tʃ

  36. student will decrease the phonological process of stopping by producing __ of the following affricate sounds: tʃ, dƷ

  37. student will decrease the phonological process of stopping by producing __ of the following fricative sounds: h, s, z, f, v, ʃ, Ʒ (as in "Asia"), voiceless "θ" (as in "thin"), voiced "ð" (as in "the") 

  38. student will decrease the phonological process of velar fronting by producing the sounds /k/ and /g/

  39. student will decrease the phonological process of vocalization (vowelization) by correctly producing __ of the following sounds: l, r

  40. student will decrease the phonological process of word-final devoicing by producing __ of the following sounds in word-final position: b, d, g, z, v, dƷ

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Affixes & Roots
Categories

Affixes & Roots

  1. student will use __ common prefixes and suffixes (e.g., pre-, mis-, -ful) to determine the meaning of words

  2. student will add affixes to root words and explain the meaning of the new words (e.g., un + able = unable)

  3. student will put together  two root words to form a compound word and explain the meaning of the compound word (e.g., dog + house = doghouse)

Categories

  1. student will sort objects (persons, or events) into __ categories and name the categories

  2. student will recall a minimum of __ category items when visual stimuli are removed

  3. student will name one related subcategory and 3-5 items within the subcategory

  4. student will answer either/or questions about an object's category (e.g., "Is a strawberry a fruit or a vegetable?")

  5. student will sort objects (persons, or events) according to 2 criteria (e.g., size and color)

  6. student will name the category when shown pictures of items constituting a category

  7. student will name __ vocabulary items in a category within one minute

Compare & Contrast

Compare & Contrast

  1. student will label a pair of objects or pictures as "same" or "different"

  2. student will state __ similarities and __ differences 

  3. student will compare and contrast __ attributes of characters or events

  4. student will compare objects, persons, or events, using irregular comparative and superlative adjective forms (e.g., good/better/best)

  5. student will compare objects, persons, or events, using regular comparative and superlative adjectives (e.g., big/bigger/biggest)

  6. student will point to a picture indicating a comparative or superlative adjective (e.g., "Which dog is the biggest?")

Context Clues
Conversational Skills

Context Clues

  1. student will generate a definition of an unknown word based on sentence context

  2. student will use sentence context to identify the meaning of an unknown word

Conversational Skills

  1. student will maintain a topic of conversation for at least __ exchanges

  2. student will initiate conversation with an adult or peer using socially appropriate words

  3. student will state __ conversation starters that can be used with peers and __ that can be used with adults

  4. student will ask questions appropriate to the conversation

  5. student will use appropriate phrases to end or leave a conversation

  6. student will use appropriate phrases to enter or begin a conversation

  7. student will take turns listening and speaking, avoiding interrupting others

  8. student will discriminate between on-topic and off-topic comments

  9. student will change the topic of conversation to an appropriate, related topic

Describing

Describing

  1. student will use __ sensory words (sight, sound, touch, taste, feel) to describe objects or events

  2. student will list __ targeted attributes from __ of the following categories (e.g., appearance, composition, function, location) 

  3. student will state the function of an object

  4. student will provide descriptive definitions of an object containing at least __ attributes

Fact & Opinion

Fact & Opinion

  1. student will identify a statement as fact or opinion

Figurative Language
Fluency

Figurative Language

  1. student will identify the correct meaning of non-literal phrases

  2. student will explain the meaning of __ similes and metaphors

  3. student will explain the meaning of __ idioms and figures of speech

  4. student will explain the literal and non-literal meaning of common phrases (e.g., strike out)

Fluency

  1. student will imitate slow, easy speech at the word/phrase/sentence level to reduce instances of stuttering

  2. student will use slow, easy speech at the word/phrase/sentence level to reduce instances of stuttering

  3. student will demonstrate __ fluency shaping strategies, such as easy onset, light contact, pausing, and decreased speaking rate

  4. student will demonstrate __ stuttering modification strategies, such as pull-out, cancellation, and easy stuttering

  5. student will identify __ points of tension in the vocal tract that contribute to dysfluencies (stuttering)

  6. student will demonstrate the ability to alternately tense and relax speech musculature in order to reduce stuttering

  7. student will name and demonstrate __ targeted strategies to enhance fluency or decrease stuttering

Following Directions

Following Directions

  1. student will repeat a list of __ items

  2. student will repeat sentences containing at least __ words

  3. student will follow instructions to do a simple motor task (e.g., clap, turn around, arms up)

  4. student will select objects and pictures named by the instructor while using a variety of instructions to select those items (e.g. "Show me __", "Where is the ___", "Can you find the ___", "Touch the ___")

  5. student will follow directions containing basic concepts (spatial, temporal, quantitative, qualitative, etc.)

Listening Comprehension

Listening Comprehension

  1. student will summarize a story, including __ of the following elements:  time and place of story, names of main characters, primary conflict, major events, resolution, story ending

  2. student will identify or state the main idea of a paragraph

  3. student will answer who/what/where/when/why/how comprehension questions about the text

  4. student will answer comprehension questions by citing information in the text

  5. student will identify __ details supporting the main idea of a paragraph

  6. student will identify the main idea of a paragraph and __ supporting details

  7. student will explain character motives and the reasons behind story events 

MLU

MLU

  1. student will imitate single words to describe, request, comment, or refuse

  2. student will imitate 2-3 word phrases 

  3. student will use adjective + noun phrases (e.g., "big dog") to describe pictures or objects in the environment

  4. student will use phrases with the structure noun + is + verb-ing  (e.g., "she is jumping") to describe pictures or actions in the environment

  5. student will use noun + verb phrases (e.g., "dog eats") to describe pictures or objects in the environment

Multiple Meaning Words

Multiple Meanings

  1. student will receptively identify pictures that represent different meanings 

  2. student will generate two definitions of a multi-meaning word

  3. student will provide a number of definitions for a multiple meaning word

Nouns & Pronouns

Nouns & Pronouns

  1. student will identify or form __ irregular plural nouns (e.g., children, men, leaves, etc.)

  2. student will identify or form regular plural nouns 

  3. student will use subject pronouns (I, you, he/she/it, we, they) to describe pictures or recount events

  4. student will use possessive pronouns (my/mine, you/your/yours, his, her/hers, its, our/ours, their/theirs ) to describe objects or recount events

  5. student will use possessive noun forms (the dog's, John's, etc.) to describe pictures or recount events

  6. student will use object pronouns (me, you, him/her/it, us, them) to describe pictures or recount events

  7. student will match a picture to its corresponding pronoun 

  8. student will use reflexive pronouns (myself/yourself/himself/herself/ourselves/yourselves/themselves) in a sentence

  9. student will determine whether an objective pronoun correctly refers to its referent (e.g., Sarah made the cookies. They belong to him.)

  10. student will use __ indefinite pronouns (all, another, any, anyone, anything, both, each, everyone, everything, a few, none, nothing, no one, one, other, several, some, somebody, someone, something) in a sentence to describe objects or events

  11. student will use __ demonstrative pronouns (it, this, that, these, those) to describe pictures or refer to objects in the environment

Phonological Awareness

Phonological Awareness

  1. student will receptively identify pictures that represent different meanings 

  2. student will generate two definitions of a multi-meaning word

  3. student will provide a number of definitions for a multiple meaning word

Questions

Questions

  1. student will answer "yes" and "no" questions 

  2. student will match a "wh" question form (who/what/where/when) to a picture representing the correct type of answer (e.g., "who" goes with a picture of a person, "where" goes with a picture of a place, etc.)

  3. student will answer WH questions (who, what, where, when, why, how)

  4. student will answer "what" questions

  5. student will answer "when" questions

  6. student will answer "where" questions

  7. student will answer "who" questions

  8. student will answer "why" questions

  9. student will answer "how" questions

  10. student will formulate WH questions (who, what, where, when, why, how)

  11. student will formulate questions beginning with modal auxiliaries (e.g., can/could/may/shall/should/will/would/must)

  12. student will formulate questions using inverted word order (e.g., "Are you okay?", "Can we go?")

  13. student will formulate questions beginning with the auxiliary verb "do" (e.g., "Do you want to come?", "Does she understand?")

Sequencing

Sequencing

  1. student will sequence 3-4 events in a story or picture cards

  2. student will order 5 events in a sequence of daily activities

  3. student will sequence __ events and explain the order of events to complete an activity (e.g., brush teeth, get dressed for school, etc.)

  4. student will use sequential terms (e.g., before, after, first, next, last, yesterday, today, tomorrow, etc.) to recount 3-4 story elements or daily events

Social Skills

Social Skills

  1. student will hand an item to a peer or adult using an appropriate phrase (e.g., "here you go")

  2. student will request a desired item from a peer (e.g.,  “May I please have the _____?”)

  3. student will use terms of politeness (e.g., please, thank you, excuse me, etc.)

  4. student will invite peers to participate in an activity

  5. student will use an appropriate phrase (e.g., "I need help", "please help me", etc.) to request help when needed

  6. student will introduce himself/herself to a peer or adult using socially appropriate words

  7. student will identify or label emotions

  8. student will maintain appropriate personal space 

  9. student will maintain joint attention with the SLP or peers for at least __ minutes

  10. student will infer the thoughts and feelings of others

Syntax

Syntax

  1. student will distinguish between complete and incomplete sentences

  2. student will recognize and correct run-on sentences

  3. student will use complete sentences to describe pictures or events

  4. student will form compound sentences using __ of the following coordinating conjunctions: and, or, but, nor, so, for, yet 

  5. student will combine sentences into one sentence, using __ of the following coordinating conjunctions: and, or, but, nor, so, for, yet (e.g., The dog didn't bite. Its bark was fierce = The dog didn't bite, but it's bark  was fierce.)

  6. student will combine sentences into one sentence containing a relative clause beginning with that, which, who, where, or when (e.g., They went to school. Their teacher was waiting for them. = They went to school, where their teacher was waiting for them.)

  7. in order to explain cause and effect, student will combine sentences into one sentence, using conjunctions such as "since" and "because" (e.g., She's staying inside. It's raining. = She's staying inside because it's raining.)

  8. student will put sentences written in the active voice into the passive voice (e.g., "The dog chases the boy" = "The boy is chased by the dog")

Word Relationships

Word Relationships

  1. student will identify and correct semantic absurdities

  2. student will name an antonym for __ words

  3. student will name a synonym for __ words

  4. student will complete an analogy and explain the relationship between the pair of words

  5. student will identify the relationship between a pair of words in an analogy

Verbs

Verbs

  1. student will identify or form __ irregular past tense verbs (e.g., gave, took, held, etc.) to describe pictures or recount events

  2. student will identify or form regular past tense verbs to describe pictures or recount events

  3. student will use present tense verbs in sentences, with correct subject-verb agreement, to describe pictures or recount events

  4. student will use the future tense by combining "will"+ verb in sentences to describe pictures or recount events

  5. student will use present perfect tense verbs (e.g., has done) or past perfect tense verbs (e.g., had done) in sentences to describe pictures or recount events

  6. student will use the auxiliary verb "to be" with a present progressive verb (e.g., am going, is seeing, etc.) to describe pictures or events

  7. student will formulate sentences containing modal auxiliary verbs (e.g., can/could/may/shall/should/will/would/must) to describe hypothetical or future events

  8. student will use the past tense verb forms of the copula "to be" (e.g. I was hungry, they were new) in sentences to describe pictures or events

  9. student will use third person singular present tense verb forms (e.g., eats, sleeps, goes, etc.) to describe habitual or recurring action

  10. student will use the present tense verb forms of the copula "to be" (e.g. I am happy, he is tall) in sentences to describe pictures or events

Vocabulary

Vocabulary

  1. student will label or identify __ body parts

  2. student will label or identify __ colors

  3. student will name or identify __ classmates

  4. student will label or identify __ classroom objects

  5. student will label or identify __ emotions

  6. student will label or identify __ animals

  7. student will label or identify __ shapes

  8. student will label or identify __ items of clothing

  9. student will label or identify __ foods

  10. student will label or identify __ actions

  11. student will label or identify __ toys

  12. student will label or identify __numbers or letters

  13. student will use __ targeted curricular vocabulary words in sentences

  14. student will label or identify __ new vocabulary words per month

  15. student will label parts of items of a picture which are missing or incorrect (e.g., a car without wheels)

  16. student will label or identify __ community helpers

Voice/Resonance

Voice/Resonance

  1. student will imitate appropriate pitch and volume at the word/phrase/sentence level

  2. student will distinguish between an appropriate voice (pitch, volume, quality or nasality) and an inappropriate voice when listening to self or others

  3. student will self-monitor vocal behavior, identifying instances of vocal abuse

  4. student will describe and demonstrate __  good vocal hygiene behaviors to replace vocal abuse behaviors

  5. student will imitate appropriate nasal resonance at the word/phrase/sentence level

  6. student will use appropriate nasal resonance

  7. student will use appropriate pitch and volume

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