middle school speech therapy goals

Given a picture or object to describe, STUDENT will produce the final voiced consonants  in words (b, d) to reduce the process of final consonant devoicing (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will give and accept compliments appropriately with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities. Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. Selecting the most appropriate service delivery model is a fluid process. 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 a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. Given augmentative symbols or device, STUDENT will independently navigate to the “home” page with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes reflexive pronouns (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately 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. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 3-step directions 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 social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt 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 group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines for the activity with 80% accuracy in 4 out of 5 opportunities. Student pro… THIS JUST IN: CLICK HERE TO CHECK OUT Systematic Sentence Combining! 4.50. Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) The IEP goals guide the school-based team and are critical to the work you do with your students. Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities. Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT with 80% accuracy in 4 out of 5 opportunities. Given a writing or speaking task, STUDENT will use present-tense verbs (i.g., give, go, drink) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities. 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. Hi there! Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others 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. Measurable Language Goals (By Ana Paula G. Mumy, M.S., CCC-SLP) Narrative Skills (Sample 1 with benchmark objectives) In one instructional year (or in instructional weeks), student will be able to utilize story grammar – understanding all four story elements (character, setting, problem, 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. Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce velar sounds (i.e., /k, g/) in words to reduce the process of fronting at the word, phrase, or sentence level 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. More information A growing goal bank for speech and language therapy at the middle school levels. Hello I'm Melissa. Given common academic vocabulary, STUDENT will define prefix and/or suffix 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 reading task, STUDENT will define unfamiliar words using context clues with 80% accuracy in 4 out of 5 opportunities. Given different conversational partners (e.g., peer, teacher, authority figure, etc. Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) 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. Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. 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. While no single model is appropriate for all students, one must understand the range of service delivery models as well as the advantages and limitations of each model (Nippold, 2012). Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing 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 a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities. Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation with 80% accuracy in 4 out of 5 opportunities. 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 the need to get the teacher’s attention, STUDENT will look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will inform others of past events using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes present tense “s” and “es” marker (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities. (Winner, 2007) All people have thoughts about each other. Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution 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. 4. Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities. 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 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. Given a phrase or sentence that includes articles (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles accurately with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities. Given a verbal question, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. There was an error submitting your subscription. Given a phrase or sentence that includes possessive nouns (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive accurately with 80% accuracy in 4 out of 5 opportunities. Here are some specific goals that can be put into your child’s IEP: 1. Given an object or picture, STUDENT will use 2 words to show emotion (e.g., “baby tired”) with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given a word pair verbally, STUDENT will explain the primary difference between the two words with 80% accuracy in 4 out of 5 opportunities. 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 knowledge, examples, and video of oneself, STUDENT will identify and name each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities. 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 picture or object to describe, STUDENT will produce stop sounds (i.e., /t, p/) in words to reduce the process of stopping 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 negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and asked a question, STUDENT will answer the question by identifying a minimum of (5) attributes (e.g., color, size, number etc.) Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities. Given a category, STUDENT will name (3-5) items in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.) Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc. Click on a speech therapy goal area below. Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities. Context Clues Strategy Task Cards for Middle School Speech Therapy. Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells, such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities. 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