Goal Bank

Vocabulary

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for vocabulary.

Formula: Given [materials] and [supports], NAME will [vocabulary skill] in [criterion*].

MATERIALS:

• a tier 2 vocabulary word

• a multiple meaning word

• a category or topic

• a list of 10 words

• the context of a sentence

• a picture or an object

• a 4-6 sentence paragraph

• a short story or article

• a math word problem

• directions to an assignment

SUPPORTS:

• a verbal prompt

• a graphic organizer

• a familiar visual

• a sentence frame (i.e. a ____ is a type of ____)

• a dictionary

• or INDEPENDENTLY

VOCABULARY SKILL:

• use a vocabulary strategy (i.e. context clues, part of speech, affixes/roots, etc.) to infer the meaning of an unknown word

• use context clues to determine the meaning of an unknown word

• state a word’s part of speech

• express a definition using the word’s prefix, suffix, and/or root

• express five related words

• describe using class, feature, and function

• state five category members

• identify one synonym and one antonym

• state the meaning of 5 common prefixes and 5 common suffixes

• state the meaning of an underline vocabulary word

EXAMPLES:

• Given a sentence containing an unknown word and a familiar visual, [name] will use a vocabulary strategy - i.e. context clues, affixes/root words, part of speech, etc. - to infer the meaning of an unknown word in 80% of opportunities across three consecutive probing sessions.

• Given a picture or an object and a sentence frame (i.e. __ is a type of __ that has a __ and is used for…), [name] will describe using class, feature, and function in 4/5 opportunities across three consecutive probes.

• Given a word in the context of a sentence, [name] will independently state the part of speech - i.e. noun, verb, adjective, adverb - in 4/5 of opportunities across three consecutive therapy sessions.

*Criterion should be individualized based upon student’s current skill level. For examples of various criterion as applied to vocabulary, see example goals above.

Helpful Resources for Vocabulary:

Making Inferences

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for making inferences.

Formula: Given [materials] and [supports], NAME will [inferencing skill] in [criterion*].

MATERIALS:

• a photo or illustration

• a wordless picture book

• a photo paired with a sentence

• one to two sentences of text

• a 4-6 sentence paragraph

• an auditory passage

• a short fictional story or video

• a nonfiction article or video

• a variety of text and materials (i.e. stories, articles, poems, videos, etc.)

SUPPORTS:

• a verbal prompt

• a graphic organizer

• a familiar visual

• a sentence frame (i.e. I think __ because the text says __ and I know __)

• a set of comprehension questions

• or INDEPENDENTLY

INFERENCE SKILL:

• combine visual evidence with background knowledge to make an inference

• differentiate between literal and inferential questions

• accurately respond to inferential questions

• infer a character’s motivation or emotion

• formulate an inference and identify one visual clue to support it

• formulate an inference and identify the most important evidence from the text to support it

• generate an inferential ‘why’ or ‘how’ question

• infer why key vocabulary words were used in the text

• support an inference with text evidence

• make and describe one connection to their own background knowledge

• determine text structure by underlining signal words (i.e. because, such as, first/next/last, therefore, etc.)

EXAMPLES:

• Given a photo or illustration, [name] will independently generate an inferential ‘why’ or ‘how’ question in 4/5 opportunities across three consecutive probing sessions.

• Given a short auditory passage and a set of comprehension questions, [name] will accurately differentiate between literal and inferential comprehension questions in 85% of opportunities across three consecutive probing sessions.

• Given a variety of texts and materials (i.e. article, video, poem) and a graphic organizer, [name] will support an inference using text evidence in 3/4 opportunities across three consecutive probing sessions.

*Criterion should be individualized based upon student’s current skill level. For examples of various criterion as applied to inferencing, see example goals above.

Helpful Resources for Making Inferences:

Articulation & Intelligibility

• During structured conversational tasks, [name] will use an intelligibility strategy - i.e. slow rate, over articulation, phrasing, increased volume, etc. - for 80% of utterances across three consecutive probing sessions.

• [Name] will accurately produce the vocalic /r/ sound in words, phrases, and self-generated sentences in 90% of opportunities across three consecutive probing sessions.

• During 5 minutes of unstructured conversation with peers/adults, [name] will accurately produce /s/ and /z/ in all word positions with no more than one corrective prompt across three consecutive probing sessions.

• During a 5-minute conversation with the speech language pathologist, [name] will identify and repair communication breakdowns in 3/4 of opportunities across three consecutive probing sessions.

Helpful Resources for Articulation & Intelligibility:

Receptive Language

• [Name] will use a listening comprehension strategy - i.e. visualization, paraphrasing, questioning, association, etc. - to accurately respond to 80% of WH questions about an auditory passage across three consecutive probing sessions.

• Given instructions to a classroom task or assignment, [name] will accurately sequence three-step directions containing temporal terms (i.e. before, after) in 3/5 observed opportunities across three consecutive probing sessions.

• During structured language activities, [name] will accurately identify the sequence of a 4-6 part story or task (i.e. the steps to an activity in speech, cooking activity, etc.) with 100% accuracy across three consecutive probing sessions.

  Helpful Resources for Receptive Language:

Text Structure

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for text structure.

Formula: Given [materials] and [supports], NAME will [text structure skill] in [criterion*].

MATERIALS:

• a complex sentence containing key words

• a 3-5 sentence paragraph

• a short, non-fiction passage

• a curriculum-based text

• a variety of reading materials (i.e. article, textbook, story, classroom assignment, etc.)

SUPPORTS:

• highlighted key words

• a verbal prompt

• a graphic organizer

• a familiar visual

• a sentence frame (i.e. this text compares __ and __)

• or INDEPENDENTLY

INFERENCE SKILL:

• state the text structure (i.e. sequence, description, compare and contrast, cause and effect, or problem and solution)

• identify key words that signify the structure of the text

• use the structure of the text to state the main idea

• use the structure of the text to create a 3-sentence summary

EXAMPLE:

• Given a short, non-fiction passage and a sentence frame, [name] will use the structure of the text to state the main idea across 4/5 consecutive probes.

*Criterion should be individualized based upon student’s current skill level. For examples of various criterion as applied to inferencing, see example goals above.

Helpful Resources for Text Structure:

Syntax

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for syntax.

Formula: Given [materials] and [supports], NAME will [syntax skill] in [criterion*].

MATERIALS:

• a coordinating/subordinating conjunction

• an irregular verb

• two simple sentences

• a question word

• a relative clause

• a sentence containing a [verb/conjunction/relative clause/preposition/etc]

• a short story

• a picture scene or short video

• an open-ended question

• a classroom writing assignment

SUPPORTS:

• a familiar visual

• a graphic organizer

• a word bank

• three choices

• a verbal prompt

• a sentence starter

• a writing prompt

• or INDEPENDENTLY

SYNTAX SKILL:

• combine two sentences using a coordinating [or subordinating] conjunction

• complete a sentence using correct grammar and word order

• edit a sentence to correct errors in grammar/word order

• generate a complex sentence

• generate a 5-sentence response

• generate a declarative, imperative, interrogative, and exclamatory sentence

• generate a question

• edit their written work to include # conjunctions, relative clauses, adjectives, etc.

EXAMPLE:

• Given an irregular verb (i.e. build, catch, etc.), [name] will independently use the present, past, and future tense form of that verb in a sentence for 4/5 verbs across three consecutive probing sessions.

• When given two sentences and a familiar visual, [name] will combine those sentences using a subordinating conjunction in 90% of opportunities across three consecutive probing sessions.

• Given a picture scene or short video, [name] will independently generate a complex sentence about the picture or video in 90% of opportunities across three consecutive probing sessions.

• Given a relative clause and a sentence starter, [name] will complete the sentence using correct grammar and word order in 4/5 sentences across three consecutive probing sessions.

• Given a short story and a familiar visual, [name] will generate three grammatically-correct questions in 4/5 opportunities across three consecutive probes.

Helpful Resources for Syntax:

Perspective-Taking & Self-Advocacy

• During structured conversation opportunities, [name] will identify and advocate for their own unique communication style (i.e. I really like to talk about trains. If you’d like to switch to a different topic, please let me know) in 3/4 observed opportunities.

• When presented with an academic or environmental learning challenge, [name] will advocate for their needs in order to be successful (i.e. use of a fidget, writing larger on the board, standing vs. sitting, clarification of directions, etc.) in 4/5 observed opportunities.

• [Name] will independently explain 5 differences between neurodivergent and neurotypical communication styles across three consecutive therapy sessions.

• Given a real or hypothetical problem-solving scenario, [name] will answer social inferencing questions from at least 2 different perspectives/points-of-view in 85% of opportunities across three consecutive probing sessions.

• During structured teaching sessions (i.e. videos, conversation with peers/adults), [name] will identify the presence of sarcasm and express the possible meaning of the sarcastic remark in 80% of opportunities across three consecutive probing sessions.