Sample+Goals

This will be a place where there will be sample goals to assist you in understanding how to construct a goal. Note you always need to have baseline information:

How do you know how to write goals for your students? The first thing that you need to do is to have some baseline testing that will assist you in knowing where the student is. Once you have the baseline testing evaluate what will make the most difference in the student’s life? Remember that we are writing SMART goals. S: SPECIFIC: What do we wish to accomplish? M:MEASURABLE: How will I know that I have accomplish it? A:ATTAINABLE: Is this goal attainable? Do I need to break this goal down into smaller parts? Do I need to adjust my timeline? R: RELEVANT: Does this goal mean anything? Is this a skill I should be working on? T:TIME BOUND: When will this goal be accomplished?

Here are some good goals: ** APRAXIA ** **SOCIAL LANGUAGE/PRAGMATICS** SPEECH
 * ** __Baseline level of performance:__ ** Child deleted the middle consonant in 7/13 C1V1C2V2 simple bisyllabic words. ||
 * ** __Goal:__ ** By the end of the semester Child will increase intelligibility as evidenced by his ability to produce the /d/ in the medial position with 90% accuracy. ||
 * ** __Baseline level of performance__ ** Child can initiate and respond to bids for interaction during structured and spontaneous conversation with an average of two conversational turns during a session. ||
 * ** __Goal:__ **. By the end of the semester, Child will increase his social pragmatic skills as evidence by his ability to initiate and respond to bids for interaction during spontaneous conversation with the clinician for at least three conversational turns. ||
 * ** __Baseline level of performance:__ **** Student **accurately rated whether her speech was too fast or appropriate, but was not able to slow her speech on her own. ||
 * ** __Goal:__ ** By the end of the semester Student will increase her intelligibility as evidenced by her accurate use of a pacing board across three consecutive sessions. ||
 * ** __Baseline level of performance: Student__ **completed her breathing exercises quickly, interrupting the task and rushing. ||
 * ** __Goal:__ ** By the end of the semester Student will increase her ability to coordinate her respiration system as evidenced by her completion of deep breathing and muscle relaxation activities without interruption. ||


 * ** __Baseline level of performance: Student__ **has difficulty repairing a conversation when there is communication breakdown. She often repeats herself which does not inform the listener. ||
 * ** __Goal:__ ** By the end of the semester Student will increase her conversational skills as evidenced by her ability to use three communicative repair strategies. ||

** ARTICULATION ** ** READING COMPREHENSION **  WRITING  WORD FINDING
 * ** __Baseline level of performance__ ** Student accurately produces vowel controlled /r/ sound “air” in the initial position at the word level with 67% accuracy and in the medial position at the word level with 56% accuracy. ||
 * ** __Goal:__ **. By the end of semester, Student will increase his articulation skills as evidenced by his ability to accurately produce vowel controlled /r/ sound “air” in the initial and medial position at the word and phrase level with 90% accuracy. ||
 * ** __Baseline level of performance:__ ** Student correctly answered 4 out of 9 questions (44%) on an informal assessment of his abilities to answer inferential questions on 5/27/14 ||
 * ** __Goal:__ **. By the end of the semester, Student will increase his reading comprehension skills as evidenced by his ability to answer both factual and inferential questions about level U // Reading A-Z // passages with 90% accuracy across two consecutive sessions. ||
 * ** __Baseline level of performance:__ ** Student scored 44% on an informal writing assessment of a descriptive paragraph as measured by the Delaware Writing Rubric on 6/3/14 ||
 * ** __Goal:__ ** . By the end of the semester, Student will improve writing skills by writing a descriptive paragraph (using // Framing Your Thoughts //) and scoring 80% on the // Delaware Writing Rubric // for narrative writing. ||

NARRATIVE DEVELOPMENT (reading comprehension)
 * ** __Baseline level of performance: J__ **P had difficulty identifying thegroup/category an item belonged to when using the Expanding Expression Tool. When formulating questions in order to guess an item JP rarely used a category as his first question. ||
 * ** __Goal:__ ** By the end of the semester, JP will increase expressive language by using an Expanding Expression Tool, as a word retrieval strategy, in describing an item, by identifying the category/group an object belongs in 9/10 trials over 3 consecutive sessions. ||
 * **__ Baseline level of performance: __**
 * Child scored 50% on a setting identification activity on 6/3/14
 * Child scored 67% on short story setting cards and a score of 75% on a setting identification activity on 6/5/14 for a total setting accuracy score of 64% in isolated activities from 6/3/14-6/5/14. ||
 * **__ Goal: __**
 * ** By the end of the semester, Child will increase narrative development skills (Braidy’s //The Story Braid//) by demonstrating competence in the //descriptive sequence// (identifying character and setting) during joint readings with 80% accuracy across two consecutive sessions ** ||

EXPRESSIVE LANGUAGE

Baseline level of performance • STUDENT only used colors to describe the objects during the Ned’s Head game on 6/12/14.

Goal: • By the end of the semester, STUDENT will improve expressive language skills by using adjectives of texture (e.g., hard, soft) and size (e.g., big, small) to describe nouns with 80% accuracy across three sessions with moderate clinician prompting.

Vocabulary: This goal is for a kindergartener the common core standard is listed and we are using TEXT TALK as the research based treatment.
 * ** CCSS.ELA-Literacy.L.K.5 **** With guidance and support from adults, explore word relationships and nuances in word meanings. **

v ** CCSS.ELA-Literacy.L.K.5c **** Identify real-life connections between words and their use (e.g., note places at school that are colorful). ** ||
 * By the end of the semester using literature based instruction of tier 2 vocabulary words C will increase his receptive and expressive vocabulary skills and explore word relationships and nuances in word meanings by identifying real-life connections between given words and their use for an accuracy of at least 90% as measured by weekly probes/assessments. ||

This site has some great social language goals.
 * https://jillkuzma.wordpress.com/ieptreatment-plan-objective-ideas/ ||