Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will use the appropriate volume based on the setting with 80% accuracy in 4 out of 5 opportunities. Given a list of 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities. Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will identify the color of the picture or object using augmentative symbols or device 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. Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and act out the preposition using the given object(s) (e.g., “Put the doll under the table.”) with 80% accuracy in 4 out of 5 opportunities. The Goal Bank has been designed to allow users to locate specific goals as used in the eSIS SPED Full software. Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity 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 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. If you don't see any interesting for you, use our search form on bottom ↓ . Click on a Content Area to proceed to specific Content Strands. Given a structured activity, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools), being on time, and handing in assignments as requested by the teacher with 80% accuracy in 4 out of 5 opportunities. Given 5 pictures or objects, STUDENT will expressively label the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities. Here is a 432+ free IEP goal bank to make your life easier writing your speech therapy goals and to save you time. Given a category, STUDENT will name (3-5) items in that category and (1) item that does not belong in that category 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. and explain their relationships with 80% accuracy in 4 out of 5 opportunities. If you look around, you’ll see it’s the same IEP goal bank shared all over the place. Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object with 80% accuracy in 4 out of 5 opportunities. to make a request with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities. Given a toy(s), STUDENT will demonstrate symbolic play with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities. Given different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation with 80% accuracy in 4 out of 5 opportunities. Given a communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth 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 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 actions from others, STUDENT will modify their own behavior based on the actions of others with 80% accuracy in 4 out of 5 opportunities. Given common academic vocabulary, STUDENT will define prefix and/or suffix with 80% accuracy in 4 out of 5 opportunities. Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level 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. Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) 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 3 to 5 pictures, STUDENT will identify the category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities. 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