SLP GOAL BANK with corresponding Common Core Standards

ARTICULATION:

SOS: _________will receive direct speech therapy to aid in his/her acquisition and use of age appropriate sounds. Visual, verbal, and tactile cues as needed in order to teach correct articulator placement, auditory discrimination training, phonemic awareness training , sound-symbol recognition, repeated practice and adult and peer models. These skills will be generalized across the curriculum.

SAM: small group instruction to aid in attention to tasks and allow for repeated opportunities to practice skills.

#4 or #5: __________needs small group instruction to aid in his attention to tasks and provide for multiple opportunities to practice his skills in articulation. Visual verbal and tactile cues will be provided as needed to aid in his acquisition, development, and generalization of ________ speech language skills. __________’s (mild/moderate/severe) delay may affect his ability to be understood by others as well as letter-sound correspondence in his spelling and written expression skills.

PLEP: All present level statements to be positive. (Do not put: “Student unable/can’t to produce /l/ instead, Student produces /L/ sound in isolation in 0% of opportunities.”

POSSIBLE GOALS:During Speech-Language Activities, _________will produce /L/ in all positions of words produced in sentences in 80% of opportunities over 3 consecutive sessions.DATA: minimum of 50 discrete trials monthly

After listening to a short story, STUDENT will retell the story by articulating the sound(s) of / L/ in all positions of words at the conversational level in 80% of opportunities over 3 consecutive sessions.

During a (10) minute language sample, STUDENT will articulate the sound(s) of / L/ in all positions of words at the conversational level with no more than (5) errors in 80% of opportunities over 3 consecutive sessions. During structured speech therapy activities, ______ will produce multisyllabic words (3 or more syllables) in sentences in 80% of opportunities over 3 consecutive sessions.

ARTICULATION, VOICE, FLUENCY COMMON CORE STANDARDSCCS.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

CCS.SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCS.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

CCS.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

CCS.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speaking clearly at an understandable pace.

CCS.SL.5.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speaking clearly at an understandable pace.

LANGUAGE:

SOS: ______will receive direct therapy services to aid in his/her expansion of receptive/expressive language skills. ________ will have visual and verbal cues as needed, scaffolding of skills, repeated practice, teacher guidance through appropriate questioning, adult and peer models. These skills will be generalized across the curriculum.

SAM: small group instruction to aid in attention to tasks and allow for repeated opportunities to practice skills.

#4 or #5: ______ needs small group instruction to aid in his attention to tasks and provide for multiple opportunities to practice his skills in expressive language. Modeling, visual, and verbal cues will be provided as needed to aid in his development of his semantic skills. ________’s (mild/moderate/severe) delay in semantics may impact his ability to explain his thoughts more clearly when he has difficulty with word-finding, this may affect his verbal and written expression his the educational setting.

_____’s expressive language deficits interfere with his ability to ask questions for clarification as well as gain more information when needed. His decreased semantic skills also may impact his ability to explain his thoughts more clearly when he has difficulty with word-finding. His grammar skills may impact the understanding of his intended message.

POSSIBLE GOALS:

VOCABULARY:

When presented with pictures or objects, STUDENT will verbally identify items/pictures upon request with 90% accuracy in 80% of opportunities over 3 consecutive sessions.

When presented with pictures or objects, STUDENT will verbally label items/pictures spontaneously during structured and play activities in 80% of opportunities over 3 consecutive sessions.

When presented with a short paragraph with key words missing, ____will correctly supply the missing words from a choice of 4 in ___% of opportunities.

______will use strategies (find nearby key words as clues, use story titles/topics to predict words, look at pictures for clues, syntactic clue words and signal words) to determine the meaning of an unfamiliar word in a sentence in 80% of opportunities over 3 consecutive sessions.

Given sentences, _____will determine the meaning of unknown words using context clues (the text around the word) in 80% of opportunities over 2 consecutive sessions.

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

CATEGORIZATION:During speech-language activities, ____will label a category of a given 2 items in ____% of opportunities over 3 consecutive sessions.

During speech-language activities, ____will name 3 items in a given category in ____% of opportunities over 3 consecutive sessions.

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.

CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

ASSOCIATIONS:___________will improve vocabulary and semantic skills by provide additional vocabulary to show understanding of associating words and explain how the words go together in 4 out of 5 opportunities over 3 consecutive sessions.

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

COMPARISONS Given 3 objects/pictures, ____will tell how 2 items are most similar by stating their category or function in 80% of opportunities over 3 consecutive sessions.DATA: minimum of 30 discrete trials monthly

Given 2 objects/pictures, ______will tell 2 ways the items are similar and tell 1 difference between the items with a combined accuracy of 80% in total opportunities over 3 consecutive sessions.

The student will explain the primary similarity and difference between two words with 80% accuracy for 20 word pairs.

LANGUAGE COMMON CORE STANDARDS:

CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.

CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

COMPARATIVES/SUPERLATIVESDuring speech-language activities, ______will answer comparison questions about 2 objects/pictures that differ along one dimension(ie. Which circle is bigger?)

During speech-language activities and given 2 -3 items to compare, ______will choose a comparative or superlative to finish spoken sentences.(This tree is big, but this tree is _________).

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

ATTRIBUTES:During speech-language activities, ____will name 2 attributes of a given item in ____% of opportunities over 3 consecutive sessions.

To increase ____’s expressive language, Given an object/item, ___will provide a minimum of an average of 4.5 features of an item(category, looks like?, feels like?made of?, parts of it, where’s it found? Etc…) in 80% of opportunities over 3 consecutive sessions.DATA: minimum of 30 discrete trials monthly

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

DEFINITIONS:When given a stimulus word will give a definition that includes label, category, function, and two additional attributes with 80% accuracy over 3 consecutive sessions.

When given a sentence containing an age appropriate vocabulary word (e.g. “the rain last night left a lot of precipitation on the ground), Student will correctly supply a definition of the vocabulary word given multiple choice answers in 80% of opportunities over 3 consecutive sessions.

During Structured speech-language activities, Given an word, Student will provide a closely related associating word and provide the category for the item with a total accuracy in 80% of opportunities over 3 consecutive sessions. (ie. scissors= goes with paper, it’s a school/art tool)

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

SYNONYMS:To increase _______’s expressive language, Given a word, _____will provide 1-2 synonyms of the word in ______% of opportunities over 3 consecutive sessions.DATA: minimum of 20 discrete trials monthly

LANGUAGE COMMON CORE STANDARDS:CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings.

CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.ANTONYMS:To increase ______’s expressive language, Given a word, _______ will provide 1 opposite of a given word in ____% of opportunities over 3 consecutive sessions.

CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

MULTIPLE MEANING WORDS:Given a multiple meaning word, ______will identify definitions via picture choices in ___% of opportunities.

When given a multiple meaning word presented in a pictured situational context, ____will generate 2 definitions in ___% of opportunities.

Given a multiple meaning word, _____will explain at least 2-3 different meanings of the word in ____% of opportunities over 3 consecutive sessions.DATA: minimum of 20 discrete trials monthly

CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

ANALOGIES:To improve semantic abilities and thinking skills, ___________will use one word to complete an analogy in ____% of opportunities over 3 consecutive sessions.

CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

FIGURATIVE LANGUAGEDuring Speech-Language activities, _____________will explain the meaning of a given figurative language expression (idiom, simile, metaphor, etc...)that has been previously reviewed in 80% of opportunities over 3 consecutive sessions.

CCS.L.K.5 With Guidance and support from adults, explore word relationships and nuances in word meanings. CCS.L.1.5 With Guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCS.L2.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.3.5 Demonstrates understanding of word relationships and nuances in word meanings.CCS.L.4.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.CCS.L.5.5 Demonstrates understanding of figurative language, word relationships and nuances in word meanings.

GRAMMER:

_________ will describe pictures and events utilizing correct pronouns(He, She, They, Her, Him, Their) and prepositions in ____% of opportunities.

_________ will use correct pronoun forms (he, she, they, etc.) and articles(a, an, the) while describing pictures presented or discussing events in ____% of opportunities.

___________will use is/are, was/were in fill in the blank statements in ____% of opportunities.

____________will use is/are, was/were, do/does, has/have/had in fill in the blank statements in ____% of opportunities.

During Speech-Language activities, _________will use appropriate subject-verb agreement (Noun/Pronoun + is/are, have/has + verb) in 80% of opportunities over 3 consecutive sessions.

___________will produce the /s/ sound in plurals(boys) and third person (He runs) in ____% of opportunities.

___________will use Correct verb (regular tense –s, -es, -ed endings) when describing sequence of events in ____% of opportunities.

___________will use correct verb (irregular tense) when describing sequence of event in ____% of opportunities.

Student will identify and state appropriate verb tense to describe a picture/event presented in _____ % of opportunities.

__________will use Correct Plural form when given irregular nouns in fill in the blank statements in ____% of opportunities.

CCS.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCS.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCS.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCS.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCS.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCS.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CONCEPTS:Given a (spatial, descriptive, quantitative) concept, ____________ will demonstrate an understanding of the concept by naming and/or pointing to the appropriate picture of the concept in 80% of opportunities over 3 consecutive sessions.

QUESTIONS:ANSWERING:

Given visual and/or verbal prompts, _________will correctly answer wh-questions (who, what, where, when) about a short story (5-6 sentences) in ______% of opportunities over 3 consecutive sessions.

When given a factual story, minimum 4 sentences in length, Student will answer literal wh-questions in 80% of opportunities over 3 consecutive sessions.

ASKING:

_____will ask “where”+ “is” questions about hidden objects or pictures in ____% of opportunities over 3 consecutive sessions.

Given a picture scene, ________will formulate (who, where, when, what question) appropriately in ____% of opportunities over 3 consecutive sessions.

When given a declarative sentence (ie. Tomorrow, Tom is going to the park.), ______ will ask a WH-question (ie. Who is going to the park?, When is Tom going? Etc….) and YES/NO questions (ie. Is Tom going to the park?) in _______% of opportunities over 3 consecutive sessions.

CCS.L.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking questions and answering questions about key details requesting clarification if something is not understood.

CCS.L.1.2 Ask and answer questions about key details in text read aloud or information presented orally or through other mediaCCS.L.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.CCS.L.3.3 Ask and answer questions aout information from a speaker, offering appropriate elaboration and detail.CCS.L.4.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.L.5.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

INFERENCE/REASONING SKILLS:ABSURDITIES:____________will explain inconsistencies or absurdities in a pictured scene in ____% of opportunities over 3 consecutive sessions.

___________ will explain what is wrong/irrelevant in sentences, paragraphs, or stories in 4 out 5 opportunities over 3 consecutive sessions.

When presented with a picture or short scenario ___________will predict logical outcome for a situation in ______% of opportunities over 3 consecutive sessions.

________ will tell possible cause/effect of a given predicament/situation in ____% of opportunities over 3 consecutive sessions.

________will answer how/why types of inferential questions based on available information in 4 out of 5 opportunities over 3 consecutive sessions.

When presented with picture and/or short scenerio (presented orally or in written form)will answer inferential question forms with ____% of opportunities over 3 consecutive sessions.

When presented with visually depicted situation, ___________will answer inferential questions directed towards logical outcomes/solutions in ______% of opportunities over 3 consecutive sessions.

When given a situation presented orally(2-4 sentences), will identify the problem and state 2 solutions in ____% of opportunities over 3 consecutive sessions.

When presented with a problematic social scenario, ____will provide two logical solutions in 80% of opportunities over 2 consecutive sessions.

When given a problematic social scenario, _________ tell why/how it could have happened and provide a solution with a combined accuracy in _____% of opportunities over 3 consecutive sessions.

When presented with picture and/or short scenario(presented orally or in written form) Ben will answer reasoning/sequential types of questions(What happened before? Next? After?) in 80% of opportunities over 3 consecutive sessions.

After listening to a short scenario (2-5) sentences in length, Ben will explain what important clues he used to determine the answer to an inference question in 80% of opportunities over 3 consecutive sessions.

CCS.LS.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCS.LS.1.4 Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCS.LS.2.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.L.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.LS.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace.CCS.LS.5.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace.

LENGTH OF UTTERANCES:

During Speech Language Activities, _________ will use short/concise simple statements to request, describe, and/or answer questions correctly with an average equal to and/or less than 15 words per utterance over three consecutive sessions.

Given a 4-part picture story and asked to give at least 4 sentences, ____will provide each sentence to include at least 1 describing word/adjective/adverb in 70% of opportunities over 3 consecutive sessions.

Given a visual scene, _____will produce a complex/compound sentence using appropriate subject-verb agreement, noun/verb and pronoun forms etc…in 80% of opportunities over 3 consecutive sessions.

CCS.LS.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCS.LS.1.4 Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCS.LS.2.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.L.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.LS.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace.CCS.LS.5.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace.

AUDITORY PROCESSING/MEMORY/LISTENING COMP/FOLLOW DIRECT.

SOS: _____will receive visual aids such as graphic organizers to help with his sequencing of information to help in deriving important details. He will receive modeling/prompting strategies to aid in acquisition of memory strategies.

SAM: small group instruction to increase __________attention to tasks and improve his auditory processing skills.

#4 or #5 _____exhibits memory deficits which impact his ability to follow directions, remember sequence of information, and recall details of information he has heard affecting his overall listening comprehension in the classroom. _____requires small group to increase his attention to tasks, visual aids to help with his organization of information, modeling and prompting strategies to aid in the improvement of memory skills.

#4 or #5 ________’s deficit in the area of receptive and expressive language impact his ability to follow directions appropriately, comprehend information that is read aloud to him, and to express his thoughts, feelings, and ideas clearly, as well as ask and answer questions in order to seek help, get information, or clarify something that is not understood.

POSSIBLE GOALS:

____________ will follow basic one step directions with functional vocabulary in _____% of opportunities over 3 consecutive sessions.DATA: minimum of 50 discrete trials monthly

During a verbal directive, ______will follow two-step directions that contain concepts (spatial, temporal, conditional, or common opposites) in ____% of opportunities. DATA: minimum of 50 discrete trials monthly

_________ will follow basic and expanded one step directions with curriculum relevant vocabulary in _______% of opportunities over 3 consecutive sessions.

___________ will follow basic and expanded two step directions with age appropriate curriculum relevant vocabulary in _____% of opportunities over 3 consecutive sessions.

_____________will follow age appropriate complex directions including targeted syntax structures, such as prepositions, conjunctions, and negatives in ______% of opportunities over 3 consecutive sessions.

______________ will follow 3(or more step) oral directions to make or draw something in 4 out of 5 opportunities over 3 consecutive sessions.

____________Follow 2-3 step oral directions to make or draw something and/or Complete whole body activities that feature location, direction, quantity, and time concepts, and/or complete worksheet activities by following directions in ____% of opportunities over 3 consecutive sessions.

____________Follow and Give 2-3 step oral directions to make or draw something and/or Complete whole body activities that feature location, direction, quantity, and time concepts, and/or complete worksheet activities by following directions in ____% of opportunities over 3 consecutive sessions.

During Speech-language sessions and read aloud a passage 2-10 sentences in length, ____will answer questions that recall details of the passage in 80% of opportunities.DATA: minimum of 25 discrete trials monthly

_______will answer questions correctly about sequences presented aloud, in activities of daily situations and events to show understanding of (before, after, what’s missing?) concepts in ______% of opportunities over 3 consecutive sessions. DATA: minimum of 25 discrete trials monthly.

________will recall details that are presented aloud of (temporal information, people, location) in 80% of opportunities over 3 consecutive sessions.DATA: minimum of 25 discrete trials monthly.

When a short passage is read or presented orally, ____will correctly state the main idea of theme with _____% accuracy over 3 consecutive sessions.

_____________will improve ability to comprehend stories and verbal narratives by learning specific skills and carrying them out with 80% accuracy over 3 consecutive sessions.

Activities: *Remember and be able to recite the acronym “LISTEN” in 4 out of 5 opportunities. L- Look at the speaker, I-Imagine being a good listener, S-See with your ears(Focus on the speaker), T-Think about what you hear, E-Echo what you hear in your mind, N-Need to understand what you hear(if not ASK!)

____________will identify key parts to a story by answering literal wh questions in 4 out of 5 opportunities over 3 consecutive sessions.

____________will understand a story utilizing inferential comprehension skills in 4 out of 5 opportunities over 3 consecutive sessions.

During speech-language small group session and a review of various memory strategies such as but not limited to: chunking, repetition, visualiztion, etc…._

_____will be able to compete tasks of (recall pictures/words/sentences) that are presented with a 20 second time delay, with a total accuracy of ____ of total opportunities over 3 consecutive sessions.

When given a functional memory task such as (grocery list, memos, phone message, etc…), _________will recall on average 5 details in 80% of opportunities over 3 consecutive sessions.

When given a 1-page narrative, ________will recall specific details in 80% of opportunities over 3 consecutive sessions.

Using Hearbuilder Auditory Processing SoftwareGiven a review of various memory strategies such as but not limited to: chunking, repetition, visualization, etc….Student will be able to complete tasks of (recall numbers, words, details, sentences, and memory for wh-questions) that are presented with a ___ second time delay, with a total accuracy of 80% of total opportunities.

COMMON CORE STANDARDS FOR LISTENING COMPREHENSION

CCS.LS.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCS.LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CCS.LS.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCS.LS.3.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 3 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.4.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 4 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.5.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 5 topic s and tests building on others’ ideas and expressing their own clearly.

CONVERSATION-SOCIAL SKILLS

____________ will initiate conversation in 4/5 opportunities in therapy setting.

_____________will ask relevant questions to others’ topics to sustain conversation to develop conversational turn-taking skills in 4/5 opportunities in therapy setting.

CCS.LS.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCS.LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CCS.LS.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCS.LS.3.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 3 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.4.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 4 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.5.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 5 topic s and tests building on others’ ideas and expressing their own clearly.

FLUENCY:

#4 or 5: _________’s speech fluency and her expressive language may affect the ability of others to understand him/her as well as his/her ability to express his/her clearly in the academic setting. Speech and Language Support is needed in a small group setting to aid in his/her attention to tasks and allow for repeated practice of skills. _________ will receive modeling, visual, and verbal cues as needed to aid in his/her development of expressive communication.

SOS: ________ will receive direct speech therapy where he/she will receive modeling, visual, and verbal cues as needed to aid in his/her understanding and expression of fluency shaping and modification techniques to aid in an increase of speech fluency.

SAM: ______will receive small group instruction to aid in her attention to tasks and allow for repeated practice of strategy skills to increase speech fluency.

Given a picture scene and asked to talk about it using a sentence, ______will demonstrate a fluency strategy such as (relaxed breath, slow stretched speech, etc..) in moments of dysfluency in 4 out of 5 opportunities, over 3 consecutive sessions.

After being read a short story(no longer than 5 sentences) paired with a visual, _______will utilize fluency techniques(easy onset, light contacts, etc…) to retell a story to be no more than ____% dysfluent over 3 consecutive sessions.

_______will demonstrate reduction in tension and rate by utilizing strategies (relaxed breath, slow stretched speech, light contacts, pausing and phrasing in conversation to be no more than ____% dysfluent.

Using visual strategies such as a pacing board, _____________will slow down rate of speech allowing for fluent phrases and sentences 4 out of 5 times.

______________will take breaths at natural pauses(ex. Punctuation) in ___% of opportunities over 3 consecutive sessions.

________ will reduce (interjections, fillers) from ____% to ____% while retelling a personal story, across 3 consecutive sessions.

____________will accurately demonstrate the following techniques (a. Full breath b. easy onset c. light contacts) without demonstration by the SLP in four out of five trials.

During structured conversational activities, ________ will demonstrate no more than 6 SWM in a sample of a 200 word conversation over 3 consecutive sessions.

___________will produce fluent speech assessed from a fluency assessment to show no more than 5 dysfluencies during a 5 minute language sample.

____________ will use specific techniques to establish fluency (LESS than 4 SWM) speech in a structured setting as measured by a fluency assessment.

__________will fluently read paragraph level information with no more than 4 SWM.

__________will call, answer, and converse for _____minutes with no more than 4 SWM.

_________will give a 5 minute speech of a topic of his choosing with no more than 4 SWM.

ARTICULATION, VOICE, FLUENCY COMMON CORE STANDARDSCCS.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.CCS.SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.CS.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.CCS.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCS.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speaking clearly at an understandable pace.CCS.SL.5.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speaking clearly at an understandable pace.

AAC

SOS: ____will receive visual, verbal, and tactile cues as needed to aid in development of his/her functional communication. Consultation services to observe and collaborate with staff on training and use of AAC and to aid in his/her overall communication needs.

SAM: individual/group speech therapy sessions to aid in her attention to tasks and allow for repeated practice

Given visual scenes and/or verbal situations, ________ will access on her device common classroom, daily living, and community vocabulary using categorical organization in _____% of opportunities over 3 consecutive sessions given no more than 1 prompt.

Given visual scenes, __________will use minimum of 3+ word utterances using AAC device, which contain a core list of (pronouns, helping verbs, verbs, prepositions, and adjectives) with no more than 1 prompt over 3 consecutive sessions.

_____________will respond to teacher directed questions by touching an appropriate symbol on the display of his voice output communication device when a visual cue or gesture prompt is provided in _____% of opportunities per day.

_____________will independently request needs/wants and/or make a comment about his environment/activity appropriately in ______% of opportunities per day.

__________will label objects, events, and locations using vocalizations and/or AAC device to answer question or comment appropriately in ____% of opportunities.

NON-VERBAL COMMUNICATION:

__________will use intentional non-verbal means(gestures, vocalizations, and pictures) to communicate with a listener in _____% of opportunities over 3 consecutive sessions.

CCS.LS.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCS.LS.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CCS.LS.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCS.LS.3.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 3 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.4.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 4 topic s and tests building on others’ ideas and expressing their own clearly.CCS.LS.5.1 Engage effectively in a range of collaborative discussions (one-on-one) in groups, and teacher led) with diverse partners on grade 5 topic s and tests building on others’ ideas and expressing their own clearly.