Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Motivation and
Interest
❒ Maintain attention to a literacy-related activity for
❒
minutes.
will stay with the adult while they look at or read the book for at least five minutes, at least
one time a week for three weeks
❒ Given daily opportunities to select from a regularly changing assortment of (print based, online
and/or powerpoint) books, the student will successfully communicate a choice on 4 out of 5 days.
❒ Attends to story reading as noted by
_____ visual focus, _____ motor action, or _____ direct vocalization
Literacy
Interactions
Given multiple practice opportunities,
will use personal gestures to interact with peers and
adults by indicating choices with at least 4 interactions daily for 3 of 4 probe checks in a 9 week
period. (Pre-Symbolic Level)
After listening to a story adapted with symbols and a repeated line 5 times for 5 different purposes,
will use his AAC device to read the word/line given an expectant pause cue for 3 of 4 stories each 9
weeks. (Pre-Symbolic Level)
will the indicate “turn the page” on her communication board to indicate it is time to turn it
after the teacher has read each page
Print and Book
Awareness
Will orient and/or respond to visual images
By (month/day/year), (student) will orient to visual images by looking at a picture book for (_____)
seconds for ____ of ____ trials over (____) trial days/weeks as measured by data collection.
By (month/day/year), (student) will respond to visual images by turning the pages of a picture book
for ____ of ____ trials over (____) trial days/weeks as measured by data collection.
Will locate the front and back cover of a book
By (month/day/year), when given a book, (student) will locate the front and back cover of the book
by pointing upon teacher request for ___ of ___ trials for (___) trial days/weeks as measured by data
collection
Find the title on the cover of a book
By (month/day/year), when given a book, (student) will locate the title on the cover of a book by eye
gaze upon teacher request for ___ of ___ trials for (___) trial days/weeks as measured by data
collection.
Follow words from left to right and top to bottom of a printed page.
By (date), when given a book, (name) will follow words from left to right and top to bottom on a
printed page with ___% accuracy in ___ out of ___ trials as measured by teacher-charted observation/
data.
By (date), when given a book with one line entries, (name) will follow words from left to right of a
printed page with ___% accuracy in ___ out of
___ trials as measured by teacher charted observation/data.
By (date), when given a book with no more than two line entries per page, (name) will follow words
from left to right and top to bottom of a printed
page with ___% accuracy in ___ out of ___ trials as measured by teacher-charted observation/data.
Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology
August 17, 2017
1
Look at a computer screen
Look at picture icons
Scan pages of a book
Point to a picture of an object named
Activate a switch
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
Note: There are areas of overlap and statements may appear in more than one category.
When books are available to
, s/he will independently pick them up, open them, turn them right side up (if necessary) turn their pages one at a
Print and Book
time and point to the pictures, maintaining attention on the book for at least three minutes, four times in two settings.
Awareness con’t.
When presented with a book, __________ will locate print on a page _____ out of _____ times.
• Will hold book correctly.
• Will differentiate between pictures and words.
During book reading, __________ will identify parts of a book with _____ % accuracy.
1. Will identify the front cover and back cover.
2. Will identify author.
Recognize that sentences in print are made up of separate words.
By (date),
when given a sentence, (name) will recognize that sentences are made up of words with ___% accuracy in ___ out of ___ trials as measured by student
work samples/teacher-charted observation/data.
By (date), when given a sentence, (name) will state the number of words in the sentence with ___% accuracy in ___ out of ___ trials as measured by
student work samples/teacher- charted observation/data.
When presented with a 3-4 word sentence, __________ will locate a single printed word, _____ out of _____ times.
1.Will distinguish letters from words.
2.Will recognize that sentences are made of separate words.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology
August 17, 2017
2
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Letter and Word
Recognition
Match pairs of lower case letters
Play alphabet BINGO game
Match same case with a template to form words
Will match same case letters
By (month/day/year), (student) will match same case letters for (___) capital letters for ___ of ___
trials over (___) trial days/weeks as measured by data collection.
Will match lower case to upper case letters
Point to correct lower case letter when shown
By (month/day/year), (student) will match lower case letters to upper case letters for 26 pairs of letters upper case letters
for ___ of ___ trials over (___) trial days/weeks as measured by data collection.
Use keyboard to accurately type words and
letters in upper and lower case
Will identify first letter of first/last name
By (month/day/year), when shown written example of own name, (student) will identify the first letter
of first name by pointing to the correct letter for ___ of ___ trials over (___) trial days/weeks as
measured by data collection.
Select the first letter of their name
Put magnetic letter in correct position of their
name with first letter missing
Select first letter of name from a field of (2, 3,
etc.)
Will select own first name
By (month/day/year), when presented with 3 or more names (student) will select own first name for
___ of ___ trials over (___) trial days/weeks as measured by data collection.
Locate own schedule
Select own labeled work bin
Will select name card of a named classmate or teacher
By (month/day/year), when given a field of (___) names of people in the class (student) will select
name card of a named classmate for ___ of ___ trials over (___) trial days/weeks as measured by
data collection.
Recognize by pointing to other students by name
Recognize by pointing to the teacher or staff
members in the classroom by name
Match name card to other students
Match name card to the teacher or staff members
in the classroom
Will match like sight words
(student) will match like sight words for ___ of ___ trials over (___) trial days/weeks as measured by
data collection.
Match
Match
Match
Match
days of the week
months of the year
locations at school
locations at home
Will match written words to corresponding pictures
By (month/day/year), when given (___) number of printed words and pictures (student) will match
written words to corresponding pictures for ___ of ___ trials over (___) trial days/weeks as measured
by data collection.
Match
Match
Match
Match
Match
Match
picture menu to words
picture schedule icons to words
weather pictures to words
color words to color
number words to numeral
shape words to shapes
•
will correctly go to, point to or say his name to indicate he knows when it is his turn at
circle, where to sit and where to put his belongings, when his printed name is moved around, three
out of five times in one week.
•
When reading a book,
will read five words that s/he sees frequently, such as girls, boys,
stop, dog and train, two times each in two different settings over two weeks.
•
When given a list of classmates names, __________ will match his/her own name in print _____
out of _____ times.
1. When given a choice of 2 names, __________ will match his/her name.
2. When given a choice of 5 names, __________ will match his/her name.
Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology
August 17, 2017
3
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Letter and Word
Recognition
Will identify common environmental signs
By (month/day/year), when in the classroom/community, (student) will identify common environmental
sign by indicating correct symbol from a field of (#) ____ of ____ trials for (____) trial days/weeks as
measured by data collection.
Verbally label environmental signs/symbols in the
community
Use augmentative communication device to
identify environmental signs/symbols in the
classroom or community
Use correct gender restroom
Will identify common restaurants and/or community resource signs
Locate the bus stop
By (month/day/year), when in community, (student) will identify given a verbal cue to “put with same” Locate school office/nurse
____ of ____ trials for (____) trial days/weeks as measured by data collection.
Find specific locations on campus by reading
signs
When presented with letters of the alphabet, __________ will recognize the letters of his/her first
name in print with _____ % accuracy.
Will recognize their name in print.
Will recognize the first 3 letters of their name.
When presented with letters of the alphabet, __________ will name all upper and lower case letters of
the alphabet with _____ % accuracy.
1.Will name 10 letters of the alphabet and identify whether a letter is upper or lower case.
2.Will name 20 letters of the alphabet and identify whether a letter is upper or lower case.
Match symbol or cue to activity or function
Will match picture to object
By (month /year), when given a picture of an object and when given a cue “match” (student) will
match picture to object for ____ of ____ trials over (____) trial days/weeks as measured by data
collection.
Play picture to object lotto game
Select desired food item using a picture to the
item
Enter a restaurant that is represented by a picture
Match picture of letter to magnetic letter
Will match picture to picture
By (month /year), when presented with an array of 3 or more pictures and given a picture of one of
those that match a picture in the display, (student) will match the picture to the appropriate picture for
____ of ____ trials over (____) trial days/weeks as measured by data collection
Play picture lotto game with peers
Matching letters to letters
Will identify the appropriate symbol or object that represents the specific activity or function
By (month/day/year), when using a daily schedule, (student) will identify the appropriate symbol that
represents the specific activity, by taking the picture to the correct location in the
classroom ____ of ____ trials for (____) trial days/weeks as measured by data collection.
Identify common traffic signs/symbols by placing
markers on appropriate matching symbols during
a community signs Bingo game
Identify (verbally or gesturally) the appropriate
common traffic sign/symbol
Identify common traffic signs/symbols by correctly
selecting the appropriate sign on the computer
screen
When shown a video of students in the
community, will match the correct sign with the
student’s actions
After listening to a story adapted with symbols and a repeated line 5 times for 5 different purposes,
will (use his AAC device to) read the word/line given an expectant pause cue for 3 of 4 stories each 9
weeks. (Pre-Symbolic Level)
Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology
August 17, 2017
4
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
Note: There are areas of overlap and statements may appear in more than one category.
Phonological Awareness
When presented with word families, __________ will recognize and produce words that rhyme _____ out of _____ times.
1. Will identify words and environmental sounds that are the same or different.
2. Will recognize and point to 2 words/pictures that rhyme.
When presented with environmental sounds, __________ will recognize sounds that are the same and different _____ out of _____ times.
1. Associate object with sound.
2. Associate picture with the sound.
When presented with a list of words, __________ will identify, blend and segment syllables _____ out of _____ times.
1. Will orally blend words with picture prompts.
2. Will orally segment words with picture prompts.
When presented with environmental sounds will point to specific source of sound when typical sound of object is made with ____ % accuracy.
1. Will turn to source of environmental sound
When presented with a song or poem will imitate ____ rhyming words with ____ % accurately.
Identify rhyming words in response to an oral prompt.
Given a graphic organizer and object support, identify rhyming words, provided limited options (e.g., identify words that rhyme with cat)
Given a graphic organizer and picture support, identify rhyming words (e.g., identify words that rhyme with cat)
Given a graphic organizer, identify rhyming words (e.g., identify words that rhyme with cat)
Phonemic Awareness
When given a one syllable word, __________ will blend and segment individual phonemes _____ out of _____ times.
1. Will blend individual phonemes.
2. Will segment individual phonemes.
Identify 2 phonemes as being alike or different
Identify two objects that start with the same phoneme
Decoding
When presented with word families, __________ will recognize and produce words that rhyme _____ out of _____ times.
1. Will identify words and environmental sounds that are the same or different.
2. Will recognize and point to 2 words/pictures that rhyme.
When given a list of words, __________ will associate letters with their corresponding sounds _____ out of _____ times.
1. Will recognize 10 letters and their sounds.
2. Will recognize 20 letters and their sounds.
Identify sound/symbol relationship for _________ consonant sounds.
Match initial letter sounds in one-syllable words
Identify initial letter sounds in one-syllable words
Imitate initial letter sounds in one-syllable words
Compiled by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, 2017
5
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Reading
Comprehension
Will respond appropriately to a pictured request/direction
By (month/day/year) given a picture schedule, (student) will respond appropriately to a pictured
request, by demonstrating the appropriate action for ____ of ____ trials over (____) trial days/weeks
as measured by data collection.
Respond to a behavior picture card, i.e., raise
hand
Follow a picture schedule
Shop for pictured items requested by teacher
Respond to a transition card
Symbol
Recognition
Will make a choice from a field of two objects / pictures / words
By (month/day/year), (student) will make a choice from a field of two pictures by (specify mode of
communication here) the picture of the preferred activity for ____ of ____ trials over (____) trial days/
weeks as measured by data collection
Select the appropriate picture or word choice on
an augmentative device
Sign a request when given a choice (e.g.,
bathroom, computer, water)
Select picture/symbol and hand it to staff member
Word Meaning
By (date), when shown a variety of product labels one at a time, (name) will identify common signs and
labels by naming product ___% of the time ___ out of ___ days as observed and charted by staff.
When a familiar story is read aloud will identify by pointing/touching ____ representations/pictures of
characters/objects with ____ % accuracy.
1. Will point/touch one object with physical prompt
2. Will point/touch 2 objects with verbal prompt
Will recognize pictures for specific activities
By (date), when transitioning between activities throughout the school day, (name) will recognize
pictures for specific activities by independently going to the next activity on his picture schedule with
___% accuracy over ___ consecutive days as observed and recorded by staff.
When presented with a set of ____ objects from familiar stories, will point/touch named object with
____ % accuracy.
1. Will point to or touch one named object with only one choice
2. Will point to or touch one named object with ____ possible choices
When a familiar story is read aloud will identify by pointing/touching ____ representations/pictures of
characters/objects with ____ % accuracy.
1. Will point/touch one object with physical prompt
2. Will point/touch 2 objects with verbal prompt
Describe common objects and events with a increasing vocabulary
When taught new vocabulary, __________ will use it to describe persons, objects and
actions with _____ % accuracy.
1. Will describe persons and objects.
2. Will describe actions.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, 2017
6
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Understanding
of Text &
Word Meaning
_________ will read and locate key information with charts, directories, maps, menus and schedules
with/without assistance at _____ percent accuracy as measured by ___________.
❒ Read and follow one step written directions.
❒ Read and choose items from a picture/written menu.
❒ Read and choose a meal from a school cafeteria menu.
When a familiar story is read aloud will identify by pointing/touching ____ representations/pictures of
characters/objects with ____ % accuracy.
1. Will point/touch one object with physical prompt
2. Will point/touch 2 objects with verbal prompt
Answering
Questions
Will respond to simple questions about text (using preferred mode of communication)
By (month/day/year), after being read a story, (student) will respond to simple questions about the
text by (specify mode of communication here) ____ out of ____ factual questions (___) times per day
for (__) of (___) trial days as measured by data collection.
Will answer “Wh” questions about materials read (using preferred mode of communication)
By (month/day/year), after orally reading a developmentally-appropriate story, (student) will answer
“Wh” questions about materials read using (specify mode of communication here) for ____ of ____
questions per story ____ times per day for (__) of (__) trial days as measured by data collection
Circle correct answer from a field of three
Select correct answer using preferred method of
communication
Given direct instruction and multiple practice opportunities,
will use eye gaze to select from an
array of 3 objects to respond to questions during a group literacy activity with at least 3 responses
daily for 3 of 4 probe checks in a 9 week period. (Pre-Symbolic Level)
Recall
Information
Will recall events/story (using preferred mode of communication)
By (month/day/year), after orally reading a primer-level story, (student) will recall events by retelling
the story in his/her own words by (specify mode of communication here) noting beginning/middle/end
for ____ out of ____ opportunities for (___) of (___) trial days as measured by data collection
Retell a personal experience in sequential order
Retell a story presented to him/her by staff in his/
her own words correctly sequencing events
Use pictures to recall major points in sequence
Will use pictures to sequence two or more major points in a story or expository text
By (month/day/year), after listening to a developmentally appropriate story, (student) will use pictures
to sequence two or more major points in a story or expository text for ____ questions per story (___)
times per day for (__) of (__) trial days as measured by data collection.
Use communication device to put pictures in order
after listening to oral story
Use mouse to place pictures in proper sequence
on a computer
Will put two or more pictures of a pictured activity in sequence
By (month/day/year), during classroom activities, (student) will put two or more pictures of a pictured
activity in sequence for ____ of ____ trials for (__) of (__) trial days as measured by data collection
Put sequence of a daily activities in order
Put picture of tooth brushing activities in proper
order
Put menu items in preparation order
After a story is read aloud to the group, __________ will retell at least three important facts from a
non-fiction text _____ out of _____ opportunities.
1. Will identify three pictures from a story that provides information.
2. Will provide three details from the text.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology Aug. 5, 2017
7
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Recall
Information
con’t.
Student will follow a schedule
By (date), when given a schedule with two activities in picture form, (name) will follow schedule by
picking up the picture at the top of the schedule and placing it on corresponding work area,
completing the task and placing the picture on a “done” section of their schedule ___% of the time on
___ out of ___ trial days as observed and charted by staff.
When a text is read aloud, __________ will identify pictures of characters, objects or events _____ out
of _____ occurrences.
Will identify first event
By (month/day/year), after reviewing the day’s activities, (student) will identify first event by pointing
to first activity for (__) of (__) trial days over a (___) week period of time as measured by data
collection.
Identify first step of job sequence
Identify first step of meal preparation
Identify first step of a playground activity
Recall A Sequence Will identify last event
By (month/day/year), following a leisure time game, (student) will identify the last eventwhen asked by
Of Events
staff by (specify mode of communication here) ____ of ____ trials for (__) of (__) trial days as
measured by data collection.
Will sequence two pictures into beginning and ending event
By (month/day/year), after vocational activity, (student) will sequence two pictures into beginning and
ending eventby putting pictures in correct activity order ____ of ____ trials for (__) of (__) trial days as
measured by data collection
Given multiple practice opportunities,
will use up to 4 digital pictures to retell a story or
personal event in sequence one opportunity daily for 3 of 4 probe checks in a 9 week period.
(Symbolic Level)
When a text is read aloud, __________ will retell the beginning, middle, and end with _____ %
accuracy.
1. Retell story in own words.
2. Identify characters, setting.
3. Identify main events.
After a story is read aloud to the group, __________ will answer who, what and where questions from
a non-fiction story given _____ % accuracy.
1. Will answer “who” and “what” questions pertaining to the story.
2. Will answer “where” questions pertaining to the story.
The student will demonstrate knowledge of the sequence of events in stories and apply that to the
beginning, middle and end of a story
For example:
will sequence three events from a story or from content area subjects.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, 2017
8
Sequence beginning and end of a story
Sequence beginning and end of a recipe
Sequence the beginning and end of a hand
washing activity
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Will identify the action of a character in a narrative story.
By (month/day/year), after listening to a story, (student) will identify the action of a character in a
narrative story by (specify mode of communication here) to state the action when questioned ____ of
____ trials for (__) of (__) trial days as measured by data collection.
Follow Written
Directions
After watching a movie, identify the action of a
character
After a physical activity, identify the action of
their peers
_______ will follow written directions at ________ level with __________ percent accuracy as
measured by ________.
Read and follow one step written directions.
Read and follow __ step written directions.
Read and follow written information found on notes and lists.
Use a shopping list of pictures/labels/printed words.
Read and follow recipes.
Identify abbreviations on directions, e.g., recipes, shopping, maps.
Read and follow written direction for recreational games.
_________ will read and locate key information with charts, directories, maps, menus and schedules
with/without assistance at _____ percent accuracy as measured by ___________.
Read and follow one step written directions.
Read and choose items from a picture/written menu.
Read and choose a meal from a school cafeteria menu.
Identify the action
of a character
Identify the
emotions of a
character
Will identify the action of a character in a picture
By (month/day/year), when presented with a picture, (student) will identify the action of the character
in the pictureby stating the action by (specify mode of communication here) ____ of ____ trials for (__)
of (__) trial days as measured by data collection.
Use pictures in a magazine to identify action of a
character
Use pictures on a computer to identify action of a
character
Will role play the emotion(s) of a character in a narrative story
By (month/day/year), after watching a video story, (student) will role-play the emotions of a
characterby (specify mode of communication here) ____ of ____ trials for (__) of (__) trial days as
measured by data collection.
Role play the emotions of peers after a
playground conflict
Role play the emotions of characters in a story
Will identify own feelings
Communicate feelings and match the
By (month/day/year), (student) will identify own feelingsby (specify mode of communication here) from corresponding picture from a field of (___) photos
a field of (__) to indicate if they are happy or sad ____ of ____ trial days (__) of (__) trial days as
measured by data collection.
Will select the picture representing the emotion of a character in a narrative story
By (month/day/year), after listening to a story, (student) will select the picture representing the
emotion of a character in the storyby matching the requested emotion for ____ of ____ trials for (__)
of (__) trial days as measured by data collection.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, 2017
9
Use preferred mode of communication to select
the emotions of the characters
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
More Specific Examples
Note: There are areas of overlap and statements may appear in more than one category.
Vocabulary
Will describe common objects and events with an increasing vocabulary
When taught new vocabulary, __________ will use it to describe persons, objects and actions with
_____ % accuracy.
1. Will describe persons and objects.
2. Will describe actions.
Follow Written
Directions
_______ will follow written directions at ________ level with __________ percent accuracy as
measured by ________.
_________ will read and locate key information with charts, directories, maps, menus and schedules
with/without assistance at _____ percent accuracy as measured by ___________.
❒ Read and follow one step written directions.
❒ Read and choose items from a picture/written menu.
❒ Read and choose a meal from a school cafeteria menu.
Make
Predictions
When presented with a story __________ will make predictions about the content _____ out of _____
times.
Answer prediction questions by selecting a picture/object from a set of three to predict an outcome or
next event.
When presented with a story __________ will make predictions about the content _____ out of _____
times.
1. Will use pictures to make predictions
2. Will use text features to make predictions.
there were other things on this list
Predict what might happen next during reading of text.
Predict what will happen next, using pictures and content as a guide.
Make predictions while reading and support predictions with information from the text or prior
experience.
Predict content, events and outcomes from illustrations and prior experience and support those
predictions with examples from the text or background knowledge.
Predict content, events and outcomes by using chapter titles, section headers, illustrations and story
topics, and support those predictions with examples from the text.
When presented with a story __________ will make predictions about the content _____ out of _____
times.
Answer prediction questions by selecting a picture/object from a set of three to predict an outcome or
next event.
When presented with a story __________ will make predictions about the content _____ out of _____
times.
1. Will use pictures to make predictions
2. Will use text features to make predictions.
Compiled from a variety of sources by Vicki Rothstein, M.A. RSLP Certified in Speech-Language Pathology August 17, 2017
10
Connect information or ideas in text to prior
knowledge and experience.