Functional domain
Expressive Language IEP goals
Expressive language goals target how a student puts words together to request, describe, explain and narrate, whether by speech or an AAC system. Language samples, utterance counts and narrative rubrics give the team observable data on length, complexity and completeness of what the student says.
Common measurability defects
- Writing "will use complete sentences" without defining a complete sentence, the setting or how many utterances are sampled.
- Counting responses that were prompted by a full verbal model as independent expressive language.
- Ignoring AAC users by writing goals that only count spoken words, so the student's actual communication is never measured.
- 01Grades K-2Speech/Language
Baseline
In kindergarten, mean length of utterance (MLU) of 2.4 morphemes in a 50-utterance play-based language sample. Omits plural -s, past tense -ed and the verb is in 80% of obligatory contexts. CELF Preschool-3 Expressive Language Index of 71.
Annual goal
By [annual review date], during play and picture description, the student will produce utterances with an MLU of at least 3.8 morphemes and use plural -s, regular past tense -ed and the copula is or are correctly in at least 80% of obligatory contexts across 2 consecutive 50-utterance language samples.
Measured by: Language samples of 50 utterances collected by the SLP at the end of each grading period and analyzed for MLU and morpheme use. Weekly therapy data on 20 elicited morpheme trials. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will reach an MLU of 2.9 and use plural -s in 70% of obligatory contexts.
- By the end of the second grading period, the student will reach an MLU of 3.3 and use plural -s and copula is or are in 70% of obligatory contexts.
- By the end of the third grading period, the student will reach an MLU of 3.6 and use all 3 target morphemes in 75% of obligatory contexts.
- 02Grades K-2Autism
Baseline
In 1st grade, uses a speech-generating device to make single-symbol requests (more, eat, help) an average of 5 times per 30-minute observation, always in response to an adult prompt. Does not use the device to comment.
Annual goal
By [annual review date], during snack, play centers and morning meeting, the student will use the speech-generating device to independently initiate at least 15 communicative messages of 2 or more symbols (requests, comments or questions) per 30-minute observation on 4 of 5 consecutive weekly observations.
Measured by: Weekly 30-minute event-recording observations by the SLP or special education teacher, coding each message by length, function and prompt level. Device usage logs reviewed monthly. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will initiate at least 6 single-symbol requests per observation without a prompt on 3 of 5 observations.
- By the end of the second grading period, the student will initiate at least 10 messages per observation, 5 of them 2 or more symbols, on 3 of 5 observations.
- By the end of the third grading period, the student will initiate at least 12 multi-symbol messages per observation, including 2 comments, on 3 of 5 observations.
- 03Grades 3-5Speech/Language
Baseline
In 3rd grade, in a story retell of a wordless picture book, produces 2 complex sentences with conjunctions (because, so, but, when, after) in 25 utterances. Narrative scores 5 of 14 on a story-grammar rubric.
Annual goal
By [annual review date], when retelling or generating a narrative from a wordless picture book, the student will produce at least 8 grammatically correct complex sentences using a variety of conjunctions and score at least 11 of 14 on the story-grammar rubric on 3 consecutive monthly narrative samples.
Measured by: Monthly recorded narrative samples (25 utterances minimum) transcribed and scored by the SLP for complex sentences and story-grammar elements. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce 4 complex sentences and score 7 of 14 on the rubric in a monthly sample.
- By the end of the second grading period, the student will produce 6 complex sentences and score 9 of 14 on the rubric.
- By the end of the third grading period, the student will produce 7 complex sentences and score 10 of 14 on the rubric.
- 04Grades 3-5ID
Baseline
In 5th grade, when asked to describe a familiar object, names it and gives 1 attribute (usually color) in 7 of 10 trials. Does not name category, function, location or parts without a model.
Annual goal
By [annual review date], when shown a familiar object or picture and asked to describe it, the student will use a visual attribute map to state at least 4 attributes (category, function, parts, location, appearance) in complete sentences for 8 of 10 items on 3 consecutive biweekly probes.
Measured by: Biweekly 10-item description probes using objects and photos not used in instruction, recorded by the SLP for number of attributes and sentence completeness. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will state 2 attributes, including category, for 7 of 10 items on 2 of 3 probes.
- By the end of the second grading period, the student will state 3 attributes for 7 of 10 items on 2 of 3 probes.
- By the end of the third grading period, the student will state 4 attributes for 7 of 10 items on 2 of 3 probes.
- 05Grades 6-8Speech/Language
Baseline
In 7th grade, when explaining how to complete a familiar multi-step task (making a sandwich, setting up a science lab), includes 3 of 8 required steps in order, uses vague terms ("that thing", "you do it") and scores 6 of 16 on an expository explanation rubric.
Annual goal
By [annual review date], when orally explaining a multi-step process from class or daily life, the student will state the goal, list all required steps in order with precise vocabulary and sequential transitions, and close with a summary, scoring at least 13 of 16 on the expository rubric on 3 consecutive monthly probes.
Measured by: Monthly recorded oral explanation probes on unfamiliar topics, scored by the SLP on a 16-point rubric (goal, sequence, vocabulary, transitions, completeness), with 25% scored by the general education teacher. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will score 9 of 16 using a sequencing organizer on 2 consecutive probes.
- By the end of the second grading period, the student will score 11 of 16 using the organizer on 2 consecutive probes.
- By the end of the third grading period, the student will score 12 of 16 without the organizer on 2 consecutive probes.
- 06Grades 9-12Autism
Baseline
In 10th grade, in mock job interviews, answers 3 of 10 common questions ("Tell me about yourself", "Why do you want this job?") with a relevant answer of more than one sentence. Gives one-word answers or talks about a preferred topic on the rest.
Annual goal
By [annual review date], during a mock job interview with an unfamiliar adult, the student will answer at least 8 of 10 common interview questions with a relevant response that includes at least 2 supporting details and stays on topic, on 3 consecutive monthly interviews.
Measured by: Monthly recorded mock interviews with school staff the student does not know well, scored by the SLP or transition coordinator on a 3-point scale per question (relevant, 2 details, on topic). Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will answer 5 of 10 questions with a relevant multi-sentence response using a cue card.
- By the end of the second grading period, the student will answer 6 of 10 questions with a relevant response and 2 details using a cue card.
- By the end of the third grading period, the student will answer 7 of 10 questions with 2 details without a cue card.
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