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Functional domain

Receptive Language IEP goals

Receptive language goals measure how well a student understands spoken language: directions, concepts, questions and longer spoken passages. Because understanding is invisible, every goal needs an observable response such as following the direction, pointing, answering or retelling.

Common measurability defects

  • Writing "will understand directions" with no observable response, number of steps or setting.
  • Giving directions with gestures or repeated models during probes, which measures imitation rather than comprehension.
  • Never testing in the classroom, so the team cannot tell whether gains in therapy help the student follow real instruction.
  1. 01Grades K-2Speech/Language

    Baseline

    In kindergarten, follows 2-step directions containing basic temporal and spatial concepts (first, then, before, after, under, behind) in 3 of 10 trials (30%) without gestures. CELF Preschool-3 Receptive Language Index of 74.

    Annual goal

    By [annual review date], given 10 spoken 2-step directions that contain basic temporal and spatial concepts, without gestures or repetition, the student will follow both steps in the correct order in at least 8 of 10 trials across 3 consecutive sessions.

    Measured by: SLP records 10 novel direction trials per session on a data sheet. The kindergarten teacher records 5 classroom direction trials weekly. Data graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will follow 1-step directions with a target concept in 8 of 10 trials across 3 sessions.
    2. By the end of the second grading period, the student will follow 2-step directions with first and then in 7 of 10 trials across 3 sessions.
    3. By the end of the third grading period, the student will follow 2-step directions with mixed concepts in 7 of 10 trials across 3 sessions.
  2. 02Grades K-2Autism

    Baseline

    In 2nd grade, after listening to a short paragraph read aloud, answers "what" questions correctly in 6 of 10 trials and "who" and "where" questions in 2 of 10. Often repeats the last words of the question.

    Annual goal

    By [annual review date], after listening to a 3- to 5-sentence passage read aloud, the student will answer who, what, where and when questions with a correct verbal or picture-supported response in at least 16 of 20 questions across 3 consecutive weekly probes.

    Measured by: Weekly 20-question probes on unfamiliar passages (5 of each question type), administered by the SLP or special education teacher and scored by question type. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will answer who and what questions correctly in 12 of 20 trials with a visual question-word cue.
    2. By the end of the second grading period, the student will answer who, what and where questions correctly in 14 of 20 trials.
    3. By the end of the third grading period, the student will answer all 4 question types correctly in 15 of 20 trials.
  3. 03Grades 3-5OHI

    Baseline

    In 4th grade, follows 3-step classroom directions given to the whole class without repetition in 2 of 10 observed opportunities. Completes the first step and then waits or asks a peer.

    Annual goal

    By [annual review date], when the teacher gives a 3-step direction to the whole class, the student will complete all 3 steps in order without a repeated direction in at least 8 of 10 observed opportunities on 3 consecutive weekly observations.

    Measured by: Weekly classroom observations of 10 multi-step direction opportunities, recorded by the special education teacher or paraprofessional on an opportunity data sheet. Use of a verbal rehearsal strategy is noted. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will repeat a 3-step direction aloud and complete it in 5 of 10 opportunities.
    2. By the end of the second grading period, the student will complete 3-step directions without repetition in 6 of 10 opportunities.
    3. By the end of the third grading period, the student will complete 3-step directions without repetition in 7 of 10 opportunities.
  4. 04Grades 3-5Speech/Language

    Baseline

    In 5th grade, after listening to a 2-minute recorded informational passage, states the main idea in 2 of 10 trials and recalls an average of 1 supporting detail. Reading comprehension of the same passages is stronger when text is visible.

    Annual goal

    By [annual review date], after listening once to an unfamiliar 2-minute informational passage, the student will state the main idea and at least 3 supporting details in at least 8 of 10 trials across 3 consecutive biweekly probes.

    Measured by: Biweekly listening comprehension probes of 10 recorded passages, scored by the SLP for main idea and number of details. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will state the main idea in 5 of 10 trials using a listening map.
    2. By the end of the second grading period, the student will state the main idea and 2 details in 6 of 10 trials.
    3. By the end of the third grading period, the student will state the main idea and 3 details in 7 of 10 trials.
  5. 05Grades 6-8ID

    Baseline

    In 7th grade, during life skills cooking lessons, follows 1-step spoken directions with 90% accuracy and 2-step directions in 4 of 10 trials (40%). Needs a gesture or model to begin the second step.

    Annual goal

    By [annual review date], during cooking, classroom jobs and vocational tasks, the student will follow spoken 3-step directions in the correct order without gestures or models in at least 8 of 10 trials across 3 consecutive weekly sessions.

    Measured by: Weekly 10-trial direction probes embedded in life skills and vocational sessions, recorded by the special education teacher on a prompt-level data sheet. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will follow 2-step directions in 7 of 10 trials across 3 sessions.
    2. By the end of the second grading period, the student will follow 2-step directions in 9 of 10 trials and 3-step directions in 5 of 10 trials.
    3. By the end of the third grading period, the student will follow 3-step directions in 7 of 10 trials across 3 sessions.
  6. 06Grades 9-12Speech/Language

    Baseline

    In 10th grade, after a 10-minute class lecture, answers 4 of 10 comprehension questions correctly and asks for clarification 0 times. Notes capture 2 of 8 key points from the lecture.

    Annual goal

    By [annual review date], during a 10-minute content-area lecture, the student will use a guided note template to record at least 6 of 8 key points, ask at least 1 clarifying question and answer at least 8 of 10 comprehension questions correctly on 3 consecutive biweekly probes.

    Measured by: Biweekly lecture probes in science or social studies, with notes scored against the teacher's key point list and questions scored by the SLP. Clarifying questions tallied by the content teacher. Graphed and reported each grading period.

    Short-term objectives

    1. By the end of the first grading period, the student will record 4 of 8 key points and answer 6 of 10 questions on 2 consecutive probes.
    2. By the end of the second grading period, the student will record 5 of 8 key points, ask 1 clarifying question and answer 7 of 10 questions on 2 consecutive probes.
Phonics & DecodingReading FluencyReading ComprehensionVocabularyWritten ExpressionSpellingMath CalculationMath Problem Solving

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