Communication IEP goals

By the annual review date, when [Student] wants an item or activity that is out of reach, they will request it using words, signs or their communication system in 8 of 10 opportunities, as measured by a request tally kept by classroom staff.

By the annual review date, when asked a direct question about a familiar topic, [Student] will answer with a relevant response with 85% accuracy, as measured by weekly language probes recorded on a data sheet.

By the annual review date, when given a two-step oral direction, [Student] will carry out both steps in order with 88% accuracy, as measured by weekly direction-following probes.

By the annual review date, during structured activities, [Student] will use their communication system to comment or request with no adult prompting, as measured by a prompting-level data sheet kept during activities.

By the annual review date, when describing a picture or event, [Student] will speak in utterances averaging 6 words per utterance, as measured by language samples collected and analysed monthly.

By the annual review date, during classroom conversation, [Student] will produce their target sound correctly in words with 85% accuracy, as measured by classroom speech samples scored by staff.

By the annual review date, when [Student] needs help, a break or a material, they will say or show which one using their communication system in 8 of 10 opportunities, as measured by a communication tally kept by staff.

By the annual review date, when asked to describe an object, event or process, [Student] will give 5 relevant details in a logical order, as measured by weekly description tasks scored against a checklist.

By the annual review date, when asked what happened during an activity, [Student] will retell it in order including who, what and where, with 85% accuracy against a scoring guide, as measured by weekly retell tasks scored against a guide.

By the annual review date, in a conversation with a peer, [Student] will take 6 exchanges on the same topic, responding to what the peer said, as measured by turn counts recorded during structured social time.

By the annual review date, when a listener does not understand, [Student] will repeat or rephrase the message rather than giving up, in 4 of 5 opportunities, as measured by observation records kept during conversation.

By the annual review date, during class discussion, [Student] will contribute a relevant comment or question in 4 of 5 lessons, as measured by a participation tally kept during discussion.

By the annual review date, when asked who, what, where, when and why questions about a familiar activity, [Student] will answer the question that was asked with 88% accuracy, as measured by weekly question probes scored with a key.

By the annual review date, in spoken sentences, [Student] will use the target grammatical form — plurals, past tense, or pronouns — correctly with 85% accuracy, as measured by language samples analysed for the target form.

By the annual review date, after a spoken lesson segment, [Student] will answer questions about what was said with 85% accuracy, as measured by weekly listening comprehension checks scored with a key.

By the annual review date, when speaking to a group, [Student] will use a volume and pace an audience at the back can follow, in 4 of 5 observed opportunities, as measured by observation records scored against a speaking checklist.

By the annual review date, when asked to explain how to do something, [Student] will give the steps in order so a listener can follow them, scoring 85% against a step checklist, as measured by weekly explanation tasks scored against a checklist.

By the annual review date, when [Student] has something to share, they will get the listener’s attention before speaking in 8 of 10 opportunities, as measured by a communication tally kept by staff.

By the annual review date, when a speaker uses an idiom, a hint or sarcasm, [Student] will state what was actually meant with 80% accuracy, as measured by weekly scenario probes scored against a guide.

By the annual review date, when giving a short prepared presentation, [Student] will cover all required content points, scoring 85% or higher on the class presentation rubric, as measured by the class presentation rubric applied by the teacher.

By the annual review date, in a practice interview or workplace exchange, [Student] will greet the person, answer questions in complete sentences and close the conversation, scoring 88% on a communication checklist, as measured by practice interviews scored against a checklist.

By the annual review date, when [Student] feels unwell or uncomfortable, they will tell an adult using words, signs or their communication system in 4 of 5 observed opportunities, as measured by staff records of reported discomfort.

By the annual review date, [Student] will use their target communication skill with at least two different adults and in at least two settings, in 4 of 5 observed opportunities, as measured by data sheets kept by staff in each setting.