CATEGORY	TERM	GOALS
Articulation- Phonology	Annual Goals	Student will reduce the number of articulation errors from ___ to ___ as measured by the Goldman-Fristoe Test of Articulation.
Articulation- Phonology	Annual Goals	Student will reduce the severity rating from ___% to ___% as measured by the Arizona Test of Articulation.
Articulation- Phonology	Annual Goals	Student will reduce the use of simplified developmental processes for speech sound production by ___ months as measured by the Khan-Lewis Phonological Analysis.
Articulation- Phonology	Annual Goals	Student will reduce the use of the phonological processes as measured by the Khan-Lewis Phonological Analysis from ___ to ___.
Articulation- Phonology	Short-term Objectives	1. Student will identify correct/incorrect productions of target sounds presented orally, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Given pictures of minimally different pairs (CV and CVC), ___ will correctly produce the difference with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will discriminate between CV and CVC words with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will identify same/different for minimal pairs of /*/ sound presented orally in words, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will identify the absence/presences of /*/ sound, presented orally in words, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will identify the position of /*/ sound in words presented orally, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound final position of words in phrases/sentences, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound final position of words, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound in all position of words in conversational speech and oral reading, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound in isolation/syllables, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound initial position of words in phrases/sentences, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound initial position of words, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound medial position of words in phrases/sentences, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will produce the /*/ sound medial position of words, with ___% accuracy.
Articulation- Phonology	Short-term Objectives	Student will self-correct sound errors during structured speaking activities in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Annual Goals	Student will increase expressive language through the use of augmentative communication devices, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Annual Goals	Student will respond to peer/adult using augmentative/alternative communication means, within one minute of presentation of item/question, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Given a choice of ___ items/pictures, student will select one of ___ items/pictures to indicate a choice within a minute of presentation, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Given a choice of events, student will select a picture icon to indicate a choice within a minute of presentation, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Given a request to find a vocabulary category, student will find that location on the device, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Given a yes/no question related to needs/wants, student will select a yes/no icon to indicate a response within one minute, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Given opportunities, student will use various communication devices (on lean from other people or companies) in order to further his/her expressive language until there is success utilizing a particular device.
Augmentative/ Alternative Communication	Short-term Objectives	School staff will investigate the forms of adaptive equipment that will enable the student to become more independent in the home (phone for calling 911, employer, parents) until there is success using a device.
Augmentative/ Alternative Communication	Short-term Objectives	Student will be responsible for the transportation of AAC to various scheduled locations, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Student will independently navigate the communication system used to access desired vocabulary, in ___ out of ___ opportunities.
Augmentative/ Alternative Communication	Short-term Objectives	Student, along with the speech therapist and teacher, will investigate adaptive equipment that will enable the student to be more independent in communicating wants/needs at home and/or in school until there is success in using a device.
Expressive Language	Annual Goals	Student will increase expressive language scores by ___ months as measured by the following tests; _________________________.
Expressive Language	Annual Goals	Student will increase expressive skills, indicated by the ability to perform the following skills; _____________________________ in ___ out of ___ trials.
Expressive Language	Annual Goals	Student will increase expressive vocabulary by ___ months as measured by the following tests; ________________.
Expressive Language-Describing & Narrating	Short-term Objectives	Student will summarize the main idea of an orally presented story in one complete sentence, in ___ out of ___ trials.
Expressive Language-Describing & Narrating	Short-term Objectives	Student will tell about an item, event or idea using at least ___ specific descriptors during structured speaking activities, in ___ out of ___ trials.
Expressive Language-Describing & Narrating	Short-term Objectives	Student will use specific noun and verbs instead of empty speech, sound effects and gestures, during structured speaking activities, in ___ out of ___ trials.
Expressive Language-Describing & Narrating	Short-term Objectives	Student will verbalize an alternate sentence that expresses the same meaning as a sentence presented by the clinician, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will construct grammatically and meaningfully correct sentences given one curriculum based target word, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will correctly produce word endings to affect the meaning of the utterance, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will correctly use subject pronouns in spontaneous speaking situation, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will correctly use subject pronouns in structured speaking situation, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will recognize and correct the syntactic/grammatical errors, given an orally presented sentence, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use correct form of auxiliary verbs (to be, to have, to do) in oral and written sentences, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use pronouns of the appropriate gender in spontaneous speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use pronouns of the appropriate gender in structured speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use subjective, possessive and objective pronouns at the phrase level, in spontaneous speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use subjective, possessive and objective pronouns at the phrase level, in structured speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use subjective, possessive and objective pronouns at the sentence level, in spontaneous speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use subjective, possessive and objective pronouns at the sentence level, in structured speaking situations, in ___ out of ___ trials.
Expressive Language-Grammar	Short-term Objectives	Student will use the grammatical markers for plurality (s) and present/past verb tense, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will answer questions and participate in classroom discussion in an age-appropriate manner, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will answer simple “wh” questions, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will answer yes/no questions within ___ seconds, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will answer yes/no questions, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will ask for help/assistance on assignments, projects, etc., when having trouble comprehending the material, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will ask simple “wh” questions, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will ask simple yes/no questions, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will construct a complete question in written form, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will construct a complete question verbally, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will form questions by changing the word order of the sentence in spontaneous speaking situations, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will form questions by changing the word order of the sentence in structured speaking activities, in ___ out of ___ trials.
Expressive Language-Questions	Short-term Objectives	Student will respond to “wh” questions about a story following oral presentation of a paragraph length story accompanied by pictures, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will construct a complete sentence in written form, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will construct a complete sentence verbally, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will describe a given action picture using article + subject + is + verb + ing + object, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will describe a given action picture using article + subject + is + verb + ing, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will describe a given action picture using subject + is + verb + ing, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will describe a given action picture using subject + verb + ing, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will expand mean length of utterance from ___ to ___ words in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will repeat verbatim a ___ to ___ word utterance, given one oral presentation, in ___ out of ___ trials.
Expressive Language-Sentence Structure	Short-term Objectives	Student will speak in complete sentences in spontaneous speech, in ___ out of ___ trials.
Expressive Language-Sequencing	Short-term Objectives	Student will retell a story previously heard using ___ details in correct order, in ___ out of ___ trials.
Expressive Language-Sequencing	Short-term Objectives	Student will state which actions occurred before/after another action in a familiar picture sequence activity, in ___ out of ___ trials.
Expressive Language-Sequencing	Short-term Objectives	Student will verbally sequence ___ events of a story correctly, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will compare common objects and state semantic relationships between them, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will construct a complete sentence of at least ___ words, given a stimulus word, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will express basic wants and needs using ___ words vs. pointing or behaviors in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will express synonyms for words provided orally, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will identify or explain a similarity/difference between given pairs of objects/events, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will label objects/pictures/actions in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will name ___ items in a given category, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will name the category of given items, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will use ___ new curriculum based vocabulary in structured situations, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will use ___ new pictures/vocabulary words appropriately in structured activities, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will verbally express basic concepts related to object, location and descriptive qualities, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will verbally imitate labels of objects/pictures, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will, after hearing a ___ syllable word, imitate the whole word including ending sounds, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will, after hearing a two word (CVC+CVC) phrase, imitate the whole phrase including ending sounds, in ___ out of ___ trials.
Expressive Language-Vocabulary & Semantics	Short-term Objectives	Student will, given ___ words/pictures, retain them and tell which two go together and why, in ___ out of ___ trials.
Fluency	Annual Goals	Student will decrease the number of dysfluencies per minute from ___ to ___ in conversational speech.
Fluency	Short-term Objectives	Student will decrease frequency of dysfluencies during oral reading, compared to established baseline.
Fluency	Short-term Objectives	Student will decrease frequency of dysfluencies when talking on the phone for ___ minutes, compared to established baseline.
Fluency	Short-term Objectives	Student will decrease frequency of dysfluencies when talking with peers for ___ minutes, compared to established baseline.
Fluency	Short-term Objectives	Student will decrease frequency/severity of identified secondary behaviors per minute, compared to established baseline.
Fluency	Short-term Objectives	Student will demonstrate generalization of designated fluency techniques by using them in spontaneous speech, in ___ out of ___ trials.
Fluency	Short-term Objectives	Student will discuss his/her speech difficulties openly and freely with the therapist.
Fluency	Short-term Objectives	Student will identify his/her secondary behaviors associated with the dysfluency, in ___ out of ___ trials.
Fluency	Short-term Objectives	Student will recognize and acknowledge that a fluency problem exists.
Fluency	Short-term Objectives	Student will successfully use designated fluency techniques in structured speaking tasks, in ___ out of ___ trials.
Hearing Impaired	Annual Goals	Student will demonstrate skill in the care, maintenance, and use of hearing aids and/or classroom amplification system.
Hearing Impaired	Annual Goals	Student will utilize strategies to enhance speaking, listening and comprehension in the classroom.
Hearing Impaired	Short-term Objectives	Student will consistently and immediately indicate to the teacher when hearing aid batteries are not working.
Hearing Impaired	Short-term Objectives	Student will consistently wear hearing aids/classroom amplification system when appropriate.
Hearing Impaired	Short-term Objectives	Student will determine independently whether to wear personal hearing aids or classroom amplification system, based on setting and activity, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will engage and maintain the listener’s attention and eye contact to maximize the listener’s understanding and communicative feedback, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will have hearing screenings at school, regularly scheduled every ___, or as needed based on health and/or classroom performance.
Hearing Impaired	Short-term Objectives	Student will learn/use lip-reading skills for targeted sounds to enhance ability to understand the speaker, at the sentence level, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will learn/use sign language to communicate or to enhance communication, at the word/sentence/ conversational level.
Hearing Impaired	Short-term Objectives	Student will properly store personal hearing aids and classroom amplification system components independently, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will put on, adjust placement, and remove hearing aid/classroom amplification system independently, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will replace hearing aid batteries independently, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will sit or ask to be seated close to and/or facing the speaker, to enhance hearing and lip-reading skills in the classroom, in ___ out of ___ opportunities.
Hearing Impaired	Short-term Objectives	Student will visually attend to the speaker’s lip movements, body language, and facial expression to enhance understanding, in ___ out of ___ opportunities.
Listening and Auditory Processing	Annual Goals	Student will increase auditory processing of information by ___ months, as measured by The Listening Test/TAPS/TARPS.
Listening and Auditory Processing	Short-term Objectives	Given a story read or heard, student will retell ___ elements of the story in correct sequence, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Given an oral listing of ___ items, student will recall entire list in correct sequence, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will ask to have questions/directions repeated, if he/she was distracted during initial presentation, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will attend to the speaker’s words not just wait for a chance to speak, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will check classroom information with designated buddy, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will follow ___ step oral directions, given one presentation, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will identify and list external and internal distractions, for baseline purposes.
Listening and Auditory Processing	Short-term Objectives	Student will identify same/different for minimal pairs, , in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will identify the main idea/topic of a story/conversation, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will identify the sequence of events in stories read or heard, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will ignore given distractions in structured settings, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will label ___ out of ___ pictures correctly in 10 seconds, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will learn and use Whole Body Listening approach in structured settings, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will recall sequence of events in stories read or heard, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will recall supporting details of story/conversation, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will repeat verbatim ___ word sentences presented orally, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will request extra thinking time to form a response, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will request to have a question/direction repeated more slowly, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will request to have long utterances repeated in smaller, more manageable segments, in ___ out of ___ opportunities.
Listening and Auditory Processing	Short-term Objectives	Student will wait until questions/direction is completed before trying to respond, in ___ out of ___ opportunities.
Oral Motor/Feeding/Swallowing	Annual Goals	Student will improve strength and mobility or oral musculature to a developmentally appropriate level.
Oral Motor/Feeding/Swallowing	Annual Goals	Student will increase oral motor proficiency as indicated by completion of ___ out of ___ oral motor exercises over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Following olfactory stimulation, student will swallow in ___ out of ___ trials over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Following stimulation to each side of the facial arches, student will swallow ___ out of ___ times for each side stimulate, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Following tactile stimulation to the lateral borders of the tongue, student will move the tongue toward the stimulated side, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Given tongue-tip stimulation, student will increase the amount he/she can point the tongue, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will alternately retract and pucker the lips in sequence, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will decrease tongue protrusion while drinking by using a Nosey cup at snack time, on ___ out of ___ days per week.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will lateralize the tongue alternately to both left and right with similar  speed, strength, accuracy, and rhythm on both sides, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will perform a sequence of bilabial closure exercises to include a variety of CV, CVCV, CVCVC combinations, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will perform tongue-tip elevation exercises, independent of jaw movement, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	Student will swallow liquid without tongue-thrusting, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	To increase speech production/to improve nutritional intake, student will differentiate oral movements indicated by the ability to move the lips, tongue, jaw in isolation, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	To increase speech production/to improve nutritional intake, student will increase awareness of the oral mechanism indicated by the ability to locate/touch/move oral structures, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	To increase speech production/to improve nutritional intake, student will learn normal movement patterns indicated by the ability to follow ___ given oral motoric movements, in ___ out of ___ opportunities, over ___ consecutive sessions.
Oral Motor/Feeding/Swallowing	Short-term Objectives	To increase speech production/to improve nutritional intake, student will normalize oral/tactile sensitivity indicated by the ability to accept/respond to ___ textures, in ___ out of ___ opportunities, over ___ consecutive sessions.
Phonological Awareness	Annual Goals	Student will demonstrate a ___ month increase in targeted chonological awareness skills, as measured by the Phonological Awareness Test.
Phonological Awareness	Short-term Objectives	Student will decode one-syllable words with digraphs, diphthongs, silent e, and R-controlled vowels, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will decode VC (vowel-consonant), CVC, CCVC, CVCC, and CCVCC words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will identify the number of syllables in words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will isolate first or last root words from compound words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will isolate initial, final and medial phonemes in words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will isolate initial, final and medial syllables in words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally blend phonemes into words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally blend root words to form compound words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally blend syllables into words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally delete initial, final, and medial phonemes in words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally delete root words from compound words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally produce rhyming words when given a stimulus word, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally segment compound words into their root words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally segment sentences into words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally segment words into phonemes, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will orally segment words into syllables, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will recognize rhyming words when presented with rhyming and non-rhyming pairs, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will say the sounds of consonant and vowel digraphs, diphthongs, blends, and R-controlled vowels, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will say the sounds of given consonants, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will say the sounds of short and long vowels, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Student will substitute initial, final, and medial phonemes in words, in ___ out of ___ trials.
Phonological Awareness	Short-term Objectives	Students will delete initial, final, and medial syllables from words, in ___ out of ___ trials.
Phonological Processing	Short-term Objectives	Student will reduce the use of stopping to allow production of continuant fricative sounds /*/ in words, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will produce initial clusters including the /*/ sound in phrases/sentences, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will produce initial clusters including the /*/ sound in structured conversation, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will produce initial clusters including the /*/ sound in words, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of consonant cluster reduction to enable to produce both members of /*/ blends in phrases/sentences, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of consonant cluster reduction to enable to produce both members of /*/ blends in structured conversations, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of consonant cluster reduction to enable to produce both members of /*/ blends in words, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of final consonant deletion in phrases/sentences, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of final consonant deletion in structured conversations, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of final consonant deletion in words, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of stopping to allow production of continuant fricative sounds /*/ in structured conversations, in ___ out of ___ opportunities.
Phonological Processing	Short-term Objectives	Student will reduce the use of stopping to allow production of continuant fricative sounds /*/in phrases/sentences, in ___ out of ___ opportunities.
Pragmatic Language	Annual Goals	Student will demonstrate targeted social communication skills in ___ out of ____ age appropriate social opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	During structured conversation, student ‘s comments will be topic related in ___out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	During structured conversation, student will announce the desire to change the topic and will wait for permission to do so, in ___out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	Given a question or direction, student will wait until the question or direction is completed before answering, in ___ out of ___ trials.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured conversation, student will notice when a partner wants to speak, and will relinquish own turn as speaker, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured conversation, student will refrain from interrupting a partner, and wait for a natural pause in the conversation before speaking, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured conversational setting, student will establish and appropriately maintain eye contact while listening and speaking, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured setting, student will ask permission before touching other people and/or their possessions, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured setting, student will end conversation appropriately, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured setting, student will interrupt politely by saying “ excuse me” and then waiting for permission to speak, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured setting, student will maintain adequate proximity between self and others while speaking, listening and sitting in a group, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In a structured setting, student will politely request repetition/clarification of questions/directions/information/rules etc. not heard or understood, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	In the classroom, student will signal the desire to interrupt a speaker by quietly raising a hand or by saying “excuse me” and waiting for permission to speak, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	Student will appropriately initiate/respond to greetings and farewells by familiar students and teachers on ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	Student will engage in a conversation consisting of at least ___ exchanges, in ___ out of ___ opportunities.
Pragmatic Language-Conversational Skills	Short-term Objectives	When disagreeing in a structured conversation, student will keep voice calm, language polite, and will state a reason for differences of opinion, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	During structured conversation, student will read and interpret expressions of others, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	During structured conversations, student will meaningfully use gestures and facial expressions to express their feelings, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Given a variety of age appropriate social situations, student will identify another’s perspective, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Given a variety of age appropriate social situations, student will verbally label own feelings and feelings or others, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Given a variety of pictured facial expressions, student will specifically label the emotion, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Given a variety of pictured social situations, student will appropriately match the situation to the corresponding pictures of facial expressions, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Given social stories and role-plays, student will learn to discriminate negative from constructive criticism, and respond to each in an appropriate way, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Student will differentiate between formal and informal conversational settings and choose types of verbal exchanges appropriate for each setting, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Student will differentiate between teasing either friendly or mean and determine appropriate verbal responses to both, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Student will generate a list of activities or events that make them feel a particular emotion, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Student will imitate a variety of facial expressions to match the therapists model or a picture , in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Student will match physical responses to emotions to help them know when that emotion is occurring, in ___ out of ___ opportunities.
Pragmatic Language-Non-Verbal language/Emotions	Short-term Objectives	Using a visual scale, student will rate their level of emotional intensity in a given situation, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	Given a game or playground activity, student will accept the natural consequences of the game, even when disappointed, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	In a structured conversation, when student objects to another student’s words or actions, will refrain from using “putdowns”, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	In a structured setting, student will initiate and/or maintain appropriate conversation with peers for ___ number of exchanges, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	Student will differentiate among humor, sarcasm, and criticism and respond appropriately, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	Student will differentiate between friendly and unfriendly teasing, and respond appropriately, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	Student will differentiate between petty tattling vs. serious situations requiring notification of an adult, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	When given a situation requiring compromise, student will engage in simple negotiation and abide by the results, in ___ out of ___ opportunities.
Pragmatic Language-Peer Interaction	Short-term Objectives	When presented with a situation requiring sportsmanship, student will follow a script of acceptable expressions, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a common problem or task, student will determine the steps or sequence to follow to solve the problem, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a picture story or role-play about a social problem, student will state the apparent cause of the problem, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a picture, story or role-play about a social situation, student will state what the depicted character should say next, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a social problem in pictures or role-play, student will suggest a practical solution, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a social situation, student will identify the main problem, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a social story in words or pictures, student will determine what the character should say to effectively and appropriately achieve the desired effect, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a statement, student will identify it as fact or opinion and give reasons for this decision, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given a variety of social problems or role-plays, student will suggest practical and acceptable ways to prevent recurrence of the problem, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given certain information, student will predict the outcome of a situation or story based on that information, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given pictures of simple, concrete situations, student will state a reasonable cause and effect for each, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Given pictures of social problems, student will suggest reasonable causes/effects for people’s statements/actions, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Student will correctly infer information not directly presented by the speaker, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Student will solve a problem based on the information given, in ___ out of ___ opportunities.
Pragmatic Language-Problem Solving/Cause & Effect	Short-term Objectives	Student will state his opinion, agreement or disagreement about a given person’s actions and reasons for the stated position, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	During small group activities, student will take turns appropriately, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	Given a question or oral direction, student will wait until the question or direction is complete before answering, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	Given criticism by an authority figure/teasing by peer, student will respond verbally and appropriately, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	In a structured setting, student will respond appropriately to “no/stop” or correction by an authority figure, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	In the classroom, student will ask permission before touching other people and/or their possessions, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	In the classroom, student will get the teacher’s attention by raising a hand quietly or by saying “excuse me” and waiting for permission to speak, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	In the classroom, student will raise a hand quietly to indicate a desire to speak out in class, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	Student will consult a personal daily schedule to help keep track of activities, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	Student will decrease inappropriate or perseverative questions per half hour sessions from ___ to ___ times.
Pragmatic Language-School Survival Skills	Short-term Objectives	Student will refrain from calling out an answer without first being called on by the teacher, in ___ out of ___ opportunities.
Pragmatic Language-School Survival Skills	Short-term Objectives	When frustrated in the classroom, student will ask for help, rather than using inappropriate language, name calling or physical displays of anger, in ___ out of ___ opportunities.
Receptive Language	Annual Goals	Student will increase receptive language scores by ___ months as measured by the following tests;______________.
Receptive Language	Annual Goals	Student will increase receptive vocabulary skills by ____ months beyond present level of functioning as measured by the following vocabulary test ______.
Receptive Language-Concepts	Short-term Objectives	Student will demonstrate comprehension of language concepts including;_______ by following ___ step directions, in ___ out of ___ trials.
Receptive Language-Concepts	Short-term Objectives	Student will match identical or similar associated objects/pictures, in ___ out of ___ trials.
Receptive Language-Concepts	Short-term Objectives	Student will match pictured opposites, in ___ out of ___ trials.
Receptive Language-Concepts	Short-term Objectives	Student will recognize incongruity in a paragraph, in ___ out of ___ trials.
Receptive Language-Concepts	Short-term Objectives	Student will recognize incongruity in a sentence, in ___ out of ___ trials.
Receptive Language-Concepts	Short-term Objectives	Student will, given oral presentation of sentences/phrases containing regular and irregular past, present, and future verbs, select one action picture out of a field of ___ that matches the stated verb tense, in ___out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	Student will follow  ___ step written direction(s) in a structured setting, in ___ out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	Student will independently follow  ___ step direction(s) in a structured setting in ___ out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	Student will, given a ___ step oral direction, follow the whole direction, in the order given, in ___ out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	Student will, given a question or oral direction, wait until the question/direction is completed before responding/acting, in ___ out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	Student will, given oral directions with cued signs, complete ___step direction(s), in ___ out of ___ trials.
Receptive Language-Following Directions	Short-term Objectives	When student has not heard or understood the question/direction, he/she will ask for repetition or clarification, before attempting to answer, in ___ out of ___ trials.
Receptive Language-Main Idea	Short-term Objectives	Student will, after listening to a short paragraph, identify ___ details, in ___ out of ___ trials.
Receptive Language-Main Idea	Short-term Objectives	Student will, after listening to a short paragraph, identify the main idea, in ___ out of ___ trials.
Receptive Language-Sequencing	Short-term Objectives	Student will logically re-sequence ___ events of a previously presented picture sequence story, in ___ out of ___ trials.
Receptive Language-Sequencing	Short-term Objectives	Student will logically sequence ___ events of a picture sequence story, in ___ out of ___ trials.
Receptive Language-Sequencing	Short-term Objectives	Student will, given a ___ element picture sequence story, identify the first, next, last or beginning, middle, end events of the story, in ___ out of ___ trials.
Receptive Language-Sequencing	Short-term Objectives	Student will, given a ___ element picture sequence story, indicate which events occurred before or after a given event in the story, in ___ out of ___ trials.
Receptive Language-Sequencing	Short-term Objectives	Student will, given a series of ___ pictures/objects/sounds, identify which was presented first, second, third, etc., in ___ out of ___ trials.
Receptive Language-Vocabulary	Short-term Objectives	Student will correctly match given items to their appropriate categories, in ___ out of ___ trials.
Receptive Language-Vocabulary	Short-term Objectives	Student will identify the meaning of ___ new words per week, in ___ out of ___ trials.
Receptive Language-Vocabulary	Short-term Objectives	Student will select 2 associated pictures out of a field of ___, in ___out of____ trials
Receptive Language-Vocabulary	Short-term Objectives	Student will select named picture/object from a field of ___, in ___ out of ___ trials.
Receptive Language-Vocabulary	Short-term Objectives	Student will sort a given set of items into ___ appropriate categories, in ___ out of ___ trials.
Receptive Language-Vocabulary	Short-term Objectives	Student will sort objects/pictures into given categories, in ___ out of ___ trials.
Speech Delivery	Short-term Objectives	In structured speaking situations, student will speak slowly enough to include all syllables in two and three syllable words, in ___ out of ___ opportunities.
Speech Delivery	Short-term Objectives	Student will maintain appropriate loudness while speaking during structured speaking activities, in ___ out of ___ opportunities.
Speech Delivery	Short-term Objectives	Student will maintain appropriate rate of speech during structured speaking activities, in ___ out of ___ opportunities.
Speech Delivery	Short-term Objectives	Student will recognize occasions of excess saliva accumulation during structured speaking activities, in ___ out of ___ opportunities.
Speech Delivery	Short-term Objectives	Student will refrain from speaking with fingers/objects in/on mouth, in ___ out of ___ opportunities.
Speech Delivery	Short-term Objectives	Student will use adequate mouth opening to maximize oral resonance during structured speaking activities, in ___ out of ___ opportunities.
Voice	Annual Goals	Student will improve vocal quality as measured by an ENT evaluation.
Voice	Short-term Objectives	Student will consistently maintain new voice during conversational speech, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will identify appropriate/inappropriate target production of his/her own and others speech, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will identify areas of vocal tract tension, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will identify instances of vocal abuse, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will identify optimal pitch, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will identify oral versus nasal sound production, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will imitate given velo-pharyngeal strengthening exercises, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will imitate given vocal relaxation techniques, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will implement vocal relaxation techniques during connected speech, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will maintain improved voice at single word level, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will maintain improved voice at the sentence level, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will maintain improved voice during oral reading, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will maintain improved voice during structured speaking activities, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will produce minimal pair contrasts for oral versus nasal syllables/words, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will reduce vocal abuse during classroom activities as noted by teacher, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will reduce vocal abuse during Physical Education as noted by the instructor, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will speak with increased mouth opening to improve oral resonance, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will sustain phonation on one inhalation, for ___ seconds, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will sustain voiceless/voiced sounds for ___ seconds, in ___ out of ___ trials.
Voice	Short-term Objectives	Student will sustain vowel sounds to ___ seconds, in ___ out of ___ trials.