Developing Student Goals

 lang goals

How do you know how to write goals for your students?

 

The first thing that you need to do is to have some baseline testing that will assist you in knowing where the student is. Once you have the baseline testing evaluate what will make the most difference in the student’s life?  Remember that  we are writing SMART goals.

S: SPECIFIC:  What do we wish to accomplish?

M:MEASURABLE:  How will I know that I have accomplish it?

A:ATTAINABLE: Is this goal attainable?  Do I need to break this goal down into smaller parts?  Do I need to adjust my timeline?

R: RELEVANT: Does this goal mean anything?  Is this a skill I should be working on?

T:TIME BOUND: When will this goal be accomplished?

Here are some good goals:

APRAXIA

Baseline level of performance: Child deleted the middle consonant in 7/13 C1V1C2V2 simple bisyllabic words.
Goal:  By the end of the semester Child  will increase intelligibility as evidenced by his ability to produce the /d/ in the medial position with 90% accuracy.

ARTICULATION

Baseline level of performance Student accurately produces vowel controlled /r/ sound “air” in the initial position at the word level with 67% accuracy and in the medial position at the word level with 56% accuracy.

Goal:. By the end of semester, Student will increase his articulation skills as evidenced by his ability to accurately produce vowel controlled /r/ sound “air” in the initial and medial position at the word and phrase level with 90% accuracy.

EXPRESSIVE LANGUAGE

Baseline level of performance • STUDENT only used colors to describe the objects during the Ned’s Head game on 6/12/14.

Goal: • By the end of the semester, STUDENT will improve expressive language skills by using adjectives of texture (e.g., hard, soft) and size (e.g., big, small) to describe nouns with 80% accuracy across three sessions with moderate clinician prompting.

Vocabulary:
This goal is for a kindergartener the common core standard is listed and we are using TEXT TALK as the research based treatment.

CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

vCCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

By the end of the semester using literature based instruction of tier 2 vocabulary words C will increase his receptive and expressive vocabulary skills and explore word relationships and nuances in word meanings by identifying real-life connections between given words and their use for an accuracy of at least 90% as measured by weekly probes/assessments.

SOCIAL LANGUAGE/PRAGMATICS

Baseline level of performance Child can initiate and respond to bids for interaction during structured and spontaneous conversation with an average of two conversational turns during a session.
Goal:. By the end of the semester, Child will increase his social pragmatic skills as evidence by his ability to initiate and respond to bids for interaction during spontaneous conversation with the clinician for at least three conversational turns.

SPEECH

Baseline level of performance: Student  accurately rated whether her speech was too fast or appropriate, but was not able to slow her speech on her own.
Goal: By the end of the semester Student will increase her intelligibility as evidenced by her accurate use of a pacing board across three consecutive sessions.

 

Baseline level of performance:  Student completed her breathing exercises quickly, interrupting the task and rushing.
Goal:  By the end of the semester Student will increase her ability to coordinate her respiration system as evidenced by her completion of deep breathing and muscle relaxation activities without interruption.
Baseline level of performance: Student has difficulty repairing a conversation when there is communication breakdown.  She often repeats herself which does not inform the listener.
Goal: By the end of the semester Student will increase her conversational skills as evidenced by her ability to use three communicative repair strategies.

SOCIAL LANGUAGE/PRAGMATICS

Baseline level of performance  Child can initiate and respond to bids for interaction during structured and spontaneous conversation with an average of two conversational turns during a session.
Goal:. By the end of the semester, Child will increase his social pragmatic skills as evidence by his ability to initiate and respond to bids for interaction during spontaneous conversation with the clinician for at least three conversational turns.

READING COMPREHENSION

Baseline level of performance: Student correctly answered 4 out of 9 questions (44%) on an informal assessment of his abilities to answer inferential questions on 5/27/14
Goal:. By the end of the semester, Student will increase his reading comprehension skills as evidenced by his ability to answer both factual and inferential questions about level U Reading A-Z passages with 90% accuracy  across two consecutive sessions.

 

Baseline level of performance:

  • Child scored 50% on a setting identification activity on 6/3/14
  • Child scored 67% on short story setting cards and a score of 75% on a setting identification activity on 6/5/14 for a total setting accuracy score of 64% in isolated activities from 6/3/14-6/5/14.
Goal:

  • By the end of the semester, Child will increase narrative development skills (Braidy’s The Story Braid) by demonstrating competence in the descriptive sequence (identifying character and setting) during joint readings with 80% accuracy across two consecutive sessions

WRITING

Baseline level of performance: Student scored 44% on an informal writing assessment of a descriptive paragraph  as measured by the Delaware Writing Rubric on 6/3/14
Goal: . By the end of the semester, Student will improve writing skills by writing a descriptive paragraph (using Framing Your Thoughts) and scoring 80% on the Delaware Writing Rubric for narrative writing.

 

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