Sample Iep Goals for Listening Comprehension and Oral Expression

SAMPLE IEP GOALS FOR LISTENING COMPREHENSION AND ORAL EXPRESSION

Sally, the fourth grade student from our sample eligibility qualifies in SLD listening comprehension and oral expression.

The common core is used to determine what skills the student should have in the areas of speaking and listening (oral expression/listening comprehension). Language testing is used to see Sally’s specific areas of deficit as it relates back to the core. Goals are then written to help Sally meet the core standard for a fourth grade student.

Common Core:

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Identify the reasons and evidence a speaker provides to support particular points.

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

1 SLD Guidance March 2012 Possible goals for Sally:

When reporting on a topic, Sally will verbalize grammatically correct 5-7 word sentences containing at least 3 descriptive details on 8 out of 10 opportunities over 5 consecutive weekly trials measured by data probes.

Sally will correctly sequence a 5-step story or event from a passage read aloud on 8 out of 10 opportunities over 3 consecutive weekly trials measured by task assessments.

Sally will identify the main idea and 3 relevant details from a story read aloud on 8 out of 10 opportunities over 5 consecutive weekly trials measured by task assessments.

During classroom discussions, Sally will use 4-6 word grammatically correct sentences that relate to the topic of discussion on 4 out of 5 opportunities over 5 consecutive weekly trials measured by data probes.

During classroom discussions, Sally will demonstrate appropriate listening skills by waiting her turn to talk and by using sentences that link to what was previously stated in the discussion on 9 out of 10 opportunities over 3 consecutive weekly trials measured by data probes.

Given 10 opportunities, Sally will accurately follow 2 step directions presented orally with no verbal repetitions with 80% accuracy over 3 consecutive weekly trials measured by data probes.

Although the common core does not have a specific standard for following directions, this is often a great area of concern for students with listening comprehension difficulties. This skill is a pre-requisite for being able to do many of the core standards and is essential to classroom success.

2 SLD Guidance March 2012