Given classroom or small group discussion, STUDENT will demonstrate active listening skills (e.g., body facing the speaker, keep mouth and body still, nodding head to show listening, asking questions and/or making comments) with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the slow rate technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. Goals should also be SMART (specific, measurable, attainable, results-oriented, and time-bound). Then you’ve come to the right place! Given a phrase or sentence that includes present tense “s” and “es” marker (e.g., “The boy jogs”, and “The bee buzzes”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. Given a want for “more”, STUDENT will use words and/or signs to ask for “more” with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities. And, they should be developed from baselines that are listed in the IEP present levels . Describe what the child will know or be able to do. Given a yes/no question concerning social/community settings, STUDENT will correctly answer the yes/no question with 80% accuracy in 4 out of 5 opportunities. Given a task or activity to take turns, STUDENT will wait for HIS/HER turn, sit or stand quietly, keep HIS/HER legs and arms still, avoid whining or begging, and engage in activity or task when it is HIS/HER turn with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given hearing aids, STUDENT will clean and dry ear molds using the appropriate materials (i.e., soap, pipe cleaners, towels) once a week with 80% accuracy in 4 out of 5 opportunities. Given 5 action pictures at a time and given an action, STUDENT will point to the appropriate action picture with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that indicates the location (e.g., “pencil down”, “car outside”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given an object or picture and a phrase that shows the recurrence (e.g., “more crackers”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the pull-out method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. IEP goals should enable the child to learn the basic skills that are necessary for thechild to be independent and self-sufficient. Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures (e.g., car) with 80% accuracy in 4 out of 5 opportunities. A SMART IEP is an individualized education program that is: specific, measurable, filled with action words, realistic and relevant, and time-limited. Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce stop sounds (i.e., /t, p/) in words to reduce the process of stopping at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a word verbally, STUDENT will point to the appropriate object or picture associated with that word (e.g., ball/bat, fork/plate) with 80% accuracy in 4 out of 5 opportunities. with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to achieve the desired end of an object (e.g., “go home”) with 80% accuracy in 4 out of 5 opportunities. Given augmentative symbols or device, STUDENT will carry device to various school and community locations (lunchroom, classroom, recess etc.) The danger is that the IEP team will propose annual goals that are not specific and measurable, do not meet the child's academic and functional needs, and do not describe how the child's progress will be measured. Given a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Meal choices ( in the words with picture cues, STUDENT will identify missing words ( i.e.,,! 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