Chapter 1. Early Learning Standards
Chapter 2. Common Core State Standards (CCSS)
Chapter 3. Prerequisite Skills and Steps to Mastery
Main Idea and Details
Syntax and Morphology
Articulation and Phonological Processes
Chapter 4. Writing IEP Goals
What to Include in a Goal
Criteria for Mastery
Appendix 4–1. Goal Writing Worksheet
Appendix 4–2. Speech and Language Checklists
Appendix 4–3. Performance Update Template
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized Education Plan (IEP) goals that are related to the ELS and CCSS.
SLPs work through a set of steps to determine a student's speech-language needs. First, an SLP needs to determine what speech-language skills are necessary for mastery of specific standards. Then, the SLP determines what prerequisite skills are involved for each targeted speech-language skill. Finally, there is a determination of which Steps to Mastery need to be followed. It is through this process that an SLP and team of professionals can appropriately develop interventions and an effective IEP.
The text takes an in-depth look at the following speech-language areas: vocabulary, questions, narrative skills/summarize, compare and contrast, main idea and details, critical thinking, pragmatics, syntax and morphology, and articulation and phonological processes. These areas were selected because they are the most commonly addressed skills of intervention for students aged 3 to 21 with all levels of functioning. For each listed area, the text analyzes the prerequisite skills and the corresponding Steps to Mastery. It provides a unique, step-by-step process for transforming the Steps to Mastery into defensible IEP goals.
The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student's IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text.
- Ten Speech and Language Checklists for determining speech and language needs of an individual, 3–21 years of age, as well as measuring progress.
- Material on measuring progress including five performance updates.
- Goal writing case studies for four students of different ages and skill levels.
- A thoroughly updated chapter on writing goals with up-to-date examples.
- Revised Prerequisite Skills and Steps to Mastery to reflect the current state of research.
- Expanded focus on evidence-based practice.
- A PluralPlus companion website containing printable forms and an explanatory video.
"The book is intended for Speech-Language Pathologists. It meets the needs of beginning clinicians or those completing school-based practicums, but also could be an excellent reference for individuals who are more experienced and work with a pediatric population. The authors have a wealth of experience as school-based SLPs.
The book includes four chapters and two appendixes. The first two chapters focus on listing Early Learning and Common Core Standards by age/grade level and identify what speech and language skills are embedded within those standards. The third chapter provides charts of prerequisite skills to meet specific linguistic standards. The focus is on providing students with steps to mastery of the standards with numerous examples and task analyses given. The final chapter on writing IEP goals provides a template for goal writing and case study examples. Speech and language checklists are provided as an appendix for individuals ages 3 through high school. The checklists evaluate key linguistic skills as compared to same-age peers.
This book is a helpful resource for beginning pediatric SLPs or those new to standards in providing task analyses and descriptions of the linguistic underpinnings of the Early Learning and Common Core Standards."
—Suzanne M Welty, MA, EdD-CCC, Biola University, in Doody's Reviews (October 2020)
Lydia Kopel, EdS, CCC-SLP, currently works for a contract company supervising clinical fellows and does training and consulting all over the United States. Ms. Kopel has over 40 years of experience which includes working as a Special Education Coordinator, a Lead Speech-Language Pathologist, and as a SLP in large metro school systems. During that time she developed several resource manuals for SLPs and teachers of the hearing impaired and visually impaired. She has worked with children ages 3 to 21 years of age and with all areas of exceptionality. She has a great interest in language-based learning disabilities and integrating the curriculum with speech therapy.
Elissa Kilduff, MA, CCC-SLP, currently works as a speech-language pathologist in a suburban school district. As one of five SLPs in an elementary school, she primarily serves PreK-2nd graders with a variety of disabilities and special needs. She collaborates extensively with administration, special educators, and general educators in the school regarding prior interventions, carryover into classrooms, in-class lessons, and communication-based behavior concerns. Prior to her current role, Ms. Kilduff served as the lead SLP in a large school system where she supervised and trained the county’s 150+ SLPs. Her interests include language-based learning disabilities, collaboration with teachers, and curriculum-based interventions.