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    Articulation

    Given 20 sounds and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 sounds, STUDENT will independently articulate the sound(s) of / / at the isolation level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / at the syllable level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the word level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities.  

    Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the phrase level with 80% accuracy in 4 out of 5 opportunities. 

    Given 20 words or pictures and a verbal prompt or model, STUDENT will articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities.  

    Given 20 words or pictures, STUDENT will independently articulate the sound(s) of / / in all positions of words at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

    Given a reading passage, STUDENT will independently articulate the sound(s) of / / in all positions of words at the reading level with 80% accuracy in 4 out of 5 opportunities. 

    Given a reading passage, STUDENT will independently retell the story by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

    Given a reading passage, STUDENT will independently answer WH questions by articulating the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

    Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

    Given a conversational topic, STUDENT will self-monitor articulation of the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. 

    Given a classroom discourse, STUDENT will generalize articulation of the sound(s) of / / in all positions of words at the conversational level outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. 

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    Phonology

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    -Substitution

    Given a picture or object to describe, STUDENT will produce age-appropriate bilabial  (i.e., /p, b, m/) and alveolar sounds (i.e., /t, d, n) in words to reduce the process of backing at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce velar sounds (i.e., /k, g/) in words to reduce the process of fronting at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce age-appropriate consonants /r, l/ instead of /w, j/ in words to reduce the process of gliding (i.e., “wabbit” for “rabbit”) at the word, phrase, or sentence level 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 picture or object to describe, STUDENT will produce the sounds /l, er/ in words to reduce the process of vowelization at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in words to reduce the process of affrication (i.e., using /ch or j/ for non-affricate “jime”  for “dime”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the sounds /ch, j/  in words to reduce the process of deaffrication (i.e., replacing /ch or j/ for fricative or stop “ships”  for “chips”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the alveolar sounds  in words (t, d, n) to reduce the process of alveolarization (i.e., using alveolar for non-alveolar “tan”  for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the palatal sounds  in words (sh, zh) to reduce the process of depalatalization (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the labial sounds  in words (p, b) to reduce the process of labialization (i.e., using labial for non-labial “pie”  for “tie”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

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    -Assimilation

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of labial assimilation  (i.e., using labial /p, b, m,w/ for non-labial “peb” for “pen”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of velar assimilation  (i.e., using velar /k, g, ng/ for non-velar “kug” for “cup”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of nasal assimilation  (i.e., using nasal /m, n, ng/ for non-nasal “mom” for “mop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation  (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the nasal sounds  in words (m, n) to reduce the process of denasalization (i.e., using non-nasal for nasal “doze”  for “nose”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the final voiced consonants  in words (b, d) to reduce the process of final consonant devoicing (i.e., using voiceless final consonant for voiced final consonant “pick” for “pig”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce the correct phoneme  in words to reduce the process of coalescence (i.e., using two phonemes for one phoneme that has similar features “foon” for “spoon”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all the phonemes in words to reduce the process of reduplication (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

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    -Syllable Structure

    Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of cluster reduction (i.e., “top” for “stop”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the initial position of words to reduce initial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. 

    Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the medial position of words to reduce medial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the final position of words to reduce final consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce all syllables in two-syllable and 3-syllable words to reduce weak syllable deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

    Given a picture or object to describe, STUDENT will produce only the phonemes in the word to reduce epenthesis (i.e., adding the “uh” sound between two consonants “bu-lue” for “blue”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities.

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    Hearing

    Given a hearing amplification system, STUDENT will wear it consistently and transport the teacher unit to all classroom teachers with 80% accuracy in 4 out of 5 opportunities. 

    Given a hearing amplification system, STUDENT will recharge it daily at the end of the school day ready for the next school day with 80% accuracy in 4 out of 5 opportunities. 

    Given a hearing amplification system, STUDENT will advocate with Speech Therapist or classroom teacher if there are any problems with the hearing amplification system 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 hearing aids, STUDENT will detect a weak battery and change the battery as needed with 80% accuracy in 4 out of 5 opportunities.

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      Fluency

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      -Desensitization

      Given 15 sentences with “bumpy” or “smooth” speech, STUDENT will identify if the clinician’s speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities.

      Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. 

      Given 15 sentences with fast or slow speech, STUDENT will identify if the clinician’s speech is fast or slow with 80% accuracy in 4 out of 5 opportunities.   

      Given a 2 minute tape-recording of HIS/HER reading or conversational speech with fast or slow speech, STUDENT will identify if HIS/HER speech  is fast or slow with 80% accuracy in 4 out of 5 opportunities. 

      Given 15 sentences with random disfluencies, STUDENT will identify the disfluencies in the clinician’s speech with 80% accuracy in 4 out of 5 opportunities. 

      Given a 2 minute tape-recording of HIS/HER reading or conversational speech with random disfluencies, STUDENT will identify the disfluencies in HIS/HER speech with 80% accuracy in 4 out of 5 opportunities.

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      -Stuttering Modifications Techniques

      Given knowledge, examples, and information about stuttering modification techniques (cancellation, pull-out, preparatory set), STUDENT will name and describe each stuttering modification technique with 80% accuracy in 4 out of 5 opportunities.

      Given 20 words, STUDENT will use the cancellation method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 

      Given 10 modeled sentences, STUDENT will use the cancellation method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

      Given a reading passage, STUDENT will use the cancellation method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. 

      Given a conversational topic, STUDENT will use the cancellation method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 words, STUDENT will use the pull-out method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 

      Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the pull-out method to minimize disfluencies at the sentence level 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.   

      Given a conversational topic, STUDENT will use the pull-out method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 words, STUDENT will use the preparatory set method to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 

      Given 10 modeled sentences, STUDENT will use the preparatory set method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

      Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities.   

      Given a conversational topic, STUDENT will use the preparatory set method to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 

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      -Fluency Shaping Techniques

      Given knowledge, examples, and information about fluency shaping techniques (easy onset, light articulatory contact, slow rate), STUDENT will name and describe each fluency shaping technique with 80% accuracy in 4 out of 5 opportunities.

      Given 20 words, STUDENT will use the easy onset technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 

      Given 10 modeled sentences, STUDENT will use the easy onset technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

      Given a reading passage, STUDENT will use the easy onset technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. 

      Given a conversational topic, STUDENT will use the easy onset technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 words, STUDENT will use the light articulatory contact technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 

      Given 10 modeled sentences, STUDENT will use the light articulatory contact technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the light articulatory contact technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

      Given a reading passage, STUDENT will use the light articulatory contact technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. 

      Given a conversational topic, STUDENT will use the light articulatory contact technique to minimize disfluencies during a conversation 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. 

      Given 10 modeled sentences, STUDENT will use the slow rate technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. 

      Given 20 sentences, STUDENT will use the slow rate technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. 

      Given a reading passage, STUDENT will use the slow rate technique to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. 

      Given a conversational topic, STUDENT will use the slow rate technique to minimize disfluencies during a conversation with 80% accuracy in 4 out of 5 opportunities. 

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      -Secondary Behaviors

      Given knowledge, examples, and video of oneself, STUDENT will identify and name each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.

      Given a structured activity, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.

      Given a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities.

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      Functional Life Skills

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      -General

      Given a functional symbol (cooking, community, safety, etc.), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities.

      Given a functional symbol (cooking, community, safety, etc.), STUDENT will match symbols to actual objects with 80% accuracy in 4 out of 5 opportunities.

      Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbol with 80% accuracy in 4 out of 5 opportunities.

      Given a simple verbal directive (sit, stand, give, go), STUDENT will demonstrate knowledge of verbal directive by performing the action with 80% accuracy in 4 out of 5 opportunities.

      Given 10 pictures or objects for 2 different categories, STUDENT will identify the categories and categories the picture or objects into 2 different categories with 80% accuracy in 4 out of 5 opportunities.

      Given an event or object, STUDENT will describe the event or object using at least 3 descriptors with 80% accuracy in 4 out of 5 opportunities.

      Given an event or story, STUDENT will retell the event or story using appropriate sequencing with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will independently express HIS/HER wants or needs, such as stop, help, want, need, thirsty, toilet, etc. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities.

      Given a visual or social situation, STUDENT will label the other person’s feelings and/or emotions based on their facial expressions and body language with 80% accuracy in 4 out of 5 opportunities.

      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 two objects, STUDENT will identify the similarities and differences between the objects with 80% accuracy in 4 out of 5 opportunities.

      Given picture or a short story, STUDENT will explain the meaning of the figurative language and idioms with 80% accuracy in 4 out of 5 opportunities.

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      -Conversation

      Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells, such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with a familiar listener with 80% accuracy in 4 out of 5 opportunities. 

      Given a social situation or role-play scenario, STUDENT will make a statement or ask a question to initiate a conversation with an unfamiliar listener with 80% accuracy in 4 out of 5 opportunities. 

      Given a conversation, STUDENT will maintain appropriate eye contact when speaking to another person 80% accuracy in 4 out of 5 opportunities.  

      Given a conversation, STUDENT will use an appropriate volume based on the social situation they are in with 80% accuracy in 4 out of 5 opportunities.

      Given a conversation, STUDENT will make a statement or ask a question to maintain the topic of conversation with 80% accuracy in 4 out of 5 opportunities.

      Given a conversation, STUDENT will take turns speaking to provide a give and take conversation with 80% accuracy in 4 out of 5 opportunities.  

      Given a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

      Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

      Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

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      -Social Skills

      Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities.

      Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will solve a social problem by identifying the problem, developing possible solutions, and choosing the best solution with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will advocate for help by appropriately gaining the teacher’s attention, verbally asking for help, using clear and concise sentences with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will protest using appropriate language with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will express HIS/HER feeling, such as I am frustrated, sick, happy, etc. using appropriate language with 80% accuracy in 4 out of 5 opportunities.  

      Given a social situation or role-play scenario, STUDENT will identify expected vs. unexpected behaviors across multiple settings with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will produce HIS/HER own ideas (not mimicking or copying others’ ideas) when entering or joining a conversation with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will give and accept compliments appropriately with 80% accuracy in 4 out of 5 opportunities.

      Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues with 80% accuracy in 4 out of 5 opportunities.

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        Expressive Language

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        -Morphology

        Given a writing or speaking task, STUDENT will use present progressive-tense verbs (i.g., walking, running, laughing) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

        Given a writing or speaking task, STUDENT will use regular/irregular plural markers (i.g., apples/feet) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

        Given a writing or speaking task, STUDENT will use article/number agreement (i.g., an apple/the boys) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

        Given a writing or speaking task, STUDENT will use present-tense verbs (i.g., give, go, drink) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

        Given a writing or speaking task, STUDENT will use future-tense verbs (i.g., will drive, will stop, will park) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

        Given a writing or speaking task, STUDENT will use regular/irregular past-tense verbs (i.g., walked/ran) appropriately in a sentence or conversation with 80% accuracy in 4 out of 5 opportunities.

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        -Syntax

        Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities.

        Given a picture or story, STUDENT will use verbs to tell actions with 80% accuracy in 4 out of 5 opportunities.

        Given a picture or story, STUDENT will use prepositional phrase to answer WHERE questions with 80% accuracy in 4 out of 5 opportunities.

        Given a picture or story, STUDENT will use prepositional phrase or adjective to answer HOW questions with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to call attention to an object (e.g., “this ball”, “my shoe”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show the disappearance of an object (e.g., “no cracker”, “apple all gone”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to indicate recurrence of an object (e.g., “more cracker”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words that contain an adjective and a noun (e.g., “big bear”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show possession of an object (e.g., “Daddy car”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show action object (e.g., “read book“) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show the location of an object (e.g., “dog car”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2 words to show emotion (e.g., “baby tired”) 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 an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities.

        Given an activity, picture, or story, STUDENT will form grammatically correct simple sentences with 80% accuracy in 4 out of 5 opportunities.  

        Given an activity, picture, or story, STUDENT will use correct subject-verb agreement in sentences with 80% accuracy in 4 out of 5 opportunities.  

        Given an activity, picture, or story, STUDENT will use all necessary propositions in sentences with 80% accuracy in 4 out of 5 opportunities.  

        Given an activity, picture, or story, STUDENT will use compound sentences (i.e., and, but, or, etc.) with 80% accuracy in 4 out of 5 opportunities.

        Given an activity, picture, or story, STUDENT will use correct subject-verb agreement with 80% accuracy in 4 out of 5 opportunities.

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        -Utterance Expansion

        Given an object or picture, STUDENT will use 2-3 word utterances to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to ask a question/comment/describe, STUDENT will use 4-5 word utterances to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

        Given an orally presented sentence with missing words, STUDENT will identify missing words (i.e., articles, prepositions. etc.) with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to ask a question/comment/describe, STUDENT will include all necessary words in a sentence to ask a question/comment/describe with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use descriptive words to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to express a want or need, STUDENT will use complete grammatically correct sentence to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to tell past events, STUDENT will use simple complete grammatically correct sentence to tell about past events with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to express a want or need, STUDENT will use 2-4 words to express HIS/HER want or need with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to comment or share information, STUDENT will use2-4 words to express HIS/HER comment or share information with 80% accuracy in 4 out of 5 opportunities.

        Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.

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        -Narrative Development

        Given visual cues (e.g., sequencing cards) and a story, STUDENT will sequence the story including problem and solution with 80% accuracy in 4 out of 5 opportunities.

        Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to tell a story, STUDENT will use descriptive language to tell their story with 80% accuracy in 4 out of 5 opportunities.

        Given an opportunity to tell a story from their past, STUDENT will tell their story with the appropriate number of details and in the right order with 80% accuracy in 4 out of 5 opportunities.

        Given a story or activity, STUDENT will use sequence words to verbally order a story or activity (e.g., first, next, then, after, last) with 80% accuracy in 4 out of 5 opportunities.

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        -Gestures/Signs

        Given a want or request, STUDENT will pair vocalizations with gestures when indicating a want or requesting an object 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 a task or activity, STUDENT will use words and/or signs to indicate HE/SHE is “finished” with 80% accuracy in 4 out of 5 opportunities.

        Given a difficult task or activity, STUDENT will use words and/or signs to ask for “help” with 80% accuracy in 4 out of 5 opportunities.

        Given a “yes” or “no” question, STUDENT will use words and/or signs to answer the question with “yes” or “no” with 80% accuracy in 4 out of 5 opportunities.

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        -Labeling

        Given 10 common objects or pictures, STUDENT will verbally label the item with 80% accuracy in 4 out of 5 opportunities.

        Given a common object, noun, or action, STUDENT will verbally label the item in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

        Given 10 common words, STUDENT will verbally name the word with 80% accuracy in 4 out of 5 opportunities.

        Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities.

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        -Function

        Given an object or picture, STUDENT will describe the object or picture by stating the function of the item with 80% accuracy in 4 out of 5 opportunities.

        Given 10 words, STUDENT will describe the object or picture by stating the function of the word with 80% accuracy in 4 out of 5 opportunities.

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        -Categorizations

        Given a category, STUDENT will name (3-5) items in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.) with 80% accuracy in 4 out of 5 opportunities.  

        Given 3 to 5 items in a category (e.g., dog, cat, fish, etc.), STUDENT will identify the category (e.g., school items, home items, clothing, animals, colors, toys, etc.) and explain their relationships with 80% accuracy in 4 out of 5 opportunities.

        Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities.

        Given a category, STUDENT will name (3-5) items in that category and (1) item that does not belong in that category with 80% accuracy in 4 out of 5 opportunities.

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        -Similarities

        Given 3 to 5 pictures, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.

        Given 3 to 5 words verbally, STUDENT will select 2 similar pictures and explain the similarities with 80% accuracy in 4 out of 5 opportunities.

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        -Differences

        Given 3 to 5 pictures, STUDENT will select the different picture and explain the differences with 80% accuracy in 4 out of 5 opportunities.

        Given a list of 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.

        Given 3 to 5 words verbally, STUDENT will identify the different word and explain the differences with 80% accuracy in 4 out of 5 opportunities.

        Given a word pair verbally, STUDENT will explain the primary difference between the two words with 80% accuracy in 4 out of 5 opportunities.

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        -Comparisons

        Given two object pictures, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

        Given two spoken words, STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

        Given two concepts (e.g. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. 

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        -Multiple Meanings

        Given 2 pictures that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.

        Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities.

        Given a multiple meaning word, STUDENT will provide 2 or more definitions for the multiple meaning word with 80% accuracy in 4 out of 5 opportunities.

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        -Attributes

        Given an object or picture, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture and asked a question, STUDENT will answer the question by identifying a minimum of (5) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

        Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) with 80% accuracy in 4 out of 5 opportunities.

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        -Grammar Structure

        Given an object, picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

        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 an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense (i.e., “The girl is running”) 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.

        Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have” (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using comparatives (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or story, STUDENT will say a complete sentence using superlatives (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

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        -Idioms

        Given an idiom with a visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. 

        Given an idiom verbally with no visual cue, STUDENT will accurately describe the meaning of the idiom with 80% accuracy in 4 out of 5 opportunities. 

        Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities. 

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        -Vocabulary Definitions

        Given 5 words with picture cues, STUDENT will define the word correctly with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will use 2-3 critical features to describe the object or picture with 80% accuracy in 4 out of 5 opportunities.

        Given an emotional expression picture or story, STUDENT will use vocabulary to clearly describe the feelings, ideas, or experiences with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or word, STUDENT will identify synonyms with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or word, STUDENT will identify antonyms with 80% accuracy in 4 out of 5 opportunities.

        Given 5 identified words in sentences, STUDENT will provide a synonym/antonym with 80% accuracy in 4 out of 5 opportunities.

        Given a story with highlighted words, STUDENT will provide a synonym/antonym for each highlighted word with 80% accuracy in 4 out of 5 opportunities.

        Given 10 pictures, STUDENT will match opposite pictures in pairs (i.e., happy/sad, up/down) with 80% accuracy in 4 out of 5 opportunities.

        Given an object, picture, or word, STUDENT will identify the opposite with 80% accuracy in 4 out of 5 opportunities.

        Given an object or picture, STUDENT will describe the object or picture by naming the item, identify attributes (color, size, etc.), function, or number with 80% accuracy in 4 out of 5 opportunities.

        Given a reading task, STUDENT will define unfamiliar words using context clues with 80% accuracy in 4 out of 5 opportunities.

        Given common academic vocabulary, STUDENT will define prefix and/or suffix with 80% accuracy in 4 out of 5 opportunities.

        Given common academic vocabulary, STUDENT will define the vocabulary word using a complete sentence with correct grammar with 80% accuracy in 4 out of 5 opportunities.

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          Receptive Language

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          -Vocabulary

          Given 10 common nouns, STUDENT will identify the correct noun by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities.

          Given 10 common verbs, STUDENT will identify the correct verb by pointing to the appropriate picture with 80% accuracy in 4 out of 5 opportunities.

          Given 10 common adjectives, STUDENT will identify the correct adjective by pointing to the appropriate picture (size, shape, color, texture) with 80% accuracy in 4 out of 5 opportunities.

          Given 3 to 5 pictures, STUDENT will identify the category items by pointing/grouping pictures into categories with 80% accuracy in 4 out of 5 opportunities.

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          -Following Directions

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow a 1-step direction with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 2-step directions with 80% accuracy in 4 out of 5 opportunities.

          Given 2-step directions, STUDENT will follow the directions with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 3-step directions with 80% accuracy in 4 out of 5 opportunities.

          Given 3-step directions, STUDENT will follow the directions with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with location modifiers (i.e., spatial concepts) with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quantity modifiers (i.e., numbers, more/less) with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quality modifiers (i.e., size, color, shape) with 80% accuracy in 4 out of 5 opportunities.

          Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with pronoun modifiers (i.e., he, she, him, her, they, them) with 80% accuracy in 4 out of 5 opportunities.

          Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities.

          Given verbal directions, STUDENT will follow conditional directions (e.g., “If you are wearing a red shirt, stand up.”)with 80% accuracy in 4 out of 5 opportunities.

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          -Answering Questions

          Given a story, activity, or classroom discussion, STUDENT will answer “yes or no” questions with 80% accuracy in 4 out of 5 opportunities.

          Given a story, activity, or classroom discussion, STUDENT will answer WH questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities.

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          -Labeling

          Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.

          Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.

          Given 5 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities.

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          -Function

          Given 5 objects or pictures at a time and given a function, STUDENT will point to the appropriate object or picture 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.

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          -Association

          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.

          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.

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          -Categorizations

          Given a category, STUDENT will correctly sort objects/pictures in that category with 80% accuracy in 4 out of 5 opportunities.

          Given 3 items in a category and 3 categories to choose from, STUDENT will correctly sort objects/pictures into the appropriate category with 80% accuracy in 4 out of 5 opportunities.

          Given 3 different categories, STUDENT will correctly sort objects/pictures into each different category with 80% accuracy in 4 out of 5 opportunities.

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          -Similarities

          Given 3 to 5 objects or pictures, STUDENT will select 2 similar objects or pictures with 80% accuracy in 4 out of 5 opportunities.

          Given 3 to 5 word verbally, STUDENT will select 2 similar words with 80% accuracy in 4 out of 5 opportunities.

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          -Differences

          Given 3 to 5 objects or pictures and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 object or picture that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities.

          Given 3 to 5 words and an attribute (e.g, color, size, shape, number, texture, etc.), STUDENT will 1 word that does not share that same attribute with 80% accuracy in 4 out of 5 opportunities.

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          -Multiple Meaning

          Given 3 to 5 objects or pictures and a multiple meaning word, STUDENT will select 2 objects or pictures that represent different meanings of that word with 80% accuracy in 4 out of 5 opportunities.

          Given a multiple meaning word verbally, STUDENT will select 2 correct meanings from a group of 4 written choices with 80% accuracy in 4 out of 5 opportunities.

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          -Attributes

          Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture to match the given verbal description with 80% accuracy in 4 out of 5 opportunities.

          Given 10 words and a verbal description of a word, STUDENT will select the correct word to match the given verbal description with 80% accuracy in 4 out of 5 opportunities.

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          -Prepositions

          Given 3 to 5 objects or pictures and a verbal preposition, STUDENT will point to the correct object or picture with 80% accuracy in 4 out of 5 opportunities.

          Given object(s) and a verbal or written prepositions directive, STUDENT will follow the directions and act out the preposition using the given object(s) (e.g., “Put the doll under the table.”) with 80% accuracy in 4 out of 5 opportunities.

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          -Syntax

          Given a verbal question, STUDENT will select the picture of the noun that tells WHO and WHAT with 80% accuracy in 4 out of 5 opportunities. 

          Given a story read aloud, STUDENT will select the picture of the noun that tells WHO and WHAT with 80% accuracy in 4 out of 5 opportunities. 

          Given a verbal question, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. 

          Given a story read aloud, STUDENT will select the picture of the verb that tells the action with 80% accuracy in 4 out of 5 opportunities. 

          Given a verbal question, STUDENT will select the picture that tells WHERE with 80% accuracy in 4 out of 5 opportunities. 

          Given a story read aloud, STUDENT will select the picture that tells WHERE with 80% accuracy in 4 out of 5 opportunities. 

          Given a verbal question, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. 

          Given a story read aloud, STUDENT will select the picture that tells HOW with 80% accuracy in 4 out of 5 opportunities. 

          Given a two word phrase that calls attention to an object or picture (e.g., “that car”, “her toy”), 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 disappearance (e.g., “crackers all gone”, “no cookie”), 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 an object or picture and a phrase that contains an adjective and a noun (e.g., “red shoe”, “big ball”), 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 possession (e.g., “Dad’s cat”, “girl’s shoe”), 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 uses action object form (e.g., “Tie shoe”, “read book“), 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 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 uses agent action form (e.g., “boy jump”, “girl eat”), 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 an emotion (e.g., “girl sad”, “man angry”), 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 to achieve desired end (e.g., “shoe on”, “go home”), 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 to achieve desired end (e.g., “shoe on”, “go home”), 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 phrase or sentence that includes articles (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes adjectives (e.g., “this”, “that”, “these”, and “those”), STUDENT will answer “yes or no” if the phrase or sentence uses the adjectives accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes plurals (e.g., s, es) and irregular plural nouns, STUDENT will answer “yes or no” if the phrase or sentence uses the plurals accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes possessive nouns (e.g., “the girl’s bike”), STUDENT will answer “yes or no” if the phrase or sentence uses the possessive accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes subject pronouns (e.g., “I”, “he”, “she”, “you”, “we” “they”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes object pronouns (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes possessive pronouns (e.g., “my/mine”, “his”, “her/hers”, “your/yours”, “our/ours”, “their/theirs”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes reflexive pronouns (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes present progressive verb tense (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. 

          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 phrase or sentence that includes “have” and “has” (e.g., “The boy has a dog”, and “The girls have ice skating”), 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 phrase or sentence that includes regular past tense (e.g., “The dog jumped”), 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 phrase or sentence that includes irregular past tense (e.g., “The boy ran”), 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 phrase or sentence that includes reflexive pronouns (e.g., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes present progressive verb tense (e.g., “The man is running”, “The girls are waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. 

          Given a phrase or sentence that includes past progressive verb tense (e.g., “The man was running”, “The girls were waving”), STUDENT will answer “yes or no” if the phrase or sentence uses the verb tense accurately with 80% accuracy in 4 out of 5 opportunities. 

          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 phrase or sentence that includes “have” and “has” (e.g., “The boy has a dog”, and “The girls have ice skating”), 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 phrase or sentence that includes regular past tense (e.g., “The dog jumped”), 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 phrase or sentence that includes irregular past tense (e.g., “The boy ran”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. 

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          Auditory Discrimination

          Given multi-step directions, STUDENT will follow 2-step, 3-step, and 4-step directions of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities.  

          Given 10 words, STUDENT will recognize the differences between same or different words with 80% accuracy in 4 out of 5 opportunities.  

          Given a sentence, STUDENT will remember and repeat of increasing length and complexity with 80% accuracy in 4 out of 5 opportunities.

          Given a word broken down into isolated sounds, STUDENT will combine the isolated sounds together to form words with 80% accuracy in 4 out of 5 opportunities.

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          Phonological Awareness

          Given 10 words, STUDENT will identify the sounds in the words with 80% accuracy in 4 out of 5 opportunities.

          Given 10 words, STUDENT will identify the number of sounds in the words with 80% accuracy in 4 out of 5 opportunities.

          Given 10 words, STUDENT will identify the similarities sounds in the words with 80% accuracy in 4 out of 5 opportunities.

          Given 2 words with matching beginning sounds or ending sounds, STUDENT will identify and/or match the words with the same beginning sounds or ending sounds with 80% accuracy in 4 out of 5 opportunities.

          Given a sentence with two rhyming words, STUDENT will identify the two rhyming words with 80% accuracy in 4 out of 5 opportunities.

          Given a rhyming word, STUDENT will produce two or more words that rhyme with the given word with 80% accuracy in 4 out of 5 opportunities.

          Given a word, STUDENT will substitute initial and/or final sounds to create new words (i.g., cat/fat; man, mad) with 80% accuracy in 4 out of 5 opportunities.

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            Social Skills/Pragmatics

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            -Play Skills

            Given a toy(s), STUDENT will play with the toy(s) using their appropriate function with 80% accuracy in 4 out of 5 opportunities.

            Given a toy(s), STUDENT will demonstrate parallel play with peers for X minutes with 80% accuracy in 4 out of 5 opportunities.

            Given a toy(s), STUDENT will demonstrate symbolic play with 80% accuracy in 4 out of 5 opportunities.

            Given a toy(s), STUDENT will demonstrate pretend play with 80% accuracy in 4 out of 5 opportunities.

            Given a toy(s), STUDENT will take X turns during a play activity with peer or teacher with 80% accuracy in 4 out of 5 opportunities.

            Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested with 80% accuracy in 4 out of 5 opportunities.

            Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help with 80% accuracy in 4 out of 5 opportunities.

            Given an opportunity to volunteer, STUDENT will look at the person, use a clear voice, ask to volunteer for a specific task or activity 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.

            Given an opportunity to borrow something, STUDENT will make a polite request to borrow an item or material, accept “no” as an answer, and if the other person agrees promptly return the materials in the same condition with 80% accuracy in 4 out of 5 opportunities.

            Given a game activity, STUDENT will display good sportsmanship and play by the rules, accepting winning without bragging, and accepting losing without complaining with 80% accuracy in 4 out of 5 opportunities.

            Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities.

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            -Joint Attention

            Given an activity with a partner, STUDENT will demonstrate joint attention for X minutes with 80% accuracy in 4 out of 5 opportunities.

            Given a communication partner, STUDENT will point to gain the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities.

            Given a communication partner, STUDENT will use eye gaze to direct the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities.

            Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at with 80% accuracy in 4 out of 5 opportunities.

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            -Following Instructions

            Given a direction, STUDENT will follow the 1-step direction with 80% accuracy in 4 out of 5 opportunities.

            Given 2-step directions, STUDENT will follow the 2-step directions with 80% accuracy in 4 out of 5 opportunities.

            Given 3-step directions, STUDENT will follow the 3-step directions with 80% accuracy in 4 out of 5 opportunities.

            Given verbal directions, STUDENT will begin task with only 1 prompt within 1 minute of receiving the instructions with 80% accuracy in 4 out of 5 opportunities.

            Given written directions, STUDENT will read the instructions, follow each instruction in order, and ask for help if needed with 80% accuracy in 4 out of 5 opportunities.

            Given verbal or written directions to change to another activity, STUDENT will change to the new activity within 1 minute of receiving the instructions with 80% accuracy in 4 out of 5 opportunities.

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            -Getting the Teacher’s Attention

            Given the need to get the teacher’s attention, STUDENT will look at the teacher, raise HIS/HER hand, wait to be acknowledged, and ask their question with 80% accuracy in 4 out of 5 opportunities.

            Given a need to ask a question, STUDENT will get the person’s attention appropriately, look at the person, use a pleasant tone of voice, use words such as “please”, “would”, “may I”, and listen to the person’s answer with 80% accuracy in 4 out of 5 opportunities.

            Given a need to ask for help, STUDENT will look at the person, ask if he or she has time to help, clearly describe what kind of help HE/SHE needs with 80% accuracy in 4 out of 5 opportunities.

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            -Behavior

            Given a social setting, STUDENT will identify expected and unexpected behaviors in themselves and others with 80% accuracy in 4 out of 5 opportunities.

            Given a social setting, STUDENT will demonstrate expected behaviors that are expected in that setting with 80% accuracy in 4 out of 5 opportunities.

            Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities.

            Given feedback regarding HIS/HER behavior, STUDENT will modify their behavior based on the feedback with 80% accuracy in 4 out of 5 opportunities.

            Given an example of their own behavior, STUDENT will identify how their own behavior will affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities.

            Given others’ behaviors, STUDENT will identify HIS/HER thoughts about others’ behaviors with 80% accuracy in 4 out of 5 opportunities.

            Given actions from others, STUDENT will modify their own behavior based on the actions of others with 80% accuracy in 4 out of 5 opportunities.

            Given social interactions, STUDENT will maintain appropriate personal space and maintain safe hands and body with 80% accuracy in 4 out of 5 opportunities.

            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 different social settings, STUDENT will monitor HIS/HER volume and adjust it based on setting and/or situation with 80% accuracy in 4 out of 5 opportunities.

            Given classroom or small group discussion, STUDENT will make on-topic and appropriate comments with 80% accuracy in 4 out of 5 opportunities.

            Given a specific behavior, STUDENT will identify how it makes others feel, the consequences, and how that then makes HIM/HER feel about HIMSELF/HERSELF with 80% accuracy in 4 out of 5 opportunities.

            Given a social situation, STUDENT will identify how others are feeling and identify at least one visual cue that lead them to that conclusion with 80% accuracy in 4 out of 5 opportunities.

            Given a task, STUDENT will listen carefully, gather materials, and begin working quietly with 80% accuracy in 4 out of 5 opportunities.

            Given a task, STUDENT will read the directions and attempt the assignment before asking the teacher for help with 80% accuracy in 4 out of 5 opportunities.

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            -Group Work

            Given a group activity, STUDENT will cooperate with others, use a kind voice, and follow the set group guidelines for the activity with 80% accuracy in 4 out of 5 opportunities.  

            Given a group activity, STUDENT will use appropriate volume level for the activity and setting with 80% accuracy in 4 out of 5 opportunities.  

            Given a group activity, STUDENT will discuss what goal needs to be achieved with the group, decided HIS/HER role is going to be, accept help or feedback from peers, follow rules, share materials, and give praise to others, for the activity with 80% accuracy in 4 out of 5 opportunities.  

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            -Organized

            Given a new class period, STUDENT will come prepared for class by bringing all necessary materials (i.e., books, papers, homework, and writing tools), being on time, and handing in assignments as requested by the teacher with 80% accuracy in 4 out of 5 opportunities.

            Given a new class period, STUDENT will determine what materials HE/SHE needs for class, gather materials, and only take those materials HE/SHE needs for class with 80% accuracy in 4 out of 5 opportunities.     Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device with 80% accuracy in 4 out of 5 opportunities.

            Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment with 80% accuracy in 4 out of 5 opportunities.

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            -Friend Making

            Given an unfamiliar person to meet, STUDENT will introduce HIMSELF/HERSELF by looking at the person, use an appropriate greeting (i.e., Hi, my name is…”) and telling the person it was nice meeting HIM/HER when leaving with 80% accuracy in 4 out of 5 opportunities.  

            Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities.  

            Given an opportunity to compliment someone, STUDENT will look at the person, use a kind voice, give HIM/HER a compliment, and give the person time to respond with 80% accuracy in 4 out of 5 opportunities.  

            Given a compliment, STUDENT will look at the person, use a kind voice to thank the person (i.e., “Thank you, it’s my favorite shirt.”) with 80% accuracy in 4 out of 5 opportunities.

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            -General Conversation

            Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities.

            Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by looking at the person and returning the greeting (e.g., “hello”, “hi”, “how are you?”, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given a small group or classroom discussion, STUDENT will initiate the conversation (e.g., ask a question, make a comment, give a compliment, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given a need or desire, STUDENT will spontaneously communicate HIS/HER needs or desire (e.g., “I need…”, “I want…”) with 80% accuracy in 4 out of 5 opportunities.

            Given a small group discussion, STUDENT will take turns during the conversation with a peer or an adult with 80% accuracy in 4 out of 5 opportunities.

            Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given a conversational partner, STUDENT will describe the conversational partner’s emotional responses of HIM/HER when HE/SHE uses expected and unexpected behaviors during a conversation with 80% accuracy in 4 out of 5 opportunities.

            Given a small group discussion, STUDENT will demonstrate expected behaviors during preferred and un-preferred conversational topics with 80% accuracy in 4 out of 5 opportunities.

            Given a conversational partner, STUDENT will identify how that person is feeling based on observing their body language with 80% accuracy in 4 out of 5 opportunities.

            Given a social situation or role-play scenario, STUDENT will demonstrate comprehension of a variety of verbal and nonverbal social cues (e.g., eye rolls, checking watches, reduced eye contact, overt statements, etc.) by adjusting HIS/HER behavior based on these social cues with 80% accuracy in 4 out of 5 opportunities.

            Given a small group discussion, STUDENT will use conversation maintenance strategies (i.e., making comments, take turns, ask questions, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given a conversational partner, STUDENT will maintain a topic for at least 3 conversational turns (e.g., ask partner-focused questions, make comments, etc) with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will ask 1 or 2 follow-up questions to ensure the conversation is two-sided with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will use the appropriate volume based on the setting with 80% accuracy in 4 out of 5 opportunities.

            Given a social situation or role-play scenario, STUDENT will give and accept compliments appropriately with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will appropriately join the conversation by looking at the people, waiting for a moment when no one else is talking, make a comment or ask a question that relates to the topic with 80% accuracy in 4 out of 5 opportunities.

            Given a conversational partner who is busy talking with someone else, STUDENT will wait until the other person is finished speaking, look at the person, get their attention (“Excuse me…”, “Do you have a minute…”) and wait for the person to acknowledge HIM/HER before continuing with 80% accuracy in 4 out of 5 opportunities.  

            Given a need to interrupt, STUDENT will look at the person, wait for the person to acknowledge them, begin with “Excuse me for interrupting, but…” make a specific request or give information with 80% accuracy in 4 out of 5 opportunities.

            Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given a communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities.

            Given a conversation, STUDENT will use a statement to end the conversation appropriately with 80% accuracy in 4 out of 5 opportunities.  

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            -Perspective

            Given a social interaction, STUDENT will accurately identify another’s perspective with 80% accuracy in 4 out of 5 opportunities.

            Given different conversational partners (e.g., peer, teacher, authority figure, etc.), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner with 80% accuracy in 4 out of 5 opportunities.

            Given a picture or social interaction, STUDENT will identify another person’s emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.

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            -Problem Solving

            Given a problem and problem solving graphic organizer, STUDENT will identify 3 solutions, the 3 consequences of those solutions, then determine the best solution, and explain why that is the best solution with 80% accuracy in 4 out of 5 opportunities.

            Given a problem, STUDENT will appropriately identify the size of the problem with 80% accuracy in 4 out of 5 opportunities.

            Given problems at differing sizes, STUDENT will identify appropriate reaction size to the problem with 80% accuracy in 4 out of 5 opportunities.

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            -Dealing with Feelings

            Given a time when the student is angry, STUDENT will use a calming strategy (e.g., breathe slowly, take a break, count to 10, listen to music, etc.) with 80% accuracy in 4 out of 5 opportunities.

            Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities.

            Given warning and a change in routine, STUDENT will accept the change without becoming upset with 80% accuracy in 4 out of 5 opportunities.

            Given a social interaction, STUDENT will identify HIS/HER emotion and why HE/SHE is feeling that way with 80% accuracy in 4 out of 5 opportunities.

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            -Alternatives to Aggression

            Given a real-life or role-play scenario, STUDENT will demonstrate how to accept teacher help to make an appropriate decision during a conflict situation with 80% accuracy in 4 out of 5 opportunities.

            Given a real-life or role-play conflict scenario, STUDENT will demonstrate appropriate peer mediation skills to resolve the conflict with 80% accuracy in 4 out of 5 opportunities.

            Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on with 80% accuracy in 4 out of 5 opportunities.

            Given criticism or feedback, STUDENT will look at the person, say “okay”, and not argue with 80% accuracy in 4 out of 5 opportunities.

            Given a problem, STUDENT will define exactly what the problem is, brainstorm possible options, consider disadvantages and advantages of options, and choose the best option with 80% accuracy in 4 out of 5 opportunities.

            Given a defeat or loss in a game, STUDENT will look at the person who won, remain calm, and congratulate the other person with 80% accuracy in 4 out of 5 opportunities.

            Given an upsetting situation, STUDENT will express HIS/HER anger with non-aggressive words to describe how HE/SHE feels with 80% accuracy in 4 out of 5 opportunities.

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            -Predictions/Inferencing

            Given a picture, STUDENT will make a prediction or inference about the picture with 80% accuracy in 4 out of 5 opportunities.

            Given a short story, STUDENT will make a prediction or inference about the story with 80% accuracy in 4 out of 5 opportunities.

            Given a social scenario, STUDENT will make a prediction or inference about the scenario and identify at least one visual cue that contributed to HIS/HER inference with 80% accuracy in 4 out of 5 opportunities.

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              Augmentative Alternative Communication

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              -Picture Exchange Communication System (PECS)

              Given a want or need, STUDENT will request a want or a need by pulling off a picture symbol and placing it into the teacher’s hand with 80% accuracy in 4 out of 5 opportunities.  

              Given a want or need, STUDENT will choose the “I want” or “I need” symbol plus the desired item, then place them both onto the sentence strip, then and hand the sentence strip to the teacher with 80% accuracy in 4 out of 5 opportunities.  

              Given a simple question, such as “What do you want?”, STUDENT will independently choose a picture symbol to answer a simple question with 80% accuracy in 4 out of 5 opportunities.    

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              -General

              Given augmentative symbols or device, STUDENT will carry device to various school and community locations (lunchroom, classroom, recess etc.) with minimal prompting with 80% accuracy in 4 out of 5 opportunities.

              Given augmentative symbols or device, STUDENT will independently navigate to the “home” page with 80% accuracy in 4 out of 5 opportunities.

              Given a question or community helper or form, STUDENT will identify HIS/HER contact information selecting (i.e. name, address, phone number, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a community sign, STUDENT will identify the community sign (i.e. restroom, stop sign, crosswalk, exit, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a question, STUDENT will express HIS/HER preference selecting “yes or no” using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a group of pictures, STUDENT will identify the category of the pictures using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a picture or object, STUDENT will identify the color of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a picture or object, STUDENT will identify the shape of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a picture or object, STUDENT will identify the attributes (hot/cold, big/little, soft/hard) of the picture or object using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. 

              Given a group of objects, STUDENT will count the objects and select the appropriate number of objects (1-10) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a picture or object, STUDENT will select matching word using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given 5 pictures of facial emotions, STUDENT will identify the emotion using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. 

              Given a spoken question, STUDENT will select the desired activity using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

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              -Conversation

              Given a communication partner, STUDENT will initiate a conversation with a peer or teacher (i.e. hello, how are you?, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a communication partner, STUDENT will maintain a conversation and engage in up to 3 conversational exchanges with a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given augmentative symbols or device, STUDENT will select HIS/HER meal choices (in the school lunchroom, restaurant, etc.) with 80% accuracy in 4 out of 5 opportunities.

              Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a time of frustration, STUDENT will independently indicate a break or refuse an undesired item or activity (i.e. “no”, “I don’t want”, “I don’t like”, etc.) using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a communication partner, STUDENT will inform others of past events using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

              Given a communication partner and a communication breakdown, STUDENT will repair the communication breakdown using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities.

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              -Sign Language

              Given a need and a verbal prompt, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) to make a request with 80% accuracy in 4 out of 5 opportunities.

              Given a need, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) to make a request spontaneously across multiple school environments and the community with 80% accuracy in 4 out of 5 opportunities.

              Given a conversational partner, STUDENT will introduce HIMSELF/HERSELF by fingerspelling HIS/HER name or using HIS/HER name sign with 80% accuracy in 4 out of 5 opportunities.

              Given a signed picture or object, STUDENT will receptively identify the picture or object that was signed with 80% accuracy in 4 out of 5 opportunities.

              Given 5 pictures or objects, STUDENT will expressively label the pictures or objects using sign with 80% accuracy in 4 out of 5 opportunities.

              Given 5 pictures of facial emotions, STUDENT will identify the emotion using sign with 80% accuracy in 4 out of 5 opportunities.

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              Figurative Language

              Given a reading task, STUDENT will identify and interpret the meaning of idioms, metaphors, similes, or proverbs with 80% accuracy in 4 out of 5 opportunities.

              Given a writing task, STUDENT will create similes and/or metaphors in a sentence or paragraph with 80% accuracy in 4 out of 5 opportunities.

              Given a reading task, STUDENT will make predictions and inferences based on textual evidence with 80% accuracy in 4 out of 5 opportunities.

              Given a reading task, STUDENT will make inferences based on a character in literature about why they say, feel, and do the things that they do with 80% accuracy in 4 out of 5 opportunities.

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              Written Language

              Given a writing task, STUDENT will produce grammatically correct sentences with 80% accuracy in 4 out of 5 opportunities.

              Given a writing task, STUDENT will vary HIS/HER use of sentence starters to enhance HIS/HER writing with 80% accuracy in 4 out of 5 opportunities.

              Given a short story or video, STUDENT will answer wh-questions (who, what, when, where, why, & how) using complete sentences with 80% accuracy in 4 out of 5 opportunities.

              Given a graphic organizer, STUDENT will produce a five paragraph essay including an introduction, topic sentences, transitions, and conclusion with 80% accuracy in 4 out of 5 opportunities.

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              Intelligibility

              Given a communication partner and a communication breakdown, STUDENT will use clear slow speech and pausing to gather HIS/HER thoughts to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

              Given a communication partner and a communication breakdown, STUDENT will use communication breakdown strategies, such as restating what HE/SHE said, adjusting volume, using a slow rate, use precise articulation, move hands/items away from mouth to improve HIS/HER intelligibility level so that the listener can understand HIS/HER request or question with 80% accuracy in 4 out of 5 opportunities.

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