About The Book

IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards, Second Edition familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized Education Plan (IEP) goals that are related to the ELS and CCSS.

SLPs work through a set of steps to determine a student’s speech-language needs. First, an SLP needs to determine what speech-language skills are necessary for mastery of specific standards. Then, the SLP determines what prerequisite skills are involved for each targeted speech-language skill. Finally, there is a determination of which Steps to Mastery need to be followed. It is through this process that an SLP and team of professionals can appropriately develop interventions and an effective IEP.

The text takes an in-depth look at the following speech-language areas: vocabulary, questions, narrative skills/summarize, compare and contrast, main idea and details, critical thinking, pragmatics, syntax and morphology, and articulation and phonological processes. These areas were selected because they are the most commonly addressed skills of intervention for students aged 3 to 21 with all levels of functioning. For each listed area, the text analyzes the prerequisite skills and the corresponding Steps to Mastery. It provides a unique, step-by-step process for transforming the Steps to Mastery into defensible IEP goals.

The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student’s IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text.

New to the Second Edition

  • Ten Speech and Language Checklists for determining speech and language needs of an individual, 3–21 years of age, as well as measuring progress.
  • Material on measuring progress including five performance updates.
  • Goal writing case studies for four students of different ages and skill levels.
  • A thoroughly updated chapter on writing goals with up-to-date examples.
  • Revised Prerequisite Skills and Steps to Mastery to reflect the current state of research.
  • Expanded focus on evidence-based practice.
  • A PluralPlus companion website containing printable forms and an explanatory video.

About The Authors

Lydia Kopel, EdS, CCC-SLP, currently works for a contract company supervising clinical fellows and does training and consulting all over the United States. Ms. Kopel has over 40 years of experience which includes working as a Special Education Coordinator, a Lead Speech-Language Pathologist, and as a SLP in large metro school systems. During that time she developed several resource manuals for SLPs and teachers of the hearing impaired and visually impaired. She has worked with children ages 3 to 21 years of age and with all areas of exceptionality. She has a great interest in language-based learning disabilities and integrating the curriculum with speech therapy.

Ms. Kopel was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GADOE). While on this team, she co-developed the Georgia State project SLPs Collaborating in General Education Classrooms: Practicing Seamless Education. She is also one of the founders and continues to be a member of the Georgia Organization for School-Based Speech-Language Pathologists. Ms. Kopel is a member of ASHA and has her Georgia State License.

Elissa Kilduff, MA, CCC-SLP, currently works as a speech-language pathologist in a suburban school district. As one of five SLPs in an elementary school, she primarily serves PreK-2nd graders with a variety of disabilities and special needs. She collaborates extensively with administration, special educators, and general educators in the school regarding prior interventions, carryover into classrooms, in-class lessons, and communication-based behavior concerns. Prior to her current role, Ms. Kilduff served as the lead SLP in a large school system where she supervised and trained the county’s 150+ SLPs. Her interests include language-based learning disabilities, collaboration with teachers, and curriculum-based interventions.

Ms. Kilduff was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed a state-wide training for SLPs and General Education Teachers on collaboration. She has designed resources including progress monitoring rubrics for Response to Intervention (RTI); language checklists aligned to grade-level standards; and educational impact of common standardized language assessments. Ms. Kilduff is a member of ASHA and holds a Georgia state license and certification from the Professional Standards Commission.

Table Of Contents


Chapter 1. Early Learning Standards



Chapter 2. Common Core State Standards (CCSS)


1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

9th–10th Grade

11th–12th Grade

Chapter 3. Prerequisite Skills and Steps to Mastery



Narrative Tasks/Summarize

Main Idea and Details

Critical Thinking


Syntax and Morphology

Articulation and Phonological Processes

Chapter 4. Writing IEP Goals

What to Include in a Goal

Criteria for Mastery

Measuring Progress

Goal Examples

Case Studies

Appendix 4–1. Goal Writing Worksheet

Appendix 4–2.  Speech and Language Checklists

Appendix 4–3.  Performance Update Template




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