IEP goals for basic concepts

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A basic concepts IEP goal names the concept words, the task and a criterion with a denominator. Example: given 10 directions with more, fewer, all and none, Elena will select the matching group in 8 of 10, up from 3 of 10. Choose concepts from the words teachers actually use in directions, then measure them in those directions.

Basic concepts are the small words that carry big meaning in a direction: first, last, more, fewer, same, different, before, after, all, except. "Circle the picture that is not the same" holds three of them. A student who misses one of those words often looks like they are not listening when they are working hard to keep up.

What this page adds: a way to pick concept words from the classroom instead of a generic list, a decision table, 12 goals across five concept groups, a weak and measurable pair per section, and a measurement plan that tracks each concept. Numbers are illustrations, not norms. Position words such as in, behind and between have their own page: preposition IEP goals. The speech therapy IEP goals pillar covers every other area.

Pick concepts from the classroom

Before you write the goal, collect the concept words the student meets every week. Spend 20 minutes listening during a lesson, and scan 3 worksheets and a math page. Write down every concept word. A kindergarten list might include first, last, middle, more, less, same, different, top, bottom, between, all and none. A third grade list might add each, every, except, most, least, fewer, above and below.

Then probe those exact words with 2 items each. The words the student misses are the goal. This keeps the goal tied to what the student needs in class, and it fits the way receptive language affects access to the general curriculum.^[1]

How to choose a basic concepts goal

What you see	Sub-skill to target	Measurement method
Gives one block when asked for more, or all	Quantity and size concepts	Items correct out of 10, with objects
Cannot pick the one that is different	Same, different and describing concepts	Items correct out of 10
Does steps in the wrong order; mixes up first and last	Order and time concepts	Items correct out of 10
Knows words alone but misses them in directions	Concepts in classroom directions	Directions followed out of 10
Understands concepts but does not use them	Saying concept words	Items correct; sample count

Quantity and size concepts

Given sets of objects and 10 directions with more, fewer, all and none, Elena will select or make the matching group in 8 of 10 across 3 sessions. Baseline: 3 of 10. Template.
Given 3 objects that differ by size or length, Elena will pick the biggest, smallest, longest or shortest as directed in 9 of 10 across 2 probes. Baseline: 5 of 10. Template.
Given 10 picture pairs, Dev will compare them using -er and -est words (taller, tallest) in 8 of 10 across 3 sessions. Baseline: 2 of 10. Template.

Weak: "Elena will learn quantity concepts." Measurable: Goal 1. It names the 4 words, the material and the count.

Same, different and describing concepts

Given sets of 3 pictures, Owen will pick the one that is different and say one reason in 8 of 10 sets across 3 sessions. Baseline: 3 of 10. Template.
Given a field of 4 pictures and 10 spoken describing words (wet, empty, broken, soft), Owen will point to the matching picture in 9 of 10 across 2 probes. Baseline: 6 of 10. Template.

Weak: "Owen will understand same and different." Measurable: Goal 1. Picking and giving a reason shows the concept, and the count is clear.

Order and time concepts

Given a row of 5 pictures and 10 directions with first, last, middle, before and after, Hailey will point to the named picture in 8 of 10 across 3 sessions. Baseline: 4 of 10. Template.
Given 10 questions using yesterday, today and tomorrow about her class schedule, Hailey will answer correctly in 8 of 10 across 3 probes. Baseline: 3 of 10. Template.

Weak: "Hailey will improve her time concepts." Measurable: Goal 1. It names the words and the setup.

Concepts in classroom and math directions

Given 10 one-step classroom directions with a target concept ("Circle the last picture," "Color all but one"), Marcus will follow them in 8 of 10 across 3 sessions. Baseline: 4 of 10. Template.
During whole-class instruction, Marcus will follow directions with concept words from his class list in 4 of 5 observed directions across 3 weeks. Baseline: 2 of 5. Template.
Given 10 directions with not, except or only ("Point to the animals that are not brown"), Rosa will select the correct items in 8 of 10 across 2 probes. Baseline: 2 of 10. Template.

Math language is a concept goal in disguise. "How many more," "fewer than" and "in all" each need understanding before a student can solve the problem. See acting out math language for a template.

Weak: "Marcus will follow directions with 80% accuracy." Measurable: Goal 1. It says which directions, and the concept list keeps the data honest.

Saying concept words

Given 10 picture pairs, Tasha will name the opposite of a concept word (full and empty, hot and cold) in 8 of 10 across 3 sessions. Baseline: 4 of 10. Template.
During a barrier game, Tasha will use at least 2 concept words (biggest, first, top) to describe a picture so her partner picks it in 4 of 5 turns across 3 sessions. Baseline: 1 of 5. Template.

Weak: "Tasha will talk about concepts." Measurable: Goal 2. The partner's choice is a real-world test of clear concept use.

How to teach basic concepts

Teach in pairs. Big and little, first and last, full and empty. The contrast carries the meaning.
Use real objects and the student's body. Line up classmates for first and last. Pour water for full and empty.
Teach 3 to 5 concepts at a time. Rotate in new ones as each reaches criterion.
Move into directions fast. Once a concept is solid in a game, use it in a classroom direction the same week.
Share the list with the teacher. Ask them to stress those words and pause after them.

How to measure basic concepts goals

Make a concept checklist with each target word in its own row. Probe 2 items per word and score percent accuracy out of 10 items on the accuracy data sheet. Mark a concept as mastered after 2 correct items on 3 separate days, then move it to a review row. For classroom goals, observe 5 directions during a lesson and record on the opportunity data sheet. Probe every 2 to 3 weeks; consistent measures over time show the trend.^[2]

Short-term objectives for concept goals

For Elena's quantity goal: by the first report, 8 of 10 with more and all using real objects; by the second, 8 of 10 adding fewer and none; by the third, 8 of 10 with pictures and in math directions. The short-term objectives guide has the format.

Adapting by grade and profile

Grade or profile	Typical focus	Example change
Preschool	Big, little, more, all, same	Snack, play and clean-up
K to 2	First, last, before, after, different	Worksheet and classroom directions
Grades 3 to 5	Except, each, fewer, least	Math word problems and test directions
Middle and high school	Concept words in test items	"Which is not," "all of the following"
AAC user	Concept words on the device	Model more, all done, same, different
English learner	Check concepts in home language	Teach the English word for known concepts

For a student with few spoken words, pair concept work with speech therapy goals for nonverbal autism. The receptive language IEP goals guide covers the wider area, and yes and no question goals are a common next step. Templates live on the receptive language goals page. The goal checker flags missing criteria.

Frequently asked questions

What counts as a basic concept?

Basic concepts are words for position, quantity, size, quality, order and time, such as more, first, same, different, before and all. They appear constantly in directions and are needed to follow instruction.

How many concepts should one goal cover?

Group 3 to 5 related concepts, such as more, fewer, all and none, and track each one in its own row. As each word reaches criterion, add a new word from the classroom list.

Should I use a standardized concept test to pick goals?

A test can show which concepts are weak, but the goal should target the words the student meets in class. Check the test results against the teacher's directions and worksheets before choosing.

Use it in IEP Atlas

Sources

Spoken Language Disorders, ASHA
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.