Expressive language IEP goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An expressive language IEP goal names what the student will say, write or type, the task that draws it out, and a criterion with a denominator. Example: when explaining a science process, Maya will join ideas with because, so or if in 8 of 10 explanations, up from 2 of 10. Measure it in samples, not drills alone.

Expressive language is what a student produces: words, sentences, explanations and stories, spoken, signed, typed or on a device. The 24 goals below are grouped by the five places expressive language most often breaks down in school: finding and using words, grammar, building longer sentences, answering and explaining, and telling stories.

Every goal gives a condition, a baseline, a criterion with a denominator and the measure, with a link to its full template. Numbers are illustrations. For a mix of receptive and expressive examples in one place, see language goals examples. The speech therapy IEP goals pillar covers every speech and language area.

How to choose an expressive language goal

Take a language sample before you choose. Ten minutes of conversation or a story retell shows which forms are missing, how long the sentences are, and where the student gets stuck. Expressive language disorders can affect word choice, grammar and discourse, and school SLPs look at all three against classroom demands.^[1]

What the teacher sees	Sub-skill to target	Measurement method
"The thing, you know, that stuff"	Specific vocabulary and word finding	Opportunities with a strategy or specific word
"He goed," "they was"	Grammar forms	Correct uses out of obligatory contexts
Short, simple sentences in every answer	Complex sentences	Complex sentences per sample
One-word answers to open questions	Elaborated answers	Answers with 2 or more related sentences
Explanations that skip steps	Explaining a process	Rubric or steps included out of total
Stories with no problem or ending	Narrative structure	Story grammar rubric points
Repeats whole phrases from shows or adults	Gestalt language development	Functions and new combinations per session

Use the expressive language glossary entry when you explain the area to a team. A language sample is the single most useful baseline for this whole page.

Word use and word-finding goals

Word-finding goals teach a strategy the student can use anywhere. Vocabulary goals for learning new words belong on a separate goal; these goals target using words the student already knows.

During a 10-minute class discussion sample, Owen will replace thing, stuff or it with a specific word in 8 of 10 instances across 3 samples. Baseline: 3 of 10. Template.
When he cannot retrieve a word during a naming or discussion task, Owen will use a strategy (describe it, give its category, say the first sound) in 4 of 5 opportunities across 3 sessions. Baseline: 0 of 5, says "I forget." Template.
When describing an object or picture, Priya will use noun phrases with 2 or more describing words ("the small red plastic cup") in 8 of 10 descriptions across 3 sessions. Baseline: 2 of 10. Template.
Given 10 unit vocabulary terms, Priya will describe each so a partner guesses it within 3 clues for 7 of 10 terms on 2 consecutive probes. Baseline: 3 of 10. Template.
Given 30 familiar pictures, Andre will name them in under 60 seconds with no more than 3 errors on 3 consecutive probes. Baseline: 95 seconds, 7 errors. Template.

Weak: "Owen will improve his word retrieval." Measurable: Goal 2 above. It names the strategies, the tasks and the count of opportunities.

Grammar and morphology goals

Target one form per goal and score it in obligatory contexts. Find the form in the sample first, so you know it matters for this student.

During a retell of a past event, Lucas will use irregular past tense verbs (went, ate, saw) correctly in 16 of 20 obligatory contexts across 3 sessions. Baseline: 8 of 20. Template.
In a structured picture task, Lucas will match is, are, was and were to the subject in 18 of 20 sentences on 3 consecutive probes. Baseline: 11 of 20. Template.
When retelling a story that happened in the past, Hana will keep verbs in past tense in 9 of 10 sentences across 3 retells. Baseline: 5 of 10, shifts to present. Template.
Given 10 base words, Hana will form a new word with -er, -ful or -less and use it in a sentence that shows its meaning for 8 of 10 words across 2 probes. Baseline: 3 of 10. Template.
After a recorded retell, Jaden will find and fix his own grammar errors on playback in 4 of 5 errors across 3 sessions. Baseline: 1 of 5. Template.

Weak: "Lucas will use correct verb tenses." Measurable: Goal 1 above. One verb type, one task, a count of contexts.

The verb tense topic has more tense goals across ages. Goal 5 is useful for older students, because it builds self-monitoring they keep after dismissal.

Complex sentence goals

Complex sentences carry academic thinking: cause, condition, contrast and time. They also carry over into writing, so share targets with the teacher.

Given a target conjunction (because, although, unless), Maya will say a complete sentence that uses it correctly for 8 of 10 conjunctions across 3 sessions. Baseline: 3 of 10. Template.
In a 50-utterance language sample, Maya will produce at least 12 complex sentences with a subordinate clause across 2 samples. Baseline: 4 per 50 utterances. Template.
When explaining an answer in math or science, Diego will use because or if to state his reasoning in 8 of 10 explanations across 3 lessons. Baseline: 2 of 10. Template.
When giving an opinion or comparison, Diego will link ideas with however or therefore in 7 of 10 responses on 2 consecutive probes. Baseline: 1 of 10. Template.
When describing which person or object he means, Kofi will use a relative clause with who, which or that in 8 of 10 descriptions across 3 sessions. Baseline: 2 of 10. Template.

Weak: "Maya will speak in longer sentences." Measurable: Goal 2 above. It sets the sample size and counts the sentence type.

MLU can rise when a student strings ideas together with "and then," so count complex sentences directly. The syntax glossary entry defines the terms if a teacher asks.

Answering and explaining goals

These goals target the talk teachers ask for many times a day: answering open questions, explaining steps and asking for help.

When asked an open-ended question in a lesson, Grace will answer with 2 or more related sentences in 4 of 5 opportunities across 3 observed lessons. Baseline: 1 of 5. Template.
When asked for her view on a class topic, Grace will give a point, a reason and an example in 4 of 5 responses across 3 sessions. Baseline: 1 of 5, point only. Template.
After solving a math problem, Samir will explain each step in order so a listener can follow, including 4 of 4 steps in 4 of 5 problems across 3 sessions. Baseline: 2 of 4 steps. Template.
When something goes wrong in class, Samir will describe the problem so an adult can help (what happened, what he needs) in 4 of 5 opportunities across 2 weeks. Baseline: 1 of 5. Template.
In a barrier game with 8 pieces, Ella will give directions a partner can follow to match her layout for 7 of 8 pieces in 3 of 4 games. Baseline: 3 of 8. Template.

Weak: "Grace will participate more in class discussions." Measurable: Goal 1 above. It names what counts as an answer and how often it is observed.

A student who answers in single words may understand fine and struggle to formulate. Check receptive skills before choosing; see receptive language IEP goals for that side.

Narrative and gestalt language goals

Narrative goals connect speech services to reading and writing. Gestalt goals serve students who learn language in whole chunks first, often autistic students who echo phrases.

When asked to make up a story from a picture, Lena will include a character, a problem, an action and an ending, scoring 4 of 4 parts on 3 consecutive probes. Baseline: 2 of 4. Template.
When telling a story, Lena will introduce each character by name before using he or she in 4 of 5 retells. Baseline: 1 of 5, listeners lose track. Template.
During play and snack, Milo will use a familiar gestalt (such as "let's get out of here") to request or comment in 8 of 10 opportunities across 3 sessions. Baseline: 3 of 10. Template.
During play, Milo will mix parts of two gestalts into a new phrase (such as "let's go car") 5 times per 20-minute session across 3 sessions. Baseline: 0 per session. Template.

Weak: "Milo will reduce his echolalia." Measurable: Goal 3 above. It counts echoed language as communication and measures its function.

Echoed phrases often carry meaning, and ASHA's autism guidance describes them as a way many autistic children communicate.^[2] Goals should grow what the student can say, not remove what the student already uses. The retelling topic covers more story goals.

How to measure expressive language goals

Pick the method when you write the goal.

Language samples fit complex sentences, grammar forms in context and gestalt combinations. Keep the task and length the same each time: a 10-minute conversation, or a retell of a story of similar length.
Obligatory contexts fit grammar goals. Count the places the form was needed, then the correct uses.
Rubric scoring fits narrative and explanation goals. The rubric scoring page explains how to set clear levels, and the rubric scoring data sheet records them.
Opportunities fit classroom answer and strategy goals. Use the opportunity data sheet.

Probe every 2 to 4 weeks and graph the results. Regular measures over time show whether the instruction is working before the report is due.^[3] For tracking a group, see speech therapy data collection.

Short-term objectives for expressive goals

Step up the context: structured task, then picture or story task, then classroom talk. Change one thing per objective.

For the complex sentence goal: by the first report, 12 complex sentences per 50 utterances in a picture description; by the second, in a story retell; by the third, in a class discussion sample. The short-term objectives guide has the format, and the speech present levels examples show how to report the sample.

Adapting by grade

Grade band	Typical focus	Example change
Preschool	Word combinations, early grammar, gestalts	Count combinations in play
K to 2	Pronouns, past tense, simple retell	Score retells of read-aloud books
Grades 3 to 5	Conjunctions, word finding, story grammar	Pull prompts from science and social studies
Middle school	Complex sentences, explanations, opinions	Score in discussion and lab explanations
High school	Academic connectives, interviews, self-description	Practice job interview and IEP meeting answers

Templates by grade are on the expressive language goals page and the syntax and morphology goals page. Run a draft through the goal checker before the meeting.

Frequently asked questions

What is an example of an expressive language IEP goal?

During a story retell, the student will use irregular past tense verbs correctly in 16 of 20 obligatory contexts across 3 sessions, from a baseline of 8 of 20. It names one form, one task and a criterion with a denominator.

Can expressive language goals be met with AAC?

Yes. Expressive language includes typed, signed and device output. Write the goal around the language skill, such as combining words or answering open questions, and accept the student's mode of communication.

Should I use MLU as an expressive language goal?

Use MLU as one measure in the present levels, not usually as the goal itself. It can rise without the targeted form improving. Count the specific form or sentence type the student needs instead.

Use it in IEP Atlas

Sources

Spoken Language Disorders, ASHA
Autism and Autism Spectrum Disorder, 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.