Speech therapy IEP goals: examples by area

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A speech therapy IEP goal names one communication skill, the level or setting where the student will use it, the support allowed, and a criterion with a denominator, such as 16 of 20 words. For example: during a classroom read-aloud, Ava will answer who and where questions correctly in 8 of 10 opportunities across 3 sessions.

Each example below is built the same way: a condition, one observable skill, a criterion that says "of what," and the data method you can run while you teach. There is one example for each of the 15 speech and language areas in the IEP Atlas library, plus a table for turning standardized scores into goals the classroom will recognize.

The numbers are illustrations. Set your own criterion from the student's baseline, not from this page.

What every speech goal needs

The IEP must include measurable annual goals and a statement of how progress on each one will be measured.^[1] For speech and language, that means five decisions before you write a word.

The skill. One target per goal: /s/ in words, two-step directions, topic maintenance. Not "communication skills."
The level. For speech sounds: isolation, syllable, word, phrase, sentence, reading, conversation. For language: structured task, guided activity, classroom use.
The support. Model, visual cue, sentence starter, choice of two, independent. Name it, because it changes the score.
The criterion. Pick it from the baseline. A student at 4 of 20 words will not reach 18 of 20 in conversation in one year.
The educational link. Say where the skill shows up in school: answering in class, reading aloud, ordering lunch, joining a group.

Speech-language pathology is a related service under IDEA, provided so the student can benefit from special education.^[2] School SLPs are expected to tie their services to the student's access to the curriculum.^[3] That framing matters. A goal for /r/ in conversation is educationally relevant when the student avoids reading aloud or is not understood by peers. Write that link into present levels, and the goal stops looking like a clinic goal. The speech and language present levels examples show how. Minutes and delivery model go on the services page; see IEP services and minutes.

Speech sound goals

Articulation

Articulation goals name the sound, the word position and the level. Move up one level at a time and keep the same unit across levels.

Given 20 picture cards with /s/ in initial and final position, Mia will say /s/ correctly in 17 of 20 words across 3 consecutive sessions. Baseline: 7 of 20. Template.

Data method: trial-by-trial tally of correct and incorrect productions, scored on the opportunity trial data sheet. See articulation goals for every level, and the full ladder in articulation goals examples.

Phonological processes

Phonological goals target a pattern, not a single sound. Probe with untrained words so the score reflects the pattern, not memorized items.

Given 15 untrained picture words ending in a consonant, Leo will produce the final consonant in 12 of 15 words on 2 of 3 monthly probes. Baseline: 3 of 15. Template.

Data method: a monthly probe list of 15 to 20 untrained words, separate from practice items. See phonological process goals.

Motor speech

For students with childhood apraxia of speech, consistency matters more than a single correct production. Score whether the word sounds the same each time.

During snack and play, Nora will say 10 practiced core words (such as more, go, mine) the same recognizable way in 4 of 5 attempts per word across 3 sessions. Baseline: 1 of 5. Template.

Data method: five attempts per word, scored as consistent or not, during a natural routine. See motor speech goals.

Fluency and voice goals

Speech fluency

Stuttering goals work best when they target communication: saying what you meant, staying in the conversation, using a strategy by choice. Counts of stuttered syllables can sit in present levels without being the whole goal.

During class discussions, Sam will volunteer at least 2 comments per class period on 4 of 5 observed days, with or without stuttering. Baseline: 0 to 1 comments per period. Template.

Data method: frequency count by the teacher on a short tally card, checked weekly by the SLP. See speech fluency goals and the full set in fluency goals examples.

Voice

Voice goals should follow the medical evaluation and the voice plan. School goals target behavior the student controls, such as loudness and voice rest.

Given a visual voice-level scale, Jade will keep her voice at the classroom level during 4 of 5 observed small-group lessons, as rated by the teacher. Baseline: 1 of 5. Template.

Data method: teacher rating of each observed lesson as on or off target. See voice goals.

Language goals

Receptive language

Receptive goals measure what the student does with spoken language. Use the classroom's real directions where possible.

Given 10 two-step classroom directions with concept words (before, after, except), Eli will complete both steps correctly in 8 of 10 directions across 3 sessions. Baseline: 4 of 10. Template.

Data method: percent of directions completed, scored item by item. See receptive language goals.

Expressive language

Expressive goals often start with a language sample. Pick the gap the sample shows, not the one a test subtest names.

In a 50-utterance language sample during play, Owen will produce an average of 4.0 words per utterance by the annual review. Baseline: MLU 2.6. Template.

Data method: a quarterly language sample of the same length and activity type. See expressive language goals.

Vocabulary and semantics

Vocabulary goals are strongest when the words come from the curriculum. Score definitions with a short rubric so "close" answers are handled the same way each time.

Given 10 taught science words per unit, Priya will give a definition with the category and one feature for 8 of 10 words on the end-of-unit probe. Baseline: 3 of 10. Template.

Data method: an end-of-unit word probe with a 2-point scoring rule. See vocabulary and semantics goals.

Syntax and morphology

Grammar goals target one form in obligatory contexts. Count the contexts first, then the correct uses.

During picture description, Marco will use regular plural -s in 18 of 20 obligatory contexts across 3 sessions. Baseline: 9 of 20. Template.

Data method: count obligatory contexts and correct uses in a structured task, then in a short sample. See syntax and morphology goals.

Listening comprehension

Listening goals tie directly to whole-class instruction. Give the direction once, to the group, the way the teacher does.

When the teacher gives a three-step direction once to the whole class, Ruby will complete all three steps in 4 of 5 observed directions per week. Baseline: 1 of 5. Template.

Data method: five observed classroom directions per week, scored by the SLP during push-in or by the teacher. See listening comprehension goals.

Narrative language

Narrative goals use a story grammar rubric. Retell supports reading comprehension and written retell, so the educational link is easy to state.

After hearing a short story with pictures, Theo will retell it including character, setting, problem, two events and ending, scoring 5 of 6 rubric parts on 3 consecutive probes. Baseline: 2 of 6. Template.

Data method: an audio-recorded retell scored on a 6-part rubric. See narrative language goals.

Pragmatic language

Pragmatic goals should name the setting and the partner. Peer conversation at lunch is a different task from a scripted role-play with the SLP.

During lunch with 2 peers, Isaac will make 3 related comments or questions that stay on a peer's topic in 4 of 5 observed lunches. Baseline: 0 to 1 per lunch. Template.

Data method: opportunity count across a 10-minute observation, logged weekly. See pragmatic language goals.

Oral presentation

Oral presentation goals help students who freeze or read from the slide. They pair well with fluency and voice goals.

During a 3-minute class presentation, Lena will speak from a keyword outline and score 3 of 4 on the class presentation rubric in 2 consecutive presentations. Baseline: 1 of 4. Template.

Data method: the teacher's presentation rubric, scored live. See oral presentation goals.

Early communication and AAC goals

Early communication

Early goals target intentional communication: pointing, showing, reaching, giving. Any mode counts.

During play with an adult, Kai will point to share interest in an object at least 5 times in a 15-minute session across 3 sessions. Baseline: 0 to 1 per session. Template.

Data method: frequency count in a fixed-length play session. See early communication goals.

AAC

AAC goals target communication through the device, not device use for its own sake. A student does not need to show readiness first.

During morning meeting and centers, Maya will use her speech-generating device to comment at least 4 times per 30-minute block, with partners modeling on the device, across 3 days. Baseline: 0 comments. Template.

Data method: frequency count of spontaneous device messages by message type. See AAC goals and the 20 goals in AAC goals examples.

Turning standardized scores into functional goals

A test score tells you the student is behind. It does not tell you what to teach on Monday. Use the score to find the area, then observe the classroom to find the target. A standard score of 78 on a receptive subtest is not a goal, and neither is "improve receptive language."

Test finding	What it often looks like in class	Functional goal target	Measure
Low following-directions subtest	Starts tasks late, watches peers, misses step two	Complete two-step directions with concept words	Percent of directions completed
Low sentence-repetition or formulation score	Short answers, drops words, avoids explaining	Answer open questions with two related sentences	Opportunities with two sentences
Low word-classes or semantic relationships	Cannot explain how ideas connect in science	Tell how two items are alike and different	Accuracy on 10 item pairs
Low narrative or story retell score	Retells one event, skips the problem	Retell with all story grammar parts	Rubric points out of 6
Low pragmatic or social language rating	Talks on own topic, misses peer cues	Stay on a peer's topic for 3 turns	Opportunities per observation
Low single-word articulation score with errors on /r/	Peers ask "what?", student stops reading aloud	/r/ in sentences, then reading aloud	Percent correct in 20 trials
Low expressive vocabulary score	Uses "thing" and "stuff," cannot name unit words	Use taught unit words in answers	Words used correctly per probe

The right-hand two columns are the goal. The left column belongs in present levels with a sentence on what it means for class work.

Choosing a criterion that fits the skill

Avoid 80% as a default; why 80% accuracy is often the wrong criterion explains the problem. A student at 10% accuracy on /r/ in words may reach 80% in words in a year, but probably not in conversation. A student who already answers 6 of 10 wh- questions may be ready for 9 of 10 in the classroom.

Vary the criterion by level. 90% in words, 80% in sentences and 70% to 80% in conversation is a common ladder for speech sounds.
State the denominator. "16 of 20 words" is clear. "80%" alone is not.
Add a time frame. "Across 3 consecutive sessions" or "on 2 of 3 monthly probes" stops one good day from closing the goal.
Match the baseline unit. If present levels report MLU, the goal reports MLU.

If you are writing the baseline now, how to collect baseline data covers probes and medians.

Weak and measurable speech goals side by side

Weak: "Student will improve articulation skills." Measurable: "Given 20 sentences with /r/ in all positions, the student will say /r/ correctly in 16 of 20 sentences across 3 sessions."

Weak: "Student will increase expressive language." Measurable: "When asked an open question during science, the student will answer with two related sentences in 4 of 5 opportunities across 3 observed lessons."

Weak: "Student will use AAC device appropriately." Measurable: "During centers, the student will use the device to request, comment or protest at least 6 times per 30 minutes across 3 days."

Paste your draft into the goal checker to catch missing conditions or a criterion without a denominator.

Data collection that fits a group session

Most school SLPs see students in groups of 2 to 4 for 20 to 30 minutes. Plan the data before the session. Decide how many trials each student gets, write the targets on one sheet, and tally as you go. Ten scored trials per student per goal is usually enough to see a trend if you probe the same way each time. The step-by-step version, with a worked example, is in speech therapy data collection.

Graph the session scores every week or two. Regular, repeated measures are what make a decision about the goal defensible.^[4] The IEP data collection guide covers methods across all goal types.

Speech goals for specific students

The examples above are general. These guides go deeper for specific students:

Speech therapy goals for autism: joint attention, requesting, conversation and flexible language, with a decision table.
Speech therapy goals for nonverbal autistic students: 24 goals built around AAC, gestures and intentional communication.
Language goals examples: receptive, expressive, vocabulary, grammar and narrative goals in one place.
AAC goals examples: linguistic, operational, social and strategic AAC goals.
Speech therapy data collection: how to collect data in a mixed group without losing teaching time.

For speech sound and stuttering goals, start with articulation goals examples and fluency goals examples. Every speech-language skill page is listed on the speech and language goals hub, and the SLP role page gathers goals other areas share with SLPs, such as reading and social-emotional goals.

More speech and language guides

Single language targets

Grammar: pronoun, past tense verb, plural and preposition goals.
Vocabulary: basic concepts, categorization, describing and word retrieval goals.
Conversation: asking questions, topic maintenance and conversational repair goals.

Early communication and AAC

Two-word phrases, requesting and PECS goals, plus AAC in the IEP.

Services and teamwork

How many minutes of speech therapy and making up missed sessions.
SLP and teacher collaboration and speech-language accommodations carry goals into class.
How to calculate MLU gives a language sample baseline.

Frequently asked questions

How many speech goals should an IEP have?

As many as the student's needs require, and no more. Most students on an SLP caseload have two to four speech or language goals. Each goal should target a different need. If two goals use the same data and the same activity, merge them.

Do speech goals have to be educationally relevant?

Yes. School speech-language services are provided so the student can benefit from special education. Write the link into present levels: say how the speech or language gap affects reading aloud, class discussion, written work or peer interaction.

Should speech goals use percent accuracy or trials?

Use both: count trials and report the result as a fraction or percent. A goal of 16 of 20 words is easier to score and explain than 80% alone, because it tells the reader how many trials the score is based on.

Can a teacher collect data on a speech goal?

Yes, for classroom-level goals. A teacher can tally comments in discussion or rate voice level on a card. Agree on the definition first, and have the SLP check a few sessions together so both people score the same way.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
Roles and Responsibilities of Speech-Language Pathologists in Schools, 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.