Math IEP goals for Speech or Language Impairment
33 math templates across 9 skills: math problem solving, algebra & equations, geometry & spatial reasoning, fractions, addition & subtraction, patterns, data & graphs, number sense, multiplication & division, measurement, time & money. Each opens in the builder with a matching data sheet.
33 templates · 9 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Math Problem Solving Math
Act out a story problem with objects
Acting out story problems
By the annual IEP review date, given a spoken one-step story problem within 10 and a set of matching objects (for example, toy cars for a story about cars), the student will show the story with the objects and state the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Explain how a problem was solved
Explaining a solution
By the annual IEP review date, after solving a one- or two-step word problem during small-group math instruction, the student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently, earning a score of at least 5 out of 6 on a 3-row math explanation rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Algebra & Equations Math
Translate word phrases into algebraic expressions
Variables and expressions
By the annual IEP review date, given 10 word phrases that use one operation and one unknown (such as 7 more than a number), the student will write an algebraic expression with a variable for each phrase independently with at least 80% accuracy on word phrases, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write an equation for a one-step word problem
Writing equations from word problems
By the annual IEP review date, given 8 one-step word problems with one unknown, read aloud if needed, the student will write a let statement for the unknown and an equation that matches the problem independently with at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Point to and name basic two-dimensional shapes
Identifying basic 2D shapes
By the annual IEP review date, given a field of 4 shapes (circle, square, triangle, rectangle) and the name of one shape, the student will point to the named shape independently with at least 90% accuracy on shape identifications, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name solid shapes and match them to real objects
Three-dimensional shapes
By the annual IEP review date, given one solid at a time from a set of sphere, cube, cone, cylinder and rectangular prism, the student will name each solid independently with at least 90% accuracy on solid shapes, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Fractions Math
Explain a fraction comparison with a model or strategy
Justifying fraction comparisons
By the annual IEP review date, given a fraction comparison problem (for example, which is greater, 3/8 or 2/3?), the student will state or write the comparison and a justification using a model, a benchmark fraction, or a common denominator independently, earning a score of at least 5 out of 6 on a 3-row fraction reasoning rubric (0–2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Explain why two fractions are equivalent
Explaining equivalent fractions
By the annual IEP review date, given a pair of equivalent fractions, such as 2/3 and 8/12, during small-group instruction, the student will state whether the fractions are equivalent, show it with a model, and explain it in words or writing independently, earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Solve join and separate story problems with objects
Join and separate story problems
By the annual IEP review date, given 8 spoken join and separate story problems within 20, including change-unknown problems, with counters and paper, the student will model each story with counters or a drawing, say the answer, and write a matching number sentence independently with at least 85% accuracy on story problems, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Solve how-many-more and how-many-fewer problems
Compare story problems
By the annual IEP review date, given 8 compare story problems within 20 read aloud, each asking how many more or how many fewer, the student will draw a comparison bar model or line up two rows of counters, then write the answer with a label independently with at least 80% accuracy on compare problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Draw a conclusion or make a prediction from data
Drawing conclusions and making predictions
By the annual IEP review date, given a graph or table and a question such as "what will probably happen next?" or "what does this data show?", the student will state a conclusion or prediction that the data supports and give one piece of evidence from the display independently, earning a score of at least 3 out of 4 on a 2-row data conclusion rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Describe likelihood and list the possible outcomes of an event
Likelihood and listing outcomes
By the annual IEP review date, given 10 everyday events or spinner situations and the words certain, likely, unlikely and impossible, the student will label each event with the likelihood word that fits independently with at least 90% accuracy on likelihood and outcome items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Number Sense Math
Count aloud in order from 1
Rote counting
By the annual IEP review date, when asked to count aloud from 1 during a small-group or one-to-one activity, the student will independently say the number names in order to 20 without skipping or repeating a number in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Compare two sets and say which has more
Comparing sets (more, fewer, same)
By the annual IEP review date, given two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Solve times-as-many comparison problems
Multiplicative comparison
By the annual IEP review date, given 8 comparison story problems such as "a puppy weighs 6 pounds and a dog weighs 4 times as much", with text read aloud on request, the student will draw a comparison bar model with equal parts, write an equation, and solve each problem with a label independently with at least 80% accuracy on comparison problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Number sense, operations, fractions, and problem solving. Speech or Language Impairment is one of the largest IDEA categories, and most of these goals are written and monitored by the speech-language pathologist. Articulation and phonology goals count sounds in words; language goals count utterances, responses, or steps, usually in trial-by-trial data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 12 goals here
Frequently asked questions
Who writes speech and language IEP goals?
The speech-language pathologist usually drafts them from the evaluation, and the IEP team adopts them. Teachers and families contribute present-level information, especially about how communication works outside the therapy room.
How are articulation goals measured?
By percent accuracy for a target sound at a level (isolation, syllable, word, sentence, conversation), scored from a set number of productions. Goals often step up through levels as the student masters each one.
How are math goals measured for students with speech or language impairment?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.