Writing IEP goals for Speech or Language Impairment
167 writing templates across 5 skills: sentence construction, paragraph organization, written expression, capitalization, punctuation & grammar, spelling. Each opens in the builder with a matching data sheet.
167 templates · 5 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Sentence Construction Writing
Write a complete simple sentence from a picture or oral prompt
Writing a complete simple sentence
By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Combine short sentences into compound and complex sentences
Sentence combining
By the annual IEP review date, given 10 pairs of short related sentences, the student will combine each pair into one grammatically complete compound or complex sentence that keeps the meaning of both sentences independently with at least 80% accuracy on sentence-combining items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Paragraph Organization Writing
Write an organized paragraph with a topic sentence, details, and a conclusion
Topic sentence, supporting details, and conclusion
By the annual IEP review date, given a familiar topic and a 25-minute writing period, the student will write a paragraph with a topic sentence, at least three supporting details, and a concluding sentence independently, earning a score of at least 10 out of 12 on a 12-point paragraph organization rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Use transition words to connect sentences in a paragraph
Transitions between sentences
By the annual IEP review date, when writing a sequence or how-to paragraph, the student will use at least three different transition words or phrases that correctly signal order or connect ideas between sentences independently in at least 4 of 5 opportunities, across 3 consecutive weeks of writing samples, as measured by opportunity-by-opportunity data collected weekly.
Written Expression Writing
Write correct word sequences on timed story-starter probes
Writing production and fluency (CBM story starters)
By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write a personal narrative with a beginning, middle, and end
Narrative writing
By the annual IEP review date, given a personal narrative prompt and a 30-minute writing period, the student will write a personal narrative with a clear beginning, middle, and end independently, earning a score of at least 11 out of 15 on a 15-point narrative writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
Choose the correct end mark for given sentences
Matching end marks to sentence types
By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Use apostrophes in contractions and possessive nouns
Apostrophes in contractions and possessives
By the annual IEP review date, given 10 sentences that each need an apostrophe in a contraction or a possessive noun, the student will independently write each contraction and possessive noun with the apostrophe in the correct place and leave plurals without one with at least 85% accuracy on apostrophe items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Spelling Writing
Spell dictated short-vowel words
Short-vowel words with blends and digraphs
By the annual IEP review date, given 10 dictated unpracticed one-syllable short-vowel words with consonant blends and digraphs, the student will spell each dictated word in writing independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write the first letter of pictured words
Initial sound spelling
By the annual IEP review date, given 10 pictures of familiar objects whose names begin with taught consonant sounds, the student will write the letter for the first sound of each pictured word independently with at least 90% accuracy on pictured words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Sentences, paragraphs, written expression, and spelling. 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 47 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 30 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 83 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 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.
What writing measures work for students with speech or language impairment?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.