School psychologist Speech & Language IEP goals
15 speech & language templates tagged for the school psychologist or counselor, across 3 skills: pragmatic language, speech fluency (stuttering), AAC & augmentative communication. Each opens in the builder with a matching data sheet.
15 templates · 3 skills · 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.
Pragmatic Language Speech & Language
Start a conversation with a peer about a shared interest
Starting a conversation
By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Make a persuasive request with reasons and an acknowledgment
Persuading
By the annual IEP review date, during a role-play in which the student asks an adult for something (such as a deadline change, a schedule change, a privilege), the student will state the request, give two reasons that matter to the listener, acknowledge the listener's likely concern, and propose a compromise or next step independently, earning a score of at least 6 out of 8 on a 4-row persuasive request rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Speech Fluency (Stuttering) Speech & Language
Respond to a question or comment about stuttering with a prepared reply
Responding to comments about stuttering
By the annual IEP review date, during a role-play in which the SLP or a peer asks "Why do you talk like that?" or finishes the student's word, the student will respond with one of To choose for the student: their prepared replies (such as "I stutter; it's just how I talk" or "Please let me finish") independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session, plus student report of real events.
Rate and explain speaking experiences on a scale
Communication attitude self-rating
By the annual IEP review date, during a weekly check-in using a 10-situation speaking self-rating scale the student helped build, the student will rate their recent speaking situations on the scale, explain the reasons for at least two ratings, and choose one next step independently, earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2, on 3 of 4 consecutive monthly reviews, as measured by a defined scoring rubric collected monthly.
AAC & Augmentative Communication Speech & Language
Tell how they are doing with emotion words
Emotion words on the device
By the annual IEP review date, during a daily check-in at arrival or after lunch with an adult who asks "How are you doing?", the student will select an emotion or body-state word on the device to tell how they are doing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily at check-in, with a weekly summary.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. This goal bank for school psychologists and counselors covers emotional regulation, coping strategies, social problem solving, conflict resolution, and self-advocacy. Goals describe an observable use of a strategy and are measured with opportunities, frequency, or rubrics that classroom staff can also use.
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 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How do you make a counseling goal measurable?
Name the strategy the student will use (take a break, use a calm-down plan, state the problem and one solution), the trigger or context, and a criterion in opportunities or frequency. 'Will improve coping' is not measurable; 'will use a taught calming strategy in 4 of 5 observed opportunities' is.
Who collects data on social-emotional goals?
The counselor or psychologist records session data, and classroom staff record use of the skill in the setting where it matters. The goal should say which setting counts.
Should a counseling goal reference a specific program?
No. Programs and curricula belong in the services section. The goal describes the student's behavior so any provider could measure it.
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