SLP Behavior & Classroom Expectations IEP goals
19 behavior & classroom expectations templates tagged for the speech-language pathologist, across 4 skills: following adult directions, replacement behaviors, safety behaviors, classroom expectations & routines. Each opens in the builder with a matching data sheet.
19 templates · 4 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.
Following Adult Directions Behavior & Classroom Expectations
Ask what to do when a direction is unclear instead of ignoring it
Asking for clarification
By the annual IEP review date, when given a direction that includes an unfamiliar word or more than two steps, the student will independently ask a clarifying question ("do you mean...?", "which page?", "can you say it again?") within 30 seconds rather than ignoring the direction in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected 3 times per week with at least 1 planned unclear direction, summarized weekly.
Follow a two-step direction in order
Following directions in sequence
By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
Replacement Behaviors Behavior & Classroom Expectations
Use a break symbol on a communication device or board
Requesting a break
By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.
Request an item with words, sign, or a picture instead of grabbing
Requesting an item or activity
By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
Safety Behaviors Behavior & Classroom Expectations
Stop and turn when their name is called from a distance
Responding to a stop cue
By the annual IEP review date, when an adult calls the student's name from 10 to 20 feet away during outdoor play, the student will stop and turn toward the adult independently within 3 seconds, on 9 of 10 consecutive recorded calls, as measured by latency recording collected daily, 3 to 5 calls, summarized weekly.
Tell an adult when hurt or when something unsafe is happening
Reporting unsafe situations
By the annual IEP review date, when the student is hurt (a fall, a bump, a cut) during the school day, the student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently in 5 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed event plus 1 weekly role-play, summarized every 2 weeks.
Classroom Expectations & Routines Behavior & Classroom Expectations
Speak only during their turn in a group discussion
Taking turns in discussion
By the annual IEP review date, during a structured class discussion with a turn-taking rule (talking piece, hand signal, or round-robin), the student will wait until the current speaker finishes before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected twice weekly during a discussion, first 10 turns taken, summarized weekly.
Respond during circle time when named or cued
Participating in group routines
By the annual IEP review date, during circle time when the teacher calls the student's name for attendance, a job, or a turn, the student will respond to the name or cue within 5 seconds (answers, raises a hand, does the action, or selects a picture) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during circle time, first 5 cues.
Replacement behaviors, following adult directions, classroom expectations, and safety. This goal bank for speech-language pathologists covers articulation, phonology, expressive and receptive language, pragmatics, fluency, voice, AAC, and narrative skills. Criteria are written in trials, percent accuracy, or opportunities so session data lines up with the goal.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do SLPs write measurable speech and language goals?
Name the target (sound, structure, or function), the level (word, sentence, conversation), the context, the support, and a criterion such as 80% accuracy over 20 trials in 3 consecutive sessions. The templates here follow that pattern.
Should articulation goals progress through levels?
Most do: isolation or syllable, then word, phrase, sentence, and conversation. Writing the current level into the goal and using short-term objectives for the next levels keeps the goal measurable all year.
How do I document Medicaid-billable sessions?
Session notes need the date, time, service, and the student's response to treatment. IEP Atlas Pro keeps a service log with minutes and session data in your account; check your district's documentation rules.
IEP Atlas Pro
Turn these goals into progress reports
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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.