SLP Math IEP goals
9 math templates tagged for the speech-language pathologist, across 4 skills: math problem solving, number sense, geometry & spatial reasoning, measurement, time & money. Each opens in the builder with a matching data sheet.
9 templates · 4 skills · Pre-K, K–2, 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Math Problem Solving Math
Retell a story problem before solving it
Retelling a story problem
By the annual IEP review date, given a spoken or read-aloud one-step story problem within 20, the student will retell what happened in the story and what the question asks, in their own words, before solving independently in at least 5 of 6 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Choose the picture that matches a story problem
Matching a story to a picture model
By the annual IEP review date, given a spoken story problem within 10 and three picture models, one of which matches, the student will select the picture model that matches the story, then select or say the answer independently with at least 85% accuracy on model choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Number Sense Math
Identify ordinal positions in a line
Ordinal numbers
By the annual IEP review date, given a row of 10 objects or pictures and an ordinal word (first through tenth), the student will point to or name the item in the stated ordinal position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Point to a named numeral to 10
Receptive numeral identification
By the annual IEP review date, given a field of 3 numeral cards from 0 to 10 and a spoken numeral name, the student will point to or touch the numeral that was named independently with at least 90% accuracy on numeral selections, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.
Follow and use positional words such as above, below and next to
Positional and spatial words
By the annual IEP review date, given an object and a direction with a positional word (in, on, under, above, below, next to, in front of, behind, between), the student will place the object in the stated position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Compare and order objects by length, weight or capacity
Comparing length, weight and capacity
By the annual IEP review date, given two objects that differ clearly in length, weight or capacity and a question such as "which is longer?", the student will point to or name the object that is longer, shorter, heavier, lighter, or holds more independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Number sense, operations, fractions, and problem solving. 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
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.