SLP Transition & Postsecondary Skills IEP goals
20 transition & postsecondary skills templates tagged for the speech-language pathologist, across 6 skills: self-determination, community access & travel, independent living, vocational & work readiness, job seeking & applications, transition-related skills. Each opens in the builder with a matching data sheet.
20 templates · 6 skills · 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.
Self-Determination Transition & Postsecondary Skills
Choose between two items to show a preference
Making choices (significant support needs)
By the annual IEP review date, when offered two real options, such as two drinks, two songs or two work materials, held apart or shown on a choice board, the student will select one option by touch, reach, gesture, vocalization or device and accept the item chosen independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at planned choice points.
Make a choice without being offered one
Initiating choices
By the annual IEP review date, during the transition program day, with a choice board of tasks, break activities and snacks kept within reach, the student will make an unprompted choice, such as asking for a preferred task, break activity or snack, using speech, signs, pictures or a device independently at least 5 times per program day, on 4 of 5 consecutive program days, as measured by frequency recording collected daily.
Community Access & Travel Transition & Postsecondary Skills
Tell a server a meal order
Ordering at restaurants
By the annual IEP review date, when a server asks for the order at a restaurant on a class or family outing, with the menu or a picture menu, the student will give the server the food and drink order independently in at least 4 of 5 opportunities, across 3 consecutive outings, as measured by opportunity-by-opportunity data collected on each restaurant outing.
Ask a librarian for help finding an item
Public library
By the annual IEP review date, at the public library on a class trip or family visit, when the student wants a book, movie, or game they cannot find, the student will ask the librarian for the item by title or topic and follow the directions given independently in at least 4 of 5 opportunities, across 3 consecutive library visits, as measured by opportunity-by-opportunity data collected at each library visit.
Independent Living Transition & Postsecondary Skills
Schedule an appointment by phone
Making and keeping appointments
By the annual IEP review date, during a practice call to a staff member acting as a receptionist, with a script card and the student's calendar, the student will make the call, set a time that fits the schedule, and save the appointment in the calendar, performing at least 7 of 8 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected every two weeks.
Phone the property manager about a repair
Reporting a repair to a landlord
By the annual IEP review date, during a role-play call with a staff member acting as the property manager, given a repair scenario card, the student will call the property manager and give the facts of the repair, performing at least 6 of 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected every two weeks.
Vocational & Work Readiness Transition & Postsecondary Skills
Ask for the next task when finished
Requesting the next task
By the annual IEP review date, when the assigned task is finished during a school-based job with a supervisor in the room, the student will tell the supervisor the task is done and ask for the next task independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected daily during work periods, summarized every five opportunities.
Ask for clarification on unclear directions
Asking for clarification
By the annual IEP review date, when given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job, the student will ask the supervisor a question that gets the missing information before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned unclear direction per work period, summarized every five.
Job Seeking & Applications Transition & Postsecondary Skills
Give a short personal pitch to an employer
Interview answers
By the annual IEP review date, when a mock interviewer opens with tell me about yourself, the student will give a short personal pitch that names own interest in the job, a strength with an example and a recent experience independently, earning a score of at least 7 out of 8 on a 4-row personal pitch rubric (0 to 2 per row), on 3 consecutive practice or real conversations, as measured by a defined scoring rubric collected weekly during interview practice.
Answer interview questions with a real example
Interview answers
By the annual IEP review date, during a mock interview with an unfamiliar adult who asks example-based questions about teamwork, problem solving and reliability, the student will answer each example-based question by describing the situation, what the student did and what happened independently, earning a score of at least 7 out of 9 on a 3-row example answer rubric (0 to 3 per row), on 3 consecutive interview practice sessions, as measured by a defined scoring rubric collected every two weeks.
Transition-Related Skills Transition & Postsecondary Skills
Answer common questions in a mock job interview
Mock job interview
By the annual IEP review date, during a mock interview with a staff member who asks five common interview questions, the student will answer the interview questions in the mock interview independently, earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
Make a phone call to request information
Phone calls to request information
By the annual IEP review date, given a script and a real reason to call a business or program, such as asking about hours or how to apply, the student will complete the phone call and record the answer received, performing at least 6 of 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected at each call, at least twice monthly.
Self-determination, career exploration, employment, postsecondary education, independent living, and community access for students 14 to 21. 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:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
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.