SLP Writing IEP goals
50 writing templates tagged for the speech-language pathologist, across 5 skills: sentence construction, written expression, paragraph organization, spelling, capitalization, punctuation & grammar. Each opens in the builder with a matching data sheet.
50 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
Build a sentence from word cards and read it back
Building a sentence from word cards
By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Write a complete sentence using a given word
Writing a sentence with a target word
By the annual IEP review date, given five target words from the week's vocabulary or spelling list, the student will write a complete sentence for each word that uses the word correctly and shows its meaning independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Written Expression Writing
Dictate a sentence about a drawing for an adult to write
Dictating a message about a drawing
By the annual IEP review date, after completing a drawing during center or journal time, the student will dictate a complete sentence about the drawing for an adult to write under it with one open question such as what is happening in your picture in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Write a descriptive paragraph using sensory details
Descriptive writing with sensory details
By the annual IEP review date, given a familiar object, place, or photograph to describe and a 20-minute writing period, the student will write a descriptive paragraph that names the subject and includes details about how it looks, sounds, feels, smells, or tastes independently, earning a score of at least 7 out of 9 on a 9-point descriptive writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
Paragraph Organization Writing
Order three pictures and dictate or write a sentence for each
Sequencing pictures and telling one sentence per picture
By the annual IEP review date, given three pictures of a familiar routine or short story, presented out of order, the student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last, performing all 4 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Write a cause-and-effect paragraph
Cause-and-effect paragraph
By the annual IEP review date, given a familiar event or situation and a 25-minute writing period, the student will write a paragraph that states the event, explains at least two causes or two effects, and connects them with cause-and-effect signal words independently, earning a score of at least 7 out of 9 on a 9-point cause-and-effect paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Spelling Writing
Spell plural nouns and regular past-tense verbs
Plural and past-tense endings
By the annual IEP review date, given 15 dictated unpracticed words that require -s, -es, or a change from y to i before -es, the student will spell each word with the correct ending regardless of how the ending sounds independently with at least 85% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Spell familiar personal words on a letter board
Spelling familiar words with an alternative pencil
By the annual IEP review date, given the student's letter board or onscreen keyboard and a request to spell a familiar personal word (such as a family member's name or a favorite food), the student will select the letters of the familiar word in order on the letter board or keyboard independently with at least 70% accuracy on personal words, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Write sentences with subject-verb agreement
Subject-verb agreement
By the annual IEP review date, given 10 sentences with the verb missing and two verb forms to choose from, the student will write the verb form that agrees with the subject in each sentence independently with at least 90% accuracy on subject-verb pairs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Keep verb tense consistent within a paragraph
Consistent verb tense
By the annual IEP review date, given a paragraph of 10 sentences with five verbs in the wrong tense, the student will find and correct each verb that does not match the paragraph's tense independently with at least 90% accuracy on verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Sentences, paragraphs, written expression, and spelling. 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 12 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 28 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 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.