Speech & Language IEP goals
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. Choose a skill to see sample goals, customize one in the builder, and download a matching data sheet.
Articulation
6 templatesArticulation goals target a specific speech sound the student does not yet produce accurately, such as /r/, /s/, or /l/, and follow it from words to sentences to conversation. Strong goals name the sound and the level of speech (word, sentence, reading, conversation), score every occurrence the same way, and use untrained probe items. The SLP's evaluation decides which sounds to target and when the student is ready to move up a level.
By the annual IEP review date, given 20 picture or word cards containing the target sound (e.g., /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Phonological Processes
6 templatesPhonological process goals target patterns of sound errors, such as leaving off final consonants or replacing /k/ with /t/, rather than one sound at a time. Each goal names the pattern, measures accuracy on words where the pattern applies, and moves from single words toward connected speech. The SLP's phonological analysis decides which patterns to target and in what order.
By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (e.g., cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Expressive Language
6 templatesExpressive language goals target how a student puts thoughts into words: grammar, sentence length and complexity, vocabulary use, narratives, and word retrieval. Good goals name the structure or skill, set a task that creates enough chances to use it, and define exactly what counts as correct. Language samples and structured probes together give the clearest picture of progress.
By the annual IEP review date, during a structured picture-description task that creates at least 10 obligatory contexts for the target morpheme, the student will produce the target grammatical morpheme (e.g., plural -s, regular past tense -ed, or third-person singular -s) in each obligatory context independently with at least 80% accuracy on obligatory contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Receptive Language
5 templatesReceptive language goals target how well a student makes sense of what they hear: concept words in directions, questions about spoken passages, word meanings, and figurative language. Because listening is invisible, each goal names the response that shows it, such as following a direction, answering a question, or explaining a meaning. The SLP's assessment and classroom demands guide which skills to target.
By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (e.g., under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Pragmatic Language
5 templatesPragmatic language goals target how a student uses language with other people: asking when something is unclear, connecting to what others say, reading a speaker's likely meaning, and shaping a message for the listener. Strong goals measure what the student says or does in any mode and never target eye contact, "whole body listening," or acting typical. The aim is more access and connection on the student's terms, set with the student and the SLP.
By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (e.g., "Which one?", "Can you say that slower?", "What does ___ mean?") 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 and monthly in class.
Speech Fluency (Stuttering)
5 templatesSpeech fluency goals for students who stutter focus on what the student chooses to work on: using a speech strategy, speaking up in class instead of avoiding it, and explaining stuttering to others. Stuttering varies by situation and day, so goals do not make fluent speech or zero stuttering the target. The SLP and student set these goals together, and stuttering while speaking always counts as speaking.
By the annual IEP review date, during 10 structured speaking turns with the SLP (e.g., saying sentences, answering questions, or reading aloud), the student will use their chosen fluency-shaping strategy (e.g., easy onset or light articulatory contact) at the start of the speaking turn independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Voice
4 templatesVoice goals target the vocal behaviors identified in a student's voice plan, such as easy onset, an agreed loudness level, or less yelling. School voice goals follow a medical (ENT or laryngology) evaluation and the SLP's voice evaluation; the templates do not diagnose. Useful goals define the target voice clearly enough for trained observers to agree and track it from therapy into class and recess.
By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using the target vocal behavior (e.g., easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.