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Expressive Language IEP goals

Expressive 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.

6 templates · Not yet educator-reviewed · How we write and review goals

Sample expressive language goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draftK-2, 3-5Percent accuracy

    Use a target grammatical morpheme in obligatory contexts

    Grammatical morphemes in obligatory contexts

    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.

    Customize this goalAccuracy tracker
  • Unreviewed draftK-2, 3-5Frequency

    Produce longer utterances in a language sample

    Utterance length

    By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.

    Customize this goalFrequency & rate tracker
  • Unreviewed draftK-2, 3-5Opportunities

    Describe objects and pictures using several attributes

    Describing with attributes

    By the annual IEP review date, when shown a common object or picture and asked to describe it, the student will describe the item by naming at least three attributes (e.g., category, function, appearance, parts, or location) 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.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5, 6-8Rubric score

    Retell a story including the main story grammar elements

    Story retell with story grammar

    By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.

    Customize this goalRubric tracker
  • Unreviewed draft3-5, 6-8Percent accuracy

    Formulate complete sentences with a given word or conjunction

    Formulating complete sentences

    By the annual IEP review date, given 10 picture or topic prompts, each paired with a target word or conjunction (e.g., because, but, so, when), the student will formulate a complete, grammatical spoken sentence that uses the target word or conjunction to relate two ideas independently with at least 80% accuracy on sentence formulation prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

    Customize this goalAccuracy tracker
  • Unreviewed draft3-5, 6-8Opportunities

    Use a word-finding strategy when a word is hard to retrieve

    Word-finding strategies

    By the annual IEP review date, when unable to retrieve a known word during a structured naming or describing task, the student will use a taught word-finding strategy (e.g., describing the word's category, function, or first sound, or using a synonym) to get the message across 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.

    Customize this goalOpportunity tracker

Speech & Language · Expressive Language

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of attempted items answered correctly.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule

Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

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.

Baseline: 30% accuracy.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Expressive Language.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.

Accuracy tracker

Percent accuracy
Student label:
 
Target:
with at least 80% accuracy on obligatory contexts
Mastery rule:
across 3 consecutive therapy sessions
Collection schedule:
during each therapy session
Method:
Opportunity (trial) recording
Data collector:
 

Goal: 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.

Accuracy tracker
DateTask / materials# correct# attempted% accuracycorrect ÷ attempted × 100Support levele.g., independent, 1 verbal promptNotes

Preview shows 4 of 12 rows.

  • Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
  • Percent = numerator ÷ denominator × 100. Round to one decimal place.
  • Record the support actually provided, even if the goal is independent performance.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What expressive language involves

  • Using grammatical morphemes such as plural -s and past tense -ed in obligatory contexts
  • Producing longer, more complete utterances
  • Describing objects and pictures using several attributes
  • Retelling stories with the main story grammar elements
  • Formulating complete sentences with conjunctions
  • Using strategies when a word is hard to retrieve

Baseline and measurement considerations

  • Use obligatory contexts as the denominator for grammar goals, so accuracy reflects real chances to use the form.
  • Collect language samples in similar activities with similar partners, since both affect length and complexity.
  • MLU is useful for present levels; templates count utterances of a target length because data sheets track counts, not MLU.
  • Score story retells with a defined story grammar rubric and use new stories for each probe.
  • Respect dialect: forms that follow the student's home dialect are not errors.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing expressive language goals

  • Writing "will improve expressive language" without naming a structure or task.
  • Counting only correct uses without counting obligatory contexts.
  • Using practiced stories for retell probes.
  • Targeting dialect features as grammar errors.
  • Requiring speech when the student communicates more fully with AAC or sign.

Frequently asked questions

Can I write an MLU goal?

MLU in morphemes is a helpful measure for present levels, but it needs transcription and is not a unit the builder's data sheets track. The utterance-length template counts utterances of a target length per language sample instead, and the team can report MLU alongside it.

What is an obligatory context?

It is a place in a sentence where standard grammar requires a form, such as plural -s after "two." Grammar goals use obligatory contexts as the denominator, so accuracy reflects how often the student uses the form when it is needed.

How do I keep story retell probes comparable?

Use new stories of similar length, structure, and number of episodes for each probe, and score them with the same rubric. Recording retells lets two scorers check agreement.

Do these goals need short-term objectives or benchmarks?

Federal regulations require short-term objectives or benchmarks only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Many states and districts require them more broadly, so check local policy. The builder can generate objectives from a template's progression steps or from intermediate targets.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.