Expressive Language IEP goals for high school (grades 9 to 12)
24 of the expressive language templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
24 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Expressive Language Speech & Language
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 (such as 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.
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 To choose for the student: the taught word-finding strategy (such as 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.
Answer questions about personal information
Personal information
By the annual IEP review date, when asked 5 personal information questions by a familiar adult (such as full name, age, birthday, school, teacher), the student will state the correct personal information for each question using speech, sign, or a communication device independently with 100% accuracy on personal information questions, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Give a short oral presentation with an organized structure
Oral presentation
By the annual IEP review date, given a topic from a current class and three to five minutes to present to a small group, the student will present with an opening that states the topic, two or three main points each with a supporting detail or example, and a closing statement independently, earning a score of at least 8 out of 10 on a 5-row presentation organization rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly.
State an opinion and give reasons for it
Stating an opinion with reasons
By the annual IEP review date, given a question with two defensible answers (such as "Should recess be longer?") and asked what they think, the student will state an opinion and give two different reasons that support it 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.
Use specific words instead of thing, stuff, and it
Specific word choice
By the annual IEP review date, during a 5-minute explanation of a game, process, or event to the SLP, the student will reduce nonspecific words (thing, stuff, it, do, go) used when the object or action has not been named to no more than 3 times per 5-minute sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
High school expressive language goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 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 expressive language goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.