Categories IEP goals
11 templates across 5 skills: vocabulary & semantics, vocabulary, listening comprehension & auditory processing, expressive language, receptive language. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
11 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.
Vocabulary & Semantics Speech & Language
Name category members in one minute
Category naming fluency
By the annual IEP review date, given a spoken category name (such as animals, foods, things in a kitchen) and one minute, the student will name different members of the category independently at a rate of at least 10 correct category members per minute, across 3 consecutive weekly probes, as measured by timed probes collected weekly.
Pick the item that does not belong and explain why
Category exclusion
By the annual IEP review date, given 10 sets of four pictures in which one item does not belong to the category, the student will identify the item that does not belong and state the category the other three share independently with at least 80% accuracy on exclusion sets, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Vocabulary Reading
Name the category and find the one that does not belong
Categories
By the annual IEP review date, given 4 pictures, 3 from one category and 1 from another, the student will point to the picture that does not belong and name the category of the others independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Sort words into categories
Word sorting
By the annual IEP review date, given 12 printed words and 3 labeled category headers, the student will place each word under the correct header independently with at least 90% accuracy on words sorted correctly, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Listening Comprehension & Auditory Processing Speech & Language
Answer spoken questions about categories and attributes
Answering spoken questions about categories and attributes
By the annual IEP review date, given 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?"), the student will answer each question correctly by speaking, signing, or pointing to yes or no independently with at least 85% accuracy on spoken category and attribute questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
See all 40 listening comprehension & auditory processing goals
Expressive Language Speech & Language
Describe an object by group, use, and parts
Describing with category, function and attributes
By the annual IEP review date, given a familiar object or picture and asked to tell all about it, the student will describe the object by telling its group, what it is used for, its parts, and one more feature (such as where you find it or what it looks like) independently, earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part, on 3 consecutive probes, as measured by a defined scoring rubric collected every two weeks.
Describe a term so a partner guesses it
Describing with category, function and attributes
By the annual IEP review date, during a review game in which the student describes a hidden content-vocabulary card (such as photosynthesis, a treaty, or a ratio) to a partner without saying the word, the student will describe the hidden term with its category, at least two key features, and an example so the partner names it independently in at least 7 of 10 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Receptive Language Speech & Language
Sort items into categories and name the category
Categories
By the annual IEP review date, given 10 sets of three or four pictures or words from familiar categories, the student will name the category that each set of items belongs to independently with at least 80% accuracy on categorization items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Categories goals come from vocabulary and semantics, receptive and expressive language, listening comprehension, and reading vocabulary. They cover sorting items into groups, naming the category, naming members of a category, finding the item that does not belong and saying why, naming subcategories, and defining a word by its group and features. Good goals name the categories used, whether they are basic (animals, food) or more abstract (transportation, emotions), and how the student responds: speech, sign, AAC, or pointing. Most are measured with percent accuracy on a fixed set, and naming members can be timed. Organizing words into categories helps students store and find words, so these goals often support word finding and reading vocabulary.
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 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 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 I write a categories IEP goal?
Name the categories, the task, and the set. For example: given 10 picture sets of 4 items, the student will name the item that does not belong and the category of the other three with at least 80% accuracy across 3 sessions.
Which categories should come first?
Start with concrete categories from the student's life, such as food, clothing, and animals, then move to less concrete ones and subcategories. Use the curriculum's vocabulary for older students.
IEP Atlas Pro
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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.