Speech Intelligibility IEP goals
31 templates across 5 skills: motor speech (apraxia & dysarthria), phonological processes, speech fluency (stuttering), articulation, AAC & augmentative communication. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
31 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.
Motor Speech (Apraxia & Dysarthria) Speech & Language
Keep vowels clear in simple words
Vowel accuracy
By the annual IEP review date, given 10 one-syllable practice words that contrast 3 target vowels (such as "bee", "ba", "boo"), in random order with pictures, the student will say each word with the target vowel clear enough that the listener can tell which word was said independently with at least 75% accuracy on target vowels in practice words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Say core words the same way each time
Consistency across repeated productions
By the annual IEP review date, given 10 high-use core words, each named 3 times in a row from a picture, in a session with no model, the student will say each core word the same way on all 3 tries, with the same sounds and syllables each time independently with at least 70% accuracy on core words said the same way on all 3 tries, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Phonological Processes Speech & Language
Produce final consonants in words
Final consonant deletion
By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (such as 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.
Produce the contrast in minimal pairs so a listener picks the right word
Minimal pairs
By the annual IEP review date, given a set of 20 minimal-pair picture cards that contrast the student's error pattern with To choose for the student: the target (such as tea/key, bow/boat, sun/ton), the student will name the picture the listener should select, producing the target contrast so the listener selects the intended picture independently with at least 80% accuracy on minimal-pair productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Speech Fluency (Stuttering) Speech & Language
Use pauses and a steady rate so a listener follows the message
Cluttering: pacing for clarity
By the annual IEP review date, during a 3-minute retell or explanation to the SLP, the student will speak with a pause at each phrase boundary and all syllables of multisyllabic words produced 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.
Say every syllable in long words clearly
Cluttering: complete syllables in long words
By the annual IEP review date, given 20 multisyllabic words from class texts, each said in a short sentence, the student will say each multisyllabic word with every syllable produced, at a steady pace independently with at least 85% accuracy on multisyllabic words with every syllable produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Articulation Speech & Language
Produce the target vowel in words and sentences
Vowel sounds
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target vowel (such as /i/ as in "feet" or the diphthong in "boat"), the student will produce the target vowel correctly in each word independently with at least 80% accuracy on target-vowel productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Pause at phrase boundaries to keep speech clear
Speaking rate and phrasing
By the annual IEP review date, given 20 sentences with phrase boundaries marked, read aloud, the student will pause briefly at each phrase boundary while speaking independently with at least 85% accuracy on phrase boundaries marked with a pause, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
AAC & Augmentative Communication Speech & Language
Name the topic first so partners can follow
Strategic: setting the topic first
By the annual IEP review date, when starting a message about something the partner did not see, such as an event at home or in another class, the student will give a topic clue on the device, board, or by gesture (such as "about home" or "a person") before the main message 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 twice monthly with less familiar partners.
Point to first letters while speaking
Alphabet supplementation with speech
By the annual IEP review date, during conversation with a less familiar adult when the listener does not catch the student's spoken message the first time, the student will point to the first letter of each word on an alphabet board while saying the word 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 twice monthly in class.
Speech intelligibility goals come from motor speech, phonological processes, articulation, speech fluency, and AAC. They target how much of what the student says a listener can understand, especially an unfamiliar listener, and the strategies that help: slowing down, pausing at phrase breaks, speaking loudly enough, setting the topic first, pointing to a first letter, and repairing a message that was missed. Good goals name the listener, the speaking task, and the strategy. Intelligibility is often measured as the percent of words or utterances an unfamiliar listener understands in a recorded sample, and repairs are counted as opportunities. Pair speech goals with an AAC backup so the student can always get the message across while speech develops.
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 17 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How do I measure speech intelligibility for an IEP goal?
Record a short sample and have an unfamiliar listener write down what they understand, then compute the percent of words understood. Keep the task and listener type the same across samples.
Should intelligibility goals include AAC?
Often, yes. A goal can teach the student to switch to a device, gesture, or first-letter cue when a listener does not understand, so communication never depends on clear speech alone.
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