If your IEP team identifies expressive language and/or receptive language as an area of need for your child, together you'll develop speech goals to help your child build skills. IEP services like speech therapy are driven by goals, so it's important to create goals that support your child and accurately measure their progress. (Learn more in our article on how IEP goal writing works!)
Here are some example speech goals in the IEP written by Undivided's education advocates, including the corresponding Common Core State Standard.
Receptive language – following classroom directions
By the next annual IEP review, when given a visual-supported classroom direction involving one–two steps (e.g., “get your pencil and line up”), the student will follow the direction by identifying key action words (get, put, line up) and completing the steps with 80% accuracy across 3 consecutive trials, as measured by classroom observation and SLP data sheets.
Expressive language – using complete sentences
By the next annual IEP review, when shown a picture or classroom event, the student will produce a complete sentence that includes a noun and verb (e.g., “The dog runs.”) in 4 out of 5 opportunities across three sessions, as measured by SLP language sampling.
Pragmatics – requesting help/self-advocacy
By the next annual IEP review, during classroom routines, the student will use a functional communication strategy (gesture, verbal request, AAC) to ask for help or clarification in 4 of 5 opportunities, as measured by observation and teacher/SLP logs.
Receptive language – identifying key details (reading access)
By the next annual IEP review, when given an independent reading level text read aloud, the student will answer “who/what/where/when” questions by identifying explicit details with 75% accuracy across 3 consecutive probes, as measured by SLP comprehension checklists.
Expressive language – retelling a narrative
By the next annual IEP review, when given a grade-level story, the student will retell the narrative using a beginning, middle, and end organizer with 80% accuracy across 3 sessions, as measured by story retell rubrics.
Pragmatics – topic maintenance in academics
By the next annual IEP review, during academic group work, the student will add relevant comments or questions on topic in 3 out of 4 opportunities, as measured by SLP/teacher observation.
Articulation
By the next annual IEP review, when provided with modeling, visuals, and cues, when producing structured reading passages, the student will produce /r/ sounds in words and sentences with 80% accuracy, measured by SLP articulation probes.
Expressive language – academic explanations
By the next annual IEP review, when asked a curriculum-based question, the student will produce an organized spoken or AAC response that includes a claim and at least one supporting detail with 75% accuracy across 3 trials, as measured by SLP academic discourse rubrics.
Receptive language – understanding figurative/literal meaning
By the next annual IEP review, with the support of a visual example, when presented with grade-level sentences, the student will distinguish literal from nonliteral language (e.g., “break a leg”) with 70% accuracy across 3 trials, as measured by SLP probes.
Pragmatics – self-advocacy in the classroom
By the next annual IEP review, in academic settings, the student will appropriately self-advocate for supports (ask for repetition, request visual aid, ask for slower pace) in 4 out of 5 opportunities, as measured by teacher and SLP observation logs.
Fluency – using a preferred fluency strategy
By the next annual IEP review, during structured speaking tasks, the student will use a preferred fluency strategy (pausing, pacing, breath grouping, AAC, or visual supports) to improve communication clarity in 4 of 5 opportunities, as measured by SLP observation.
AAC – expanding academic vocabulary use
By the next annual IEP review, when engaged in academic tasks, the student will use their AAC system to generate 3–5 word messages that include a noun and verb with 80% accuracy across 3 trials, as measured by SLP communication logs.
By the next annual IEP review, when engaged in structured classroom or play-based activities and provided with visual supports (pictures, models, objects), the student will use total communication (AAC system, gestures, pointing, eye gaze, words, or sign) to identify or produce location-based prepositions (e.g., in, on, under, next to, behind, in front of) in 4 out of 5 opportunities across three consecutive sessions, as measured by SLP/teacher observation and communication logs.
For more example AAC goals, see our full article AAC in the IEP: Goals and Examples.
Social communication – interpreting social cues
By the next annual IEP review, during structured social scenarios, the student will identify the perspective or feelings of another character or peer using visual supports with 75% accuracy, as measured by SLP rubrics.
Sentence combining for academic writing
By the next annual IEP review, when given two related simple sentences, the student will combine them into a more complex sentence using conjunctions (because, and, so) in 4 of 5 opportunities, as measured by SLP language probes.
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