Copy-ready, measurable goals for articulation, fluency, expressive/receptive language, and pragmatics
January 11, 2026•18 min read
It's 9 PM on a Sunday. You have three IEPs due this week, a stack of progress notes, and you're staring at a blank goal section trying to remember how you worded that /r/ goal last time. Sound familiar?
Writing IEP goals shouldn't require reinventing the wheel every time. You already know what your students need—the challenge is finding the right words, making sure everything is measurable, and doing it all without spending your entire weekend on paperwork.
This goal bank gives you ready-to-use templates for articulation, fluency, language, and pragmatics. Copy them, tweak the target sounds and accuracy levels to match your students' present levels, and get back to what actually matters: therapy.
Targets a particular skill (e.g., "/s/ in initial position" not just "articulation")
M - Measurable
Includes criteria like "80% accuracy over 3 sessions"
A - Achievable
Realistic given the student's current level and therapy frequency
R - Relevant
Addresses functional communication needs in school settings
T - Time-bound
Achievable within the IEP period (typically one year)
Articulation IEP Goals
Articulation goals target specific speech sounds. Customize these templates by inserting the target sound, word position, and accuracy criteria based on the student's present levels.
Word Level Goals
Given a visual or verbal cue, [Student] will produce the /__/ sound in the [initial/medial/final] position of words with 80% accuracy over 3 consecutive data collection sessions.
[Student] will correctly produce the /s/ and /z/ sounds in single words with 80% accuracy in 4 out of 5 therapy sessions, as measured by SLP data collection.
[Student] will produce /r/ and vocalic /r/ sounds (ar, er, ir, or, air, ear) in single words with 75% accuracy given minimal cueing, across 3 consecutive sessions.
Phrase/Sentence Level Goals
[Student] will produce the /__/ sound in 3-5 word phrases with 80% accuracy given minimal cues, as measured over 3 consecutive therapy sessions.
Given a sentence completion task, [Student] will produce target sounds (/s/, /l/, /r/) in sentences with 75% accuracy across 3 data collection sessions.
[Student] will produce /s/ blends (st, sp, sn, sm, sk, sl, sw) in carrier phrases with 80% accuracy in 4 out of 5 opportunities.
Conversational/Generalization Goals
[Student] will produce the /__/ sound in structured conversation with 80% accuracy as measured by a 3-minute speech sample over 2 consecutive sessions.
During classroom activities, [Student] will correctly articulate /__/ in spontaneous speech with 75% accuracy as measured by teacher report and SLP observation.
[Student] will self-correct /__/ sound errors in conversation with 70% accuracy when given an indirect cue (e.g., questioning look), across 3 consecutive sessions.
Phonological Process Goals
[Student] will eliminate the phonological process of fronting by producing velar sounds (/k/, /g/) in words with 80% accuracy over 3 consecutive sessions.
[Student] will eliminate cluster reduction by producing consonant clusters in words with 80% accuracy given visual cues, as measured over 3 data collection sessions.
[Student] will reduce the process of final consonant deletion by producing final consonants in CVC words with 75% accuracy across 3 consecutive therapy sessions.
Tracking Articulation Progress with AI
Measuring articulation accuracy in conversation can be challenging, especially with large caseloads. AI-powered tools like LumaSpeech can help track home practice data, giving SLPs objective measures of progress between sessions and supporting data collection for IEP goals.
Fluency IEP Goals
Fluency goals may target speech modification techniques, stuttering management strategies, or attitudes toward communication. Choose goals based on the student's therapy approach.
Fluency Shaping Goals
[Student] will use easy onset (gentle voicing) at the beginning of sentences with 80% accuracy during structured therapy activities, as measured over 3 consecutive sessions.
[Student] will use light articulatory contacts when producing target sounds/words with 75% accuracy during reading tasks across 3 data collection sessions.
[Student] will demonstrate reduced speech rate using phrasing and pausing with 80% accuracy during 2-minute monologue tasks over 3 sessions.
[Student] will use continuous phonation (smooth, connected speech) in 4-5 word phrases with 75% accuracy given verbal modeling, across 3 consecutive sessions.
Stuttering Modification Goals
[Student] will identify moments of stuttering (blocks, repetitions, prolongations) with 80% accuracy during structured activities as measured by SLP observation.
[Student] will use a pull-out technique (easing out of a stuttering moment) with 70% accuracy during 4 out of 5 therapy sessions.
[Student] will use cancellations (pausing after a stuttered word and re-saying it with modification) in 3 out of 5 opportunities during structured conversation.
[Student] will demonstrate voluntary stuttering to reduce tension and avoidance behaviors in 4 out of 5 opportunities during therapy activities.
Self-Monitoring & Carryover Goals
[Student] will self-monitor fluency and independently apply fluency strategies during classroom presentations with 75% accuracy as measured by SLP observation and self-report.
[Student] will demonstrate use of fluency techniques in at least 2 settings outside of therapy (classroom, cafeteria, home) as measured by self-report and teacher/parent feedback.
[Student] will identify situations that increase stuttering and verbalize strategies to manage them with 80% accuracy during therapy discussions.
Attitudes & Self-Advocacy Goals
[Student] will demonstrate improved attitudes toward communication as measured by a decrease in avoidance behaviors and increased participation in class discussions.
[Student] will educate at least 2 communication partners (teachers, peers) about stuttering by the end of the IEP year as measured by SLP observation.
[Student] will self-advocate by requesting accommodations (extra time, alternate presentation formats) when needed in 3 out of 4 opportunities.
Expressive Language IEP Goals
Expressive language goals target how students communicate their ideas through spoken language.
Vocabulary & Word Finding
[Student] will use grade-level vocabulary words in spoken sentences with 80% accuracy given visual supports, across 3 consecutive therapy sessions.
[Student] will describe common objects using 3+ attributes (category, function, appearance) with 80% accuracy in 4 out of 5 opportunities.
[Student] will use word-finding strategies (semantic associations, circumlocution) when experiencing word retrieval difficulties in 75% of observed opportunities.
Sentence Structure & Grammar
[Student] will produce grammatically correct simple sentences (subject + verb + object) with 80% accuracy during structured activities across 3 sessions.
[Student] will use correct past tense verbs (regular and irregular) in sentences with 75% accuracy given minimal cueing, as measured over 3 data collection sessions.
[Student] will combine two simple sentences into a complex sentence using conjunctions (because, so, when, if) with 80% accuracy in 4 out of 5 opportunities.
[Student] will use correct pronoun forms (he/she, him/her, they/them) in sentences with 80% accuracy during conversation, as measured over 3 consecutive sessions.
Narrative & Connected Speech
[Student] will retell a short story including all major story elements (character, setting, problem, solution) with 80% accuracy given visual supports.
[Student] will generate a personal narrative with a clear beginning, middle, and end with 75% accuracy as measured by narrative scoring rubric.
[Student] will use appropriate sequencing words (first, then, next, finally) when recounting events with 80% accuracy in 4 out of 5 opportunities.
[Student] will provide relevant, organized responses to open-ended questions about grade-level texts with 75% accuracy across 3 consecutive sessions.
Receptive Language IEP Goals
Receptive language goals target understanding of spoken language, including following directions, comprehending vocabulary, and understanding complex language structures.
Following Directions
[Student] will follow 2-step classroom directions with 80% accuracy given one repetition, as measured by teacher report and SLP observation over 3 sessions.
[Student] will follow multi-step directions containing temporal concepts (before, after, first, last) with 75% accuracy in 4 out of 5 opportunities.
[Student] will follow directions containing spatial concepts (between, beside, in front of) with 80% accuracy during structured activities across 3 sessions.
Vocabulary Comprehension
[Student] will identify grade-level vocabulary words from a spoken definition with 80% accuracy in 4 out of 5 opportunities.
[Student] will demonstrate understanding of common idioms and figurative language by explaining their meaning with 75% accuracy across 3 data collection sessions.
[Student] will identify synonyms and antonyms for grade-level vocabulary with 80% accuracy given a field of 3-4 choices.
Listening Comprehension
[Student] will answer WH-questions (who, what, where, when, why) about grade-level passages with 80% accuracy across 3 consecutive therapy sessions.
[Student] will identify the main idea and 2 supporting details from a spoken paragraph with 75% accuracy in 4 out of 5 opportunities.
[Student] will make predictions and inferences based on auditory information with 75% accuracy as measured over 3 data collection sessions.
[Student] will identify cause/effect relationships in spoken narratives with 80% accuracy given visual supports, across 3 consecutive sessions.
Pragmatic/Social Language IEP Goals
Pragmatic language goals target the social use of language, including conversation skills, perspective-taking, and understanding social cues.
Conversation Skills
[Student] will initiate conversation with peers using an appropriate greeting or topic starter in 4 out of 5 opportunities as measured by SLP observation.
[Student] will maintain conversation for 3+ turns by asking on-topic questions and making relevant comments with 80% accuracy during structured activities.
[Student] will demonstrate appropriate turn-taking (waiting for pauses, not interrupting) during peer conversations in 75% of observed opportunities.
[Student] will appropriately end conversations using closing statements with 80% accuracy across 3 consecutive therapy sessions.
Perspective-Taking
[Student] will identify how characters in stories might feel based on context clues with 80% accuracy in 4 out of 5 opportunities.
[Student] will predict how others might react to specific situations or comments with 75% accuracy during structured discussions.
[Student] will modify communication style based on the listener (peer vs. adult, familiar vs. unfamiliar) with 75% accuracy as measured by SLP observation.
Nonverbal Communication
[Student] will use appropriate eye contact during conversations with 80% accuracy as measured by SLP observation over 3 consecutive sessions.
[Student] will interpret nonverbal cues (facial expressions, body language) to understand others' emotions with 75% accuracy during structured activities.
[Student] will maintain appropriate physical proximity during peer interactions in 80% of observed opportunities.
Problem-Solving & Conflict Resolution
[Student] will identify the problem in social scenarios and generate 2+ possible solutions with 80% accuracy during therapy activities.
[Student] will use appropriate language to express disagreement or frustration (instead of physical responses) in 4 out of 5 observed opportunities.
[Student] will request help appropriately when needed using polite language with 80% accuracy across therapy and classroom settings.
Tips for Writing Effective IEP Goals
1
Start with present levels. Goals should directly connect to the student's current performance. If a student produces /r/ with 40% accuracy at the word level, the goal might target 80% at the word level—not conversational speech.
2
Be specific about context. "In structured therapy activities," "during classroom discussions," and "in spontaneous conversation" represent very different levels of difficulty.
3
Specify the level of support. Include cueing levels: "independently," "given a visual cue," "given a verbal model," "given minimal/moderate/maximum cueing."
4
Include measurement criteria. How will you measure progress? "Over 3 consecutive sessions," "in 4 out of 5 opportunities," "as measured by language sample analysis."
5
Consider functional impact. Goals should improve the student's ability to communicate effectively in academic and social settings. Ask: "How will achieving this goal help the student succeed?"
6
Build in generalization. Include goals or objectives that address carryover to classroom and home settings, not just therapy room performance.
Common IEP Goal Mistakes (And How to Avoid Them)
After writing hundreds of IEP goals, these are the pitfalls that trip up even experienced SLPs:
Writing goals that are too ambitious
If a student is at 30% accuracy at the word level, jumping to "80% in conversation" in one year isn't realistic. Set goals they can achieve, then write new ones. Progress feels better than failure.
Forgetting to specify the context
"80% accuracy" doing what? In therapy? In the classroom? Reading aloud vs. spontaneous speech? A goal without context is nearly impossible to measure consistently.
Including too many targets in one goal
"Student will produce /r/, /s/, /l/, and /th/ with 80% accuracy" — how do you score this when they master /s/ but not /r/? Keep goals focused on one target or skill area.
Not connecting goals to classroom impact
At the IEP meeting, parents and teachers want to know how therapy will help the student succeed in school. Frame goals around functional outcomes whenever possible.
The Bottom Line
IEP goals don't have to be complicated. A good goal is specific, measurable, and achievable within the IEP year. That's it. The goal templates in this post give you a starting point—customize them based on each student's present levels and you're set.
The real key to students meeting their goals isn't the wording—it's the practice. Students who practice consistently between sessions make faster progress than those who only work on skills during therapy. For articulation goals especially, daily practice at home can cut treatment time significantly.
That's where tools like LumaSpeech come in—AI-powered practice gives students instant feedback on their articulation, so home practice actually reinforces correct productions. When students practice the right way, they hit those IEP goals faster.
References
American Speech-Language-Hearing Association. (n.d.). Individualized Education Programs (IEPs).ASHA Practice Portal. Retrieved from asha.org
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
Roth, F. P., & Worthington, C. K. (2015). Treatment resource manual for speech-language pathology (5th ed.). Cengage Learning.
Paul, R., Norbury, C., & Gosse, C. (2017). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (5th ed.). Elsevier.
Shipley, K. G., & McAfee, J. G. (2021). Assessment in speech-language pathology: A resource manual (6th ed.). Plural Publishing.
Support IEP Goals with AI-Powered Practice
LumaSpeech helps students make faster progress on articulation goals with real-time feedback during home practice.