Communication IEP goals for a child with auditory processing disorder
Auditory processing disorder can let sound arrive whole while meaning arrives late or broken, especially over noise or distance. The goal should pin down the listening condition, describe the repair skill practiced, and state how independent your child is with it. Open your child’s IEP to the goal page and read one goal for three things: the baseline it starts from, the behavior someone could count, and the date it gets reported.
By The Advocate Ally, checked against the rules it cites. Sources checked September 14, 2026.
Is this your goal?
“Student will demonstrate improved communication skills in group and one-on-one settings, per staff observation.”
The line never states the noise level in the room or what understanding was expected.
What the rule says
“A statement of measurable annual goals … [and] [a] description of … [h]ow the child’s progress toward meeting the annual goals will be measured, and when periodic reports … will be provided.”
34 CFR 300.320(a)(2)(i) and (a)(3)
The rule’s own example of a periodic report is quarterly, issued with report cards: four updates a year.
The three tests
Every strong goal below passes all three.
BaselineWhere your child is today, as a number with its date, in present levels.
CountableA behavior two adults would tally the same way. Read the goal: what would you count?
ReportedHow often the number comes home. Check the progress-reporting box, then the last report sent.
Weak“Given a two-step direction spoken at conversational distance, Simone will complete both steps or ask for a repeat, tallied weekly and reported each quarter.”
Strong“Given a two-step direction spoken at conversational distance, Simone will complete both steps or ask for a repeat, on 4 of 5 trials, tallied weekly and reported each quarter.”
Baseline
Zero of five trials met target.
Countable
Both steps done, or a repeat.
Reported
Ten weekly tallies make the quarter.
With no target rate written, one quiet afternoon can pass for a good week while Simone keeps missing loud ones every day.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Can we write how often this is met before we sign the goal?”
Check the meeting notes for the distance and noise level the team agreed to test.
3rd through 5th grade
Weak“During small-group instruction with visual backup, Simone will ask a clarifying question when she loses the thread, on 3 of 4 lessons.”
Strong“During small-group instruction with visual backup, Simone will ask a clarifying question when she loses the thread, on 3 of 4 lessons, logged and reported each quarter.”
Baseline
Zero questions asked in ten lessons.
Countable
A question raised or not: countable.
Reported
No quarter named for sending it home.
With no date named for the count reaching you, a fall problem can still be undiscussed by the spring conference.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“When does this log turn into a number I actually see?”
Look at the progress-reporting box: does it name a term for this goal?
6th through 8th grade
Weak“Across four content classes with notes posted beforehand, Simone will use appropriate communication strategies, on 4 of 5 days, reported monthly.”
Strong“Across four content classes with notes posted beforehand, Simone will confirm one missed direction per class period before starting work, on 4 of 5 days, reported monthly.”
Baseline
She confirms nothing; wrong tasks start weekly.
Countable
A confirmed direction gets marked; strategies don’t.
Reported
Monthly counts travel with report cards.
Nobody fails at “appropriate communication strategies,” so a term passes with checkmarks while Simone still starts the wrong task weekly.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Which specific act gets marked right or wrong when this goal is scored?”
Open the accommodations page to check whether posted notes are written there for every class.
9th through 12th grade
Weak“Simone will restate the main point to a partner within one minute, on 4 of 5 lectures, reported each semester.”
Strong“In a lecture-style class with captions displayed, Simone will restate the main point to a partner within one minute, on 4 of 5 lectures, reported each semester.”
Baseline
Without captions, Simone restates one lecture.
Countable
A restated point, right or missing.
Reported
A semester count reaches transition planning.
With captions unwritten, a class can drop them while the goal still counts, and Simone loses the access that made it true.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Are the captions written into this goal, or just how she is tested today?”
Read present levels: does it name the support she had when this was measured?
What to ask the team
What listening condition was in place when this baseline was measured?
Is this goal teaching a repair skill, or scoring whether she guessed correctly?
How does the classroom noise level get recorded alongside the data?
An example is not your child’s goal: it does not replace the data the team starts from, or advice from someone qualified in your state.
Have every goal in your IEP checked against these three tests, free.
The review reads every page you upload, flags each goal missing a baseline, measurable criteria, a target or a timeline, and quotes the wording with its page.
