For a child with autism, a communication goal measures whether a message reaches someone, in whatever mode the child uses. The goal should name that mode, the exact function being taught, and whether your child starts the exchange or waits to be cued. 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 communicate wants and needs using an appropriate communication system across environments.”
It never names the mode the child uses, the function being taught, or who starts it.
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“Zion will hand the icon to an adult before leaving his seat, on 4 of 5 opportunities, counted daily, shared each report card.”
Strong“Given a laminated break icon, Zion will hand the icon to an adult before leaving his seat, on 4 of 5 opportunities, counted daily, shared each report card.”
Baseline
No break icon offered, Zion just leaves.
Countable
Icon handed to an adult: one act.
Reported
Daily counts feed one report line.
With no setup named, the icon can sit in a drawer while an adult cues first; Zion never asks unprompted.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Is the icon named here, or could any prompt satisfy this goal?”
Find the break icon on the accommodations page, or note that it is missing.
3rd through 5th grade
Weak“Using his AAC device during recess, Zion will approach a peer and select ‘want to play,’ logged weekly, sent home each quarter.”
Strong“Using his AAC device during recess, Zion will approach a peer and select ‘want to play,’ on 3 of 5 recesses, logged weekly, sent home each quarter.”
Baseline
Zion initiates on 1 of 5 recesses.
Countable
Approach plus selecting play: two actions.
Reported
Weekly logs turn into quarterly totals.
With no rate written in, one good recess can stand for a month while Zion still waits to be invited every day.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Can we write how many recesses out of five this must happen?”
Read present levels and see which AAC phrases Zion currently uses.
6th through 8th grade
Weak“During small-group projects with his AAC device, Zion will repeat or rephrase his message when a peer says ‘what,’ on 4 of 5 sessions.”
Strong“During small-group projects with his AAC device, Zion will repeat or rephrase his message when a peer says ‘what,’ on 4 of 5 sessions, logged per session, reported each semester.”
Baseline
Zion repeats zero times without the device.
Countable
Repeats or rephrases when unclear: countable.
Reported
No session or semester is named for counting.
With no session named and no semester for reporting, a whole term can pass before anyone checks whether the repair ever happens.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Which session is this checked in, and when do I see it?”
The meeting notes should name which adult logs this session count.
9th through 12th grade
Weak“During Friday community outings, Zion will use appropriate ordering skills, on 4 of 5 outings, reported each semester.”
Strong“During Friday community outings, Zion will order from the cashier on his device without a hand-over-hand prompt, on 4 of 5 outings, reported each semester.”
Baseline
Zion waits for a hand-over-hand prompt each outing.
Countable
Order given unprompted on device: one act.
Reported
Semester counts show a pattern across outings.
Nobody can score “use appropriate ordering skills,” so an adult keeps prompting first and Zion never practices ordering on his own.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exactly is Zion expected to order, and does he do it unprompted?”
Check the goal page: does it say Zion starts this or waits for a cue?
What to ask the team
Which communication mode is Zion using when this goal is measured?
Is this goal teaching him to initiate, or only to respond when asked?
How does the team make sure device access never blocks this goal?
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.
