Reading comprehension IEP goals for a reader with cerebral palsy
Cerebral palsy can turn a slow, effortful answer into what looks like a wrong one, even when the passage was understood. The goal should name Odalys’s response mode, her text format, and whether the timing limits her thinking or just her reach. 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 16, 2026.
Is this your goal?
“Student demonstrates satisfactory comprehension of assigned grade-level reading material in the general education classroom, as measured by teacher observation.”
It never names her answer mode, the text format, or her scoring supports.
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“Odalys will hold her gaze on whichever object ends the story she just heard, on 4 of 5 stories, checked weekly.”
Strong“With a two-object choice board at her eye level, Odalys will hold her gaze on whichever object ends the story she just heard, on 4 of 5 stories, checked weekly.”
Baseline
Off the board, her gaze finds no target.
Countable
One held gaze, one story ending: clear.
Reported
Checked weekly means four numbers before October.
Skip the board and a slow glance reads as a wrong answer, though the story itself was understood.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does the choice board count as part of this goal, or is it assumed?”
The accommodations page should list the choice board and its eye-level mount as one condition.
3rd through 5th grade
Weak“Reading independently from a tablet with word highlighting, Odalys will pick the answer to two literal questions per page, tallied weekly.”
Strong“Reading independently from a tablet with word highlighting, Odalys will pick the answer to two literal questions per page, on 7 of 10 pages, tallied weekly.”
Baseline
She answers two of ten pages correctly.
Countable
Two literal questions, two taps, easily seen.
Reported
Tallies land in her folder every Friday.
Drop the fraction and a single lucky tap can pass for a week of real, page-by-page understanding.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does seven of ten pages appear in the written goal?”
Ask whether the goal page names seven of ten as the actual weekly target.
6th through 8th grade
Weak“Using a partner who reads the choices aloud, Odalys will show comprehension of the text, on 3 of 4 stories, scored monthly.”
Strong“Using a partner who reads the choices aloud, Odalys will indicate the theme and one supporting quote, on 3 of 4 stories, scored monthly.”
Baseline
She names one theme correctly in four.
Countable
Naming the theme, pointing to the quote: visible.
Reported
Monthly, this score appears in her binder.
Saying she shows comprehension gives no target, so scanning delays get marked wrong before anyone checks her answer.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What would a teacher mark correct when Odalys indicates the theme?”
Last quarter’s progress report either logged her theme responses or logged nothing.
9th through 12th grade
Weak“During an untimed resource period, Odalys will use her eye-gaze keyboard to select which two textual details prove a claim, on 6 of 8 articles.”
Strong“During an untimed resource period, Odalys will use her eye-gaze keyboard to select which two textual details prove a claim, on 6 of 8 articles, reported each semester.”
Baseline
She selects one accurate detail per article.
Countable
Claim proven, two details selected: fully checkable.
Reported
The semester report was cut; nothing arrives.
Without a semester on record, one October article can remain her only evidence heading into June.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Which report card will carry this article count, fall or spring?”
Eye-gaze keyboard minutes for comprehension belong on the services page, separate from fatigue breaks.
What to ask the team
Which access tool decides whether an answer counts as correct?
Was her present-level score taken with the eye-gaze keyboard or by pointing?
Is the score about her understanding, or mainly her response speed?
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.
