Communication IEP goals for a child with a speech impairment
A communication goal for a child with a speech impairment has to reach past the listeners who already understand Griffin at home. The goal should spell out which listener Griffin faces, the message he gives, and how clearly it lands. 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 will participate in classroom conversations using appropriate speech.”
That line skips who is listening and gives a team nothing to tally.
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“Griffin will answer using a two-word phrase on his AAC device, on 4 of 5 trials, checked weekly.”
Strong“When asked a question by a familiar adult, Griffin will answer using a two-word phrase on his AAC device, on 4 of 5 trials, checked weekly.”
Baseline
Griffin only answers when a familiar adult asks.
Countable
A two-word phrase on the device: one tally.
Reported
Four counted answers reach home monthly.
Without naming who is asking, a paraprofessional’s constant prompting can count as success while Griffin still cannot answer a stranger’s question.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal name who is asking, or leave it open to any adult?”
Turn to present levels and see whether it names the adults he talks to now.
3rd through 5th grade
Weak“During show-and-tell with unfamiliar peers, Griffin will produce a three-sentence explanation understood without repetition, scored monthly.”
Strong“During show-and-tell with unfamiliar peers, Griffin will produce a three-sentence explanation understood without repetition, on 3 of 4 turns, scored monthly.”
Baseline
Griffin repeats himself twice in six turns.
Countable
Three sentences with no repeated line: one tally.
Reported
Ten dated turns arrive each month.
With no target number, one clear turn in September can be called progress even if Griffin still repeats himself in June.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“How many turns out of how many count toward this goal?”
Check the meeting notes for how many turns happened with someone he does not know.
6th through 8th grade
Weak“When a classmate says ‘I don’t understand,’ Griffin will respond appropriately, on 3 of 5 opportunities, logged monthly.”
Strong“When a classmate says ‘I don’t understand,’ Griffin will repeat his message using a different sentence structure, on 3 of 5 opportunities, logged monthly.”
With nothing named to tally, a shrug and a full rephrase score alike, and a year passes with no repair skill taught.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exactly counts as fixing his message when a listener says it’s unclear?”
Open the accommodations page and check for a repair strategy he is taught to use.
9th through 12th grade
Weak“Calling to ask a question of an unfamiliar adult, Griffin will state his purpose and answer one follow-up question, on 4 of 5 calls.”
Strong“Calling to ask a question of an unfamiliar adult, Griffin will state his purpose and answer one follow-up question, on 4 of 5 calls, reported each semester.”
Baseline
Griffin hangs up before stating his purpose now.
Countable
Purpose named and one question answered clearly.
Reported
No semester written, two calls stay unreported.
With no reporting date, the calls go untallied until the annual review, and a year of hang-ups never reaches home.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“When during the year does this number get reported to me?”
See whether the services page sets aside time for phone-call practice with new listeners.
What to ask the team
Does the goal name who Griffin is talking to, or assume every listener understands him alike?
Is progress measured by how clearly he speaks, or only by what he says?
What happens when he isn’t understood the first time?
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.
