Communication IEP goals after a traumatic brain injury
A traumatic brain injury can slow how fast a child finds words and follows a fast conversation, even when speech itself sounds normal. The goal should set Camden’s wait time, name the repair skill taught, and say when the count comes home. 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 follow multi-step verbal directions and respond appropriately in the classroom setting.”
It never says how many steps or how long he may take to answer.
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“During morning greetings, Camden will answer a peer’s question without an adult prompt, marked daily and reported monthly.”
Strong“During morning greetings, Camden will answer a peer’s question without an adult prompt, on 4 of 5 mornings, marked daily and reported monthly.”
Baseline
Camden answers unprompted just 1 of 5.
Countable
Answer before a prompt: one clean mark.
Reported
Daily marks reach one number each month.
With no target count named, a lucky morning can pass as proof while most greetings still go unanswered without help.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What count of unprompted answers would show me this is working?”
Open present levels and look for how often prompts are needed.
3rd through 5th grade
Weak“In whole-class discussion, Camden will respond within eight seconds of being asked a question, on 4 of 5 opportunities.”
Strong“In whole-class discussion, Camden will respond within eight seconds of being asked a question, on 4 of 5 opportunities, logged weekly and shared each report card.”
Baseline
Camden needs about thirty seconds to answer today.
Countable
Eight-second answer or longer: an easy mark.
Reported
No weekly log or report card date given.
Skip the weekly log, and a fast Monday answer can substitute for the only number the report card shows.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“How many seconds does he get, and when does that number arrive?”
The progress-reporting box should say the log goes home with each report card.
6th through 8th grade
Weak“During partner lab work, Camden will use appropriate communication strategies, on 3 of 4 labs, counted each week.”
Strong“During partner lab work, Camden will ask his partner to repeat an unclear direction, on 3 of 4 labs, counted each week.”
Baseline
Camden asked for a repeat once all fall.
Countable
A repeat asked for: one lab mark.
Reported
Weekly lab tallies come home with grades.
Nobody can score “communication strategies,” so Camden keeps a passing mark while confusion during labs goes unresolved every week.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What precise act counts here, instead of vague communication strategies?”
See whether the accommodations page lists any cue for asking for repeats.
9th through 12th grade
Weak“Camden will repair one misunderstood instruction by asking a clarifying question, on 4 of 5 shifts, reported quarterly.”
Strong“Working with a familiar co-worker during his internship shift, Camden will repair one misunderstood instruction by asking a clarifying question, on 4 of 5 shifts, reported quarterly.”
Baseline
Zero repairs attempted during any internship shift yet.
Countable
One clarifying question, one repair: an easy tally.
Reported
The whole team sees this only every quarter.
Drop the co-worker and shift from the goal, and any random hallway exchange can count as the same evidence.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal specify the co-worker and shift, or leave them out?”
His shift repairs were either tallied in last quarter’s progress report or never counted.
What to ask the team
Is wait time for an answer written into the goal, or just assumed?
Does everyone log the same conversational skill, or different ones by classroom?
Is he being taught a repair strategy, or only reminded to talk more?
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.
