Communication IEP goals for a child with cerebral palsy
With cerebral palsy, a communication goal turns on physical access to the device or board, because the message is usually already there. The goal should say what device or board carries the message, the exact phrase being taught, and who initiates 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 access her communication device to interact with peers and staff.”
It skips how she accesses a device, what message it holds, and who starts talking.
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“Using a single-message switch mounted on her tray, Paloma will activate it to request a break, tallied daily and reported each quarter.”
Strong“Using a single-message switch mounted on her tray, Paloma will activate it to request a break, on 4 of 5 opportunities, tallied daily and reported each quarter.”
Baseline
Paloma requests 0 of 5 breaks alone.
Countable
Switch activated to request break: one act.
Reported
Daily tallies build one quarterly total score.
Without a target rate, one good morning can count as success while most days Paloma still waits to be offered a break.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Could we name how many daily chances actually need to count?”
Present levels should say how many prompts Paloma needs before she asks alone.
3rd through 5th grade
Weak“Paloma will greet a peer as they arrive, on 3 of 5 mornings, logged weekly.”
Strong“Using an eye-gaze communication board with a greeting cell, Paloma will greet a peer as they arrive, on 3 of 5 mornings, logged weekly.”
Baseline
Without the eye-gaze board, Paloma greets nobody first.
Countable
A peer greeted as they arrive: countable.
Reported
Weekly logs show a clear greeting pattern.
Without the board mounted, a passing check can mean an adult greeted for her while Paloma said nothing at all.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal name the eye-gaze board, or does it assume one?”
Check whether the eye-gaze board appears on the accommodations page.
6th through 8th grade
Weak“Using her AAC device during science discussions, Paloma will answer a wh-question with two words, on 4 of 5 discussions.”
Strong“Using her AAC device during science discussions, Paloma will answer a wh-question with two words, on 4 of 5 discussions, counted each grading period.”
Baseline
Off her AAC device, Paloma answers zero questions.
Countable
One wh-question, two-word answer: easy count.
Reported
This tally still lacks a grading period.
With no grading period named, a single good discussion in October can substitute for a whole term of near-silence.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Does a specific grading period own this discussion score yet?”
The services page should list minutes for core-vocabulary AAC instruction.
9th through 12th grade
Weak“At the school store with her AAC device, Paloma will use appropriate communication skills, on 4 of 6 visits, reported each semester.”
Strong“At the school store with her AAC device, Paloma will order one item by selecting three icons, on 4 of 6 visits, reported each semester.”
Baseline
Paloma orders zero items without her device.
Countable
One item ordered via three icons: countable.
Reported
Six visits reach a semester store report.
Nobody can score “use appropriate communication skills,” so Paloma earns credit while she still cannot order an item alone.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Could Paloma select these three icons herself, without a prompt?”
Open the goal page and check whether Paloma starts this order herself.
What to ask the team
Which access method does Paloma use to send each message?
Did the baseline reflect the access method she has today?
Is this goal about her message, or about tolerating a prompt?
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.
