Communication IEP goals when a child has an intellectual disability
An intellectual disability can leave Zola’s spoken words years behind what she understands, so a goal must count what she starts, not what an adult models. The goal should name her mode, the prompt she needs, and score only turns she starts herself. 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 17, 2026.
Is this your goal?
“Student will request preferred items on her AAC device with staff assistance during class activities.”
The device is named, but not the prompt level or what counts as her own turn.
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“Zola will hand over one picture to request the item, on 8 of 10 tries, tallied weekly and reported each quarter.”
Strong“Offered her two-item picture board, Zola will hand over one picture to request the item, on 8 of 10 tries, tallied weekly and reported each quarter.”
Baseline
Board offered, she requests 3 of 10 tries.
Countable
A picture handed over counts; a point doesn’t.
Reported
Ten dated marks make her quarter total.
Without the board named, staff can skip offering it, so a real skill goes untested and Zola looks like she cannot request.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal name her picture board, or assume one is always out?”
Check the accommodations page: is her picture board listed as always available?
3rd through 5th grade
Weak“Given her speech-generating device at transitions, Zola will communicate her needs, on 4 of 5 transitions, logged monthly.”
Strong“Given her speech-generating device at transitions, Zola will combine two icons into one request, on 4 of 5 transitions, logged monthly.”
Baseline
She taps a single icon most transitions.
Countable
Two icons combined into a request counts.
Reported
Monthly logs cover every transition recorded.
Nobody can fail “communicate her needs,” so a month of checkmarks can pass while she still taps only one icon.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“What exactly does the device have to show to count as a pass?”
Look at last quarter’s progress report for the icon count, not a percentage.
6th through 8th grade
Weak“With one visual cue from a peer, Zola will initiate a greeting on her device, reported each semester.”
Strong“With one visual cue from a peer, Zola will initiate a greeting on her device, on 3 of 5 mornings weekly, reported each semester.”
Baseline
Three mornings a week is not written yet.
Countable
A device greeting before the peer speaks.
Reported
Semester totals reach the transition file.
Skip the weekly count and a single good morning hides a month where greetings mostly do not happen.
IDEA requires goals to be measurable: 34 CFR 300.320(a)(2).
“Does this goal commit to three mornings a week, or leave the count open?”
Open the services page to see if greeting practice has scheduled minutes.
9th through 12th grade
Weak“Using core vocabulary on her device with a job coach nearby, Zola will request a break by name, on 4 of 6 shifts.”
Strong“Using core vocabulary on her device with a job coach nearby, Zola will request a break by name, on 4 of 6 shifts, reported each quarter.”
Baseline
She asks by name 1 of 6 shifts.
Countable
A named request through the device counts.
Reported
The quarter for this shift tally is missing.
Skip naming the quarter and September’s strong shift becomes the only evidence a coach can find by May.
IDEA requires the IEP to say how progress is measured and reported: 34 CFR 300.320(a)(3).
“Does the coach log this weekly, or wait for the annual review?”
Ask in the meeting notes who checks device requests once she’s working.
What to ask the team
What mode is written into this goal, and who taught her to use it?
Are these counts her own turns, or turns an adult modeled first?
Is this tracked outside her therapy room, where she talks the most?
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.
