During structured and unstructured activities, [Student] will request desired items or actions using spoken words, signs, or an AAC device in 8 out of 10 opportunities across 3 consecutive sessions, as measured by SLP and teacher data by [date].
Measured by: Frequency data across settings
[Student] will produce target speech sounds correctly at the conversation level with 80% accuracy across 3 consecutive sessions in the therapy setting and 2 classroom observations, as measured by SLP data by [date].
Measured by: SLP session data, classroom observation
Given a short passage or classroom discussion, [Student] will answer who, what, where, when, and why questions with 80% accuracy in 4 out of 5 sessions, as measured by SLP and teacher data by [date].
Measured by: Structured question probes
During structured peer conversations, [Student] will initiate a topic, take at least 3 balanced conversational turns, and stay on topic in 4 out of 5 observed conversations across 3 consecutive weeks by [date].
Measured by: Observation checklist
Given a spoken 2-step classroom direction with visual support available, [Student] will complete both steps in the correct order without repetition in 8 out of 10 opportunities across 3 consecutive sessions by [date].
Measured by: SLP and teacher opportunity data
Given a picture, event, or curriculum topic, [Student] will produce a complete sentence using correct pronouns, verb tense, and word order in 8 out of 10 opportunities across 3 consecutive sessions by [date].
Measured by: Language sample analysis, structured probes
Given a social scenario, [Student] will identify another person's likely perspective and generate an appropriate response with 80% accuracy in 4 out of 5 sessions by [date].
Measured by: Pragmatic-language scenario rubric
During academic, community, or vocational activities, [Student] will clearly explain a need and request an appropriate support, clarification, or accommodation in 4 out of 5 observed opportunities across 4 weeks by [date].
Measured by: Observation checklist, student self-monitoring
Every goal above follows the same skeleton: Given [condition], [student] will [observable behavior], achieving [criterion], as measured by [method], by [date]. Fill all five parts, then check that two adults could observe the same performance and score it the same way.
A measurable communication goal names a condition, an observable behavior, a criterion for mastery that states both accuracy and consistency, a measurement method, and a timeline. If two adults watching the same student would score it identically, it is measurable.
8 measurable communication goal templates, spanning grade bands from K-2 through 9-12. Each names the measurement method it relies on.
Use them as a starting structure, then individualize: replace the bracketed placeholders with the student's own baseline, target, condition, and timeline. A goal copied without changes is not individualized and reviewers can spot it.