Skip to content
IEP Atlas
Menu

Functional Communication IEP goals

Functional communication goals expand what a student can do with communication: request, refuse, comment, ask, and keep a conversation going. They should name the communicative function and accept every mode the student uses, including speech, sign, AAC, pictures, and gestures. Write these goals with the speech-language pathologist so they match the student's system and the SLP's assessment.

6 templates · Not yet educator-reviewed · How we write and review goals

Sample functional communication goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draftK-2, 3-5Opportunities

    Request preferred items or activities with two-symbol messages

    Requesting with multi-symbol messages (AAC)

    By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (e.g., "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5, 6-8Opportunities

    Request a break using a communicative response

    Requesting a break (functional communication replacement)

    By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5Frequency

    Make spontaneous comments during shared activities

    Commenting during shared activities

    By the annual IEP review date, during a 15-minute shared book reading or structured play activity with an adult or peers, the student will make spontaneous comments (e.g., "look," "uh oh," "my turn," "I like it," "funny") using speech, sign, AAC, or gestures independently at least 5 times per 15-minute shared activity, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.

    Customize this goalFrequency & rate tracker
  • Unreviewed draft3-5, 6-8Opportunities

    Maintain a conversation topic across several turns

    Maintaining a conversational topic

    By the annual IEP review date, during a structured conversation with a peer or adult in which the partner introduces a topic, the student will maintain the topic by making related comments or asking related questions across at least 3 consecutive turns independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5, 6-8Opportunities

    Repair a message when a listener doesn't follow it

    Repairing communication breakdowns

    By the annual IEP review date, when a communication partner signals they did not understand (e.g., "What?", "Show me," a confused look paired with a question), the student will repair the message by repeating, rephrasing, adding a gesture or sign, showing the item, or using their communication device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5Frequency

    Ask questions to get information

    Asking questions to get information

    By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (e.g., "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.

    Customize this goalFrequency & rate tracker

Social-Emotional & Communication · Functional Communication

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (e.g., "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

Baseline: 2 of 10 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Functional Communication.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.

Opportunity tracker

Opportunities
Student label:
 
Target:
in at least 8 of 10 opportunities
Mastery rule:
across 3 consecutive data collection days
Collection schedule:
three times per week
Method:
Opportunity (trial) recording
Data collector:
 

Goal: By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (e.g., "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345678910# + (of 10)Notes

Preview shows 4 of 12 rows.

  • Record up to 10 opportunities per session, matching the goal's denominator.
  • Define in advance what counts as an opportunity so every data collector records the same thing.
  • Count only + marks toward the criterion unless the goal specifies prompted responses.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What functional communication involves

  • Requesting items, activities, help, and breaks
  • Combining symbols or words into longer messages
  • Commenting and asking questions, not only answering
  • Keeping a back-and-forth exchange going on a topic
  • Repairing a message when a listener doesn't follow it

Baseline and measurement considerations

  • Code each communicative act by function (request, protest, comment, question, answer) to see which functions need goals.
  • Record the prompt level for each opportunity, such as independent, after a pause, or after a model.
  • Check device access (vocabulary, page layout, battery, positioning) before treating a missed response as a skill gap.
  • Use opportunities for planned or naturally occurring situations and frequency for spontaneous comments or questions during a fixed activity.
  • Collect data with familiar and unfamiliar partners; partner style strongly affects results.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.

Common mistakes when writing functional communication goals

  • Writing goals only for speech when the student's most reliable mode is AAC, sign, or gesture.
  • Targeting eye contact or specific body language instead of the message itself.
  • Measuring only requests and missing other communicative functions.
  • Using the device only during data trials instead of modeling it throughout the day.
  • Writing communication goals without the SLP.

Frequently asked questions

Who should write functional communication goals?

The SLP and the special education teacher together, with input from the family and anyone who supports the student's AAC system. Goals work best when everyone uses the same vocabulary, prompting, and data codes.

Should a goal require the student to use speech instead of AAC?

No. AAC supports communication and does not hold back speech development. Goals should accept every mode the student uses, and the team can track modes separately if that's useful.

Is a break-request goal a behavior goal or a communication goal?

It is both. When a functional behavior assessment shows the student is trying to escape or get relief from a task, teaching a quick, reliable way to ask for a break is a communication replacement. Honor requests consistently at first so the request works better than the old behavior.

Do these goals need short-term objectives or benchmarks?

Federal regulations require short-term objectives or benchmarks only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Many states and districts require them more broadly, so check local policy. The builder can generate objectives from a template's progression steps or from intermediate targets.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.