Building Communication Skills Through the IEP: A Year-Long, Low-Prep Solution for Core Vocabulary

Let’s Talk About Communication Goals in IEPs

If you’ve ever sat at an IEP table and felt overwhelmed by the blank page where a communication goal should go, you’re not alone.

Creating meaningful, measurable communication goals is tough—especially when you’re working with students who don’t use speech as their primary mode of communication. Add in the pressure to differentiate for multiple learners using ASL, PECS, or AAC, and it can start to feel like an impossible puzzle.

But here’s the truth: You can build communication skills in a way that’s developmentally appropriate, engaging, and inclusive of every student's needs. And no, it doesn’t have to take up your entire planning period to figure it out.

Let’s dig into what that can actually look like.

What Makes a Strong Communication Goal in an IEP?

A solid communication goal goes beyond “Johnny will request with 80% accuracy.” That’s a start, but if we want students to actually communicate in a meaningful way—across settings, with different people, and using their preferred mode—we have to think bigger.

Here’s what I like to see in communication goals:

• Core vocabulary focus. We’re not just teaching labels—we’re building access to powerful, functional words like “more,” “go,” “stop,” “want,” “help,” and “not.”

• Generalization across settings. Communication doesn’t live in a speech session. Goals should support carryover into the classroom, home, playground, and beyond.

• Respect for all communication modes. Spoken words, signs, picture exchanges, high-tech AAC—it all counts. Every form of communication deserves equal value and intentional instruction.

• Parent and caregiver involvement. Communication doesn’t start and stop at school. Families need tools that help them reinforce language at home without extra stress.

Core Vocabulary: Why It Matters

Let me be frank: If you’re not already using core vocabulary as a foundation for your students’ communication goals, now’s the time to start.

Core words make up about 80% of what we say. They’re versatile, meaningful, and help students express themselves more fully—whether they’re using a device, pictures, or signs. These words work across environments and support both receptive and expressive language.

The best part? Core vocabulary is powerful because it’s flexible. “Go” can be used during transitions. “More” can show up at snack time. “Stop” can help set boundaries. When we teach these words consistently, we give students the tools to actually participate in their world.

Here’s the Problem: Most Teachers Don’t Have Time to Reinvent the Wheel Every Week

Even when you want to do all the things—weekly core word instruction, parent communication, differentiated supports—it’s just not always realistic.

You’re juggling behavior plans, lesson planning, meetings, and a million other demands. That’s where burnout creeps in, and where even the most passionate teachers end up pulling back on communication instruction.

This is exactly why I want to share a resource that can lighten that load.

A Year-Long Core Vocabulary Plan That Actually Fits Your Life

If you’re looking for a low-prep, classroom-friendly way to support your students’ communication goals, this Core Vocabulary Communication Plan might be exactly what you need.

Here’s what sets it apart:

✅ 40 weeks of structured, ready-to-go activities focused on a single core word each week—so you can build consistency without burning out.
✅ Supports for all communication modes, including ASL, PECS, and AAC—because real inclusion means honoring how each student communicates best.
✅ Low-tech communication boards and picture cards you can use anywhere—from circle time to centers to home.
✅ Weekly parent letters to bridge the gap between school and home, helping families reinforce communication skills with ease.
✅ Slides with signs and symbols that can be presented digitally or printed for reference, making core words visible throughout your day.

You don’t need to prep for hours. You don’t need to reinvent the wheel. This plan does the heavy lifting so you can focus on what really matters—connecting with your students and helping them find their voice.

Note: The bundle is growing. Right now, the first 8 weeks are included, with more coming soon. But the full-year plan is in progress—and will never be this low-priced again.

Why This Matters for IEP Teams

Let’s zoom out for a second.

When communication is treated like a “speech-only” goal, students miss out on daily opportunities to use their voice. But when general educators, special educators, SLPs, and families are on the same page—and when tools are easy to implement—communication becomes part of the classroom culture.

That’s the shift we’re after.

Here’s how this core word plan can support your IEP process:

• It offers clear data points to track weekly progress.

• It makes it easier to embed communication into your routine.

• It gives paraprofessionals and support staff the confidence to model language consistently.

• It keeps families engaged in a way that doesn’t add stress to their already full plates.

This isn’t about perfection. It’s about intention—and having the tools in place to follow through.

How to Incorporate This Plan into an IEP Framework

If you’re wondering how this fits into your current IEP process, here are a few practical ways to make it work:

📌 Use the weekly words to align with IEP goals. If a student’s goal includes increasing spontaneous communication using core words, this plan provides the structured input and practice you need to support that.

📌 Tie it to present levels and progress monitoring. Use weekly activities to gather observational data. Are students initiating more? Responding with increased accuracy? Generalizing across settings?

📌 Include it in service delivery. This plan can easily be embedded into small group instruction, morning meeting, or individual sessions. It doesn’t have to be “one more thing”—it can become the thing.

📌 Loop in families. With the included parent letters, you’ve got a built-in way to keep families informed and engaged. No extra planning needed.

Final Thoughts: Communication is a Right, Not a Privilege

Let me say that again, louder for the IEP team in the back:

Communication is a right—not a privilege reserved for verbal students.

Every child deserves access to language. Every child deserves to be heard.

When we build communication into the fabric of our classrooms—when we make space for core vocabulary, provide consistent models, and honor each student’s mode of expression—we move closer to that goal.

And when you have tools that support you in doing that work—without adding to your stress—you’re not just surviving the school year. You’re building something powerful.