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Make spontaneous comments during shared activities

Unreviewed draftK-2, 3-5Frequency
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 times a defined behavior occurs during a set observation period.

Counts are only comparable if every observation lasts the same amount of time.

Measurement method

Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

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, 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.

Baseline: 1 times per 15-minute shared activity.

  • 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. Frequency 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. Frequency (event) recording can produce frequency 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.

About this template
Level guidance
For students who communicate mainly to request and rarely share observations or reactions. Present levels, a language sample across communicative functions, and SLP input, not grade, decide fit.
Baseline considerations
Record all communicative acts during 3 or more similar 15-minute activities and code each by function (request, protest, comment, answer). Count only comments for the baseline. Note the modes used.
Usage notes
Count a comment when the student shares an observation, reaction, or idea that is not a request or an answer to a question, directed to a partner or the group. Repeated identical comments within 10 seconds count once. Pointing to share attention (not to request) can count as a gestural comment if the team agrees. Develop with the SLP.
Known limitations
Frequency depends heavily on the activity and the partner's style; keep conditions consistent. Counts don't reflect the variety of comments; track vocabulary separately if needed.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID se-com-003.

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

Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.

Frequency & rate tracker

Frequency
Student label:
 
Target:
at least 5 times per 15-minute shared activity
Mastery rule:
across 3 consecutive observed sessions
Collection schedule:
twice weekly
Method:
Frequency (event) recording
Data collector:
 

Goal: 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.

Frequency & rate tracker
DateObservation period (start–end)Minutes observedActivity / contextCount (tally)Rate per minutecount ÷ minutes (only if periods vary)Notes

Preview shows 4 of 12 rows.

  • Count each occurrence of the defined behavior per 15-minute shared activity.
  • Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
  • Write the behavior definition at the top of the sheet so all data collectors count the same thing.

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

Preview
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