Ask the partner questions about their topic or interests
When to use this goal
For students whose conversations center on their own topic and who rarely ask the partner anything. Base the choice on a conversational sample. The goal adds a reciprocal move; it does not ask the student to drop their interests.
- Baseline
- Record three 10-minute conversations and tally questions the student asks about the partner, statements about their own topic, and answers to the partner's questions. Note whether the partner gave openings (mentioned plans, interests) that went unasked about.
- Tips
- Count a question when it seeks information about the partner (their experience, opinion, plans, or interests) rather than about the student's own topic. Repeated identical questions count once. Partners should answer and give openings; brief practice partners to mention something about themselves. Written or device questions count.
- Limits
- Counts depend on the partner's openness and the topic; keep partners and settings consistent across data points. A target of three is a floor for reciprocity, not a definition of a good conversation. Does not measure listening to the answer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-015.
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Goal
By the annual IEP review date, during a 10-minute conversation with a peer or adult about a topic the partner chooses, the student will ask the partner a question about the partner's topic, plans, or interests (such as "What did you think of it?", "Are you going this weekend?") independently at least 3 times per 10-minute conversation, across 3 consecutive observed conversations, as measured by frequency recording collected weekly.
Baseline: 0 times per 10-minute conversation.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Functional Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Functional Communication
- Baseline
- 0 times per 10-minute conversation.
- Annual goal435 characters
- By the annual IEP review date, during a 10-minute conversation with a peer or adult about a topic the partner chooses, the student will ask the partner a question about the partner's topic, plans, or interests (such as "What did you think of it?", "Are you going this weekend?") independently at least 3 times per 10-minute conversation, across 3 consecutive observed conversations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute conversation with a peer or adult about a topic the partner chooses
- Behavior
- The student will ask the partner a question about the partner's topic, plans, or interests (such as "What did you think of it?", "Are you going this weekend?") independently
- Criteria
- At least 3 times per 10-minute conversation, across 3 consecutive observed conversations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 10-minute conversation
- Mastery rule:
- across 3 consecutive observed conversations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute conversation with a peer or adult about a topic the partner chooses, the student will ask the partner a question about the partner's topic, plans, or interests (such as "What did you think of it?", "Are you going this weekend?") independently at least 3 times per 10-minute conversation, across 3 consecutive observed conversations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 10-minute conversation.
- 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. Sheets print blank; no student data is stored.