Switch modes when a new listener does not understand
When to use this goal
For students whose speech is understood by familiar people but not by strangers, or who use AAC that new partners do not know how to read, and who give up when a community partner says "What?" Base the choice on intelligibility data from the SLP and community observation. The goal adds a backup mode; it never treats the student's main mode as wrong.
- Baseline
- During community outings and 3 or 4 planned practices, record each time a listener did not understand and what the student did next: repeated the same way, switched modes, turned to an adult, or left. Ask the student which backup modes they prefer; their choice should come first.
- Tips
- An opportunity is any time an unfamiliar listener signals they did not understand ("What?", a confused pause, a wrong response). Score correct when the student tries a different way within about 10 seconds. Repeating the same message louder is recorded but not scored correct. Teach peers and community partners to wait; the communication burden is shared.
- Limits
- Opportunities depend on how often strangers misunderstand, which changes as speech or device use grows. Some listeners walk away before the student can repair; record those separately. The goal does not measure intelligibility itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-031.
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Goal
By the annual IEP review date, when an unfamiliar listener in the community (such as a store employee, a bus driver, a new coworker) does not understand their message, the student will repeat the message in a different way (such as typing it, showing a picture or the item, writing it, or using a different word) independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by frequency recording collected weekly through community outings and planned practice.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal504 characters
- By the annual IEP review date, when an unfamiliar listener in the community (such as a store employee, a bus driver, a new coworker) does not understand their message, the student will repeat the message in a different way (such as typing it, showing a picture or the item, writing it, or using a different word) independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by frequency recording collected weekly through community outings and planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- When an unfamiliar listener in the community (such as a store employee, a bus driver, a new coworker) does not understand their message
- Behavior
- The student will repeat the message in a different way (such as typing it, showing a picture or the item, writing it, or using a different word) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection weeks
- Evaluation method
- Frequency recording
- Schedule
- Weekly through community outings and planned practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection weeks
- Collection schedule:
- weekly through community outings and planned practice
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when an unfamiliar listener in the community (such as a store employee, a bus driver, a new coworker) does not understand their message, the student will repeat the message in a different way (such as typing it, showing a picture or the item, writing it, or using a different word) independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by frequency recording collected weekly through community outings and planned practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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. Sheets print blank; no student data is stored.