Take back-and-forth turns in a short exchange
When to use this goal
For young students who answer once and then stop, or who talk without waiting for the partner's turn. Base the choice on a language sample or observation. A turn can be a word, sign, sound, gesture, or device message related to what the partner just said or did.
- Baseline
- Start 5 short exchanges about something the student is interested in and count how many related turns the student takes in each. Note what ended the exchange (the student moved away, stopped replying, or changed topic). Ask the family how conversation works at home and in which language.
- Tips
- Each exchange the adult starts is an opportunity. Score correct when the student takes the target number of related turns in a row. Gestures and device messages are full turns. Start exchanges about the student's interests; a favorite topic is a strength to build on.
- Limits
- What counts as related needs a shared definition among staff. Exchanges with peers are harder to plan, so most data may come from adults at first. The goal does not measure grammar or vocabulary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-036.
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Goal
By the annual IEP review date, during snack, play, or a shared book with a familiar adult who starts a short exchange, the student will take 2 related turns in a row in an exchange started by the partner, using words, signs, gestures, or their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
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. Opportunity (trial) 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 goal420 characters
- By the annual IEP review date, during snack, play, or a shared book with a familiar adult who starts a short exchange, the student will take 2 related turns in a row in an exchange started by the partner, using words, signs, gestures, or their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, play, or a shared book with a familiar adult who starts a short exchange
- Behavior
- The student will take 2 related turns in a row in an exchange started by the partner, using words, signs, gestures, or their device independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week
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 days
- Collection schedule:
- three times per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, play, or a shared book with a familiar adult who starts a short exchange, the student will take 2 related turns in a row in an exchange started by the partner, using words, signs, gestures, or their device independently in at least 4 of 5 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
| 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.