End a conversation with a closing statement
When to use this goal
For students who walk away mid-conversation or keep talking after the partner signals they need to go, which can confuse peers and adults. Base the choice on observation of real conversations. Closings can be spoken, signed, typed, or played from a device, and any polite form the family uses counts.
- Baseline
- Observe 5 conversation endings across a week and record how each ended: a closing, walking away without one, or continuing past the partner's signals. Ask the student which closings they like to use; teach two or three of their choice.
- Tips
- Each conversation ending is an opportunity. Score correct when the student uses any closing before the conversation ends, in any mode. Teach the partner's closing signals directly, with examples, rather than expecting the student to guess. Explain why closings matter: they let the other person know the student wants to talk again.
- Limits
- Endings happen fast and can be missed; observers need a clear view. What counts as polite differs across families and cultures. The goal does not measure the rest of the conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-038.
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Goal
By the annual IEP review date, when they are ready to leave a conversation with a peer or adult during lunch, passing time, or free time, the student will end the conversation with a closing statement before leaving (such as "I have to go, see you later" or "Talk to you tomorrow") independently in at least 4 of 5 opportunities, on 3 consecutive weeks of observation, as measured by direct observation collected weekly during lunch or free time.
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. Direct observation 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 goal446 characters
- By the annual IEP review date, when they are ready to leave a conversation with a peer or adult during lunch, passing time, or free time, the student will end the conversation with a closing statement before leaving (such as "I have to go, see you later" or "Talk to you tomorrow") independently in at least 4 of 5 opportunities, on 3 consecutive weeks of observation, as measured by direct observation collected weekly during lunch or free time.
- Timeframe
- By the annual IEP review date
- Condition
- When they are ready to leave a conversation with a peer or adult during lunch, passing time, or free time
- Behavior
- The student will end the conversation with a closing statement before leaving (such as "I have to go, see you later" or "Talk to you tomorrow") independently
- Criteria
- In at least 4 of 5 opportunities, on 3 consecutive weeks of observation
- Evaluation method
- Direct observation
- Schedule
- Weekly during lunch or free time
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:
- on 3 consecutive weeks of observation
- Collection schedule:
- weekly during lunch or free time
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they are ready to leave a conversation with a peer or adult during lunch, passing time, or free time, the student will end the conversation with a closing statement before leaving (such as "I have to go, see you later" or "Talk to you tomorrow") independently in at least 4 of 5 opportunities, on 3 consecutive weeks of observation, as measured by direct observation collected weekly during lunch or free time.
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.