Send messages to a peer on their device during class activities
When to use this goal
For AAC users who use their device with adults but rarely direct a message to a classmate. Base the choice on device use data and classroom observation. Peers need short training in waiting for and responding to device messages; the goal should not depend on the student alone.
- Baseline
- Observe four 20-minute activities and tally each device message the student sends to a peer, separately from messages to adults. Note which activities produced the most messages and what vocabulary was missing.
- Tips
- Count each message the student directs to a peer. Repeated presses count once. Prepare activity vocabulary before the lesson so the student has something to say. Adults step back and let peers respond; adults speaking for the student lowers peer messages.
- Limits
- Counts depend on peer responsiveness and on whether the vocabulary is ready. A busy classroom can hide device output; observers must sit close enough to hear it. The goal does not measure message length or grammar beyond the progression.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-041.
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Goal
By the annual IEP review date, during partner or small-group activities in the general education classroom (such as a science task, an art project, a game), the student will send a message to a peer on their device (such as a comment, a question, a direction, or a joke) and wait for the peer's reply independently at least 5 times per 20-minute partner or small-group activity, on 4 of 5 observed activities, as measured by frequency recording collected twice weekly.
Baseline: 1 times per 20-minute partner or small-group activity.
- 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
- 1 times per 20-minute partner or small-group activity.
- Annual goal468 characters
- By the annual IEP review date, during partner or small-group activities in the general education classroom (such as a science task, an art project, a game), the student will send a message to a peer on their device (such as a comment, a question, a direction, or a joke) and wait for the peer's reply independently at least 5 times per 20-minute partner or small-group activity, on 4 of 5 observed activities, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During partner or small-group activities in the general education classroom (such as a science task, an art project, a game)
- Behavior
- The student will send a message to a peer on their device (such as a comment, a question, a direction, or a joke) and wait for the peer's reply independently
- Criteria
- At least 5 times per 20-minute partner or small-group activity, on 4 of 5 observed activities
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 5 times per 20-minute partner or small-group activity
- Mastery rule:
- on 4 of 5 observed activities
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during partner or small-group activities in the general education classroom (such as a science task, an art project, a game), the student will send a message to a peer on their device (such as a comment, a question, a direction, or a joke) and wait for the peer's reply independently at least 5 times per 20-minute partner or small-group activity, on 4 of 5 observed activities, as measured by frequency recording collected twice 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 20-minute partner or small-group 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. Sheets print blank; no student data is stored.