Tell a communication partner what helps them communicate
When to use this goal
For students who use AAC, sign, speech that is hard to understand, or who need extra processing time, and whose partners talk over them, finish their messages, or walk away. Base the choice on SLP input. The partner instruction can be a programmed message, a card, or a spoken phrase.
- Baseline
- Observe conversations with unfamiliar partners and note what happens when the partner rushes or interrupts: the student stops, abandons the message, waits silently, or tells the partner what to do. Confirm with the SLP that a partner-instruction message is available and easy to reach on the device or card.
- Tips
- An opportunity begins when a partner does something that gets in the way of the student's communication (rushing, interrupting, looking away, speaking to the aide instead of the student). Score correct when the student delivers the instruction within 10 seconds in any mode. Brief the practice partners to respond by doing what the student asked. Develop the message and the goal with the SLP.
- Limits
- Partners' behavior is outside the student's control; staff and peers also need instruction. Natural opportunities are hard to observe consistently, so planned practice supplies most data. Does not measure the length or success of the conversation afterward.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-016.
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Goal
By the annual IEP review date, when a new or unfamiliar partner begins a conversation with them, the student will tell the partner what helps (such as "Please wait, I'm typing," "Face me so I can see you," "I use this device to talk") using speech, a card, or a programmed message independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly through planned practice plus logged natural events.
Baseline: 0 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 0 of 5 opportunities.
- Annual goal492 characters
- By the annual IEP review date, when a new or unfamiliar partner begins a conversation with them, the student will tell the partner what helps (such as "Please wait, I'm typing," "Face me so I can see you," "I use this device to talk") using speech, a card, or a programmed message independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly through planned practice plus logged natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When a new or unfamiliar partner begins a conversation with them
- Behavior
- The student will tell the partner what helps (such as "Please wait, I'm typing," "Face me so I can see you," "I use this device to talk") using speech, a card, or a programmed message independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly through planned practice plus logged natural events
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 sessions
- Collection schedule:
- weekly through planned practice plus logged natural events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a new or unfamiliar partner begins a conversation with them, the student will tell the partner what helps (such as "Please wait, I'm typing," "Face me so I can see you," "I use this device to talk") using speech, a card, or a programmed message independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly through planned practice plus logged natural events.
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.