Repair a message when the word is missing or the listener did not understand
When to use this goal
For students with a robust system who stop communicating when a word is not on the device or when a partner does not understand. Repair strategies include describing the word, spelling part of it, using a category, or saying "not on my device". Base the choice on observation of breakdowns.
- Baseline
- Set up 5 breakdowns (a missing word or a partner misunderstanding) and record what the student does: repeats the same message, gives up, protests, or tries another way. Ask teachers how the student handles not being understood in class.
- Tips
- Each breakdown is one opportunity, scored correct when the student uses any taught strategy, whether or not it succeeds. Teach two or three strategies and add a repair page to the device. Partners should be honest when they do not understand; pretending removes the opportunity. Add missing words to the device after the session.
- Limits
- Set-up breakdowns are artificial; real ones happen unpredictably and depend on partner behavior. Spelling-based strategies require some literacy. The template does not measure how often the device lacks words, which is a programming issue.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-011.
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Goal
By the annual IEP review date, when a wanted word is not on the device during a structured activity set up with 5 missing words, the student will use Blank to fill in: [taught repair strategy, e.g. describe it, give the category, spell the first letters, or select "it's not on my device"] independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [taught repair strategy]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 AAC & Augmentative Communication.
Met: Level of support. Defined.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal444 characters
- By the annual IEP review date, when a wanted word is not on the device during a structured activity set up with 5 missing words, the student will use [taught repair strategy, e.g. describe it, give the category, spell the first letters, or select "it's not on my device"] independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- When a wanted word is not on the device during a structured activity set up with 5 missing words
- Behavior
- The student will use [taught repair strategy, e.g. describe it, give the category, spell the first letters, or select "it's not on my device"] independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a wanted word is not on the device during a structured activity set up with 5 missing words, the student will use [taught repair strategy, e.g. describe it, give the category, spell the first letters, or select "it's not on my device"] independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.