Use the device or a backup board to communicate in a community setting
When to use this goal
For high school students preparing for life after school who need to use their system with unfamiliar people in stores, on transit, and at job sites, including a paper backup when the device is unavailable. Base the choice on the transition plan.
- Baseline
- On two outings, record each required interaction and whether the student communicated with their system, had staff speak for them, or avoided the interaction. Check that a paper backup exists and that the student knows where it is. Ask the student which community situations matter to them.
- Tips
- Each required interaction is one opportunity, scored independent when the student delivers the message with their system without staff speaking for them. Rehearse the messages and program them beforehand; community pages with store, transit, and work vocabulary are part of the plan. Practice using the paper backup on purpose so it is familiar. Link with transition and vocational templates.
- Limits
- Few real opportunities occur each month; rehearsals supplement but are not the same. Community members' reactions vary and affect outcomes. The template does not measure the student's broader transition skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-024.
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Goal
By the annual IEP review date, during a community outing in which the student must communicate with an unfamiliar person at least 3 times (such as ordering, asking a price, saying thank you), the student will communicate with the unfamiliar person using the device or backup board independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each community outing or work shift, at least twice monthly.
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 AAC & Augmentative 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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal465 characters
- By the annual IEP review date, during a community outing in which the student must communicate with an unfamiliar person at least 3 times (such as ordering, asking a price, saying thank you), the student will communicate with the unfamiliar person using the device or backup board independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each community outing or work shift, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a community outing in which the student must communicate with an unfamiliar person at least 3 times (such as ordering, asking a price, saying thank you)
- Behavior
- The student will communicate with the unfamiliar person using the device or backup board independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- At each community outing or work shift, at least twice monthly
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 2 consecutive months
- Collection schedule:
- at each community outing or work shift, at least twice monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community outing in which the student must communicate with an unfamiliar person at least 3 times (such as ordering, asking a price, saying thank you), the student will communicate with the unfamiliar person using the device or backup board independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected at each community outing or work shift, at least twice monthly.
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.