Turn to the right communication book page
When to use this goal
For students who use a multi-page, low-tech communication book or a paper board with page links and who stay on the first page even when the word they want is elsewhere. Present levels from observation of real messages, not grade, decide fit. The book's layout (tabs, color-coded links, category pages) is the team's choice.
- Baseline
- Set up 5 messages whose key word is off the first page and record what the student does: turns to the right page, turns to a wrong page, points to a related word on the current page, or stops. Note physical turning ability; a partner can turn pages on the student's signal if the student cannot.
- Tips
- Each planned or natural message that needs another page is one opportunity, scored independent when the student reaches the page and selects the word without the partner choosing the page. If the student cannot turn pages, count a clear signal for the partner to turn (such as a tap on the tab) as independent navigation. Partners should model navigation on the book throughout the day, not only during data collection.
- Limits
- Navigation is a means to a message; a student who reaches pages but has nothing to say needs language and social goals as well. Results depend on the book layout staying the same, so record any reorganization.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-025.
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Goal
By the annual IEP review date, during a snack or play routine in which the student's message needs a word that is on a different page of the communication book, the student will turn to the page that holds the needed word and point to it to finish the message 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 and once weekly in the classroom.
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. 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.
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 snack or play routine in which the student's message needs a word that is on a different page of the communication book, the student will turn to the page that holds the needed word and point to it to finish the message 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 and once weekly in the classroom.
- Timeframe
- By the annual IEP review date
- Condition
- During a snack or play routine in which the student's message needs a word that is on a different page of the communication book
- Behavior
- The student will turn to the page that holds the needed word and point to it to finish the message 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 and once weekly in the classroom
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 and once weekly in the classroom
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a snack or play routine in which the student's message needs a word that is on a different page of the communication book, the student will turn to the page that holds the needed word and point to it to finish the message 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 and once weekly in the classroom.
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.