Tell staff which new words to add
When to use this goal
For students who use their device well but whose vocabulary is chosen entirely by adults, so it lags behind their interests, classes, and friendships. Choosing words is a self-determination skill. Base the choice on whether the student can name or show missing words in any mode.
- Baseline
- Hold three check-ins and record whether the student offers a word without being asked, offers one when asked about a class, or offers none. Look at the device's usage log, if available, to see where the student hunted for missing words.
- Tips
- Each weekly check-in is one opportunity, scored independent when the student offers at least one word they want added without a specific question. Add the word that week so the student sees the request matter. Slang, names of friends, music, and joke vocabulary are valid requests.
- Limits
- Requires a staff member with time to program words promptly; a request that is never added undoes the goal. The template does not measure use of the new words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a weekly 10-minute vocabulary check-in with the SLP, with the class schedule and a list of recent activities in view, the student will name or spell a word they want added to the device and say where it should go independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each weekly vocabulary check-in.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal420 characters
- By the annual IEP review date, during a weekly 10-minute vocabulary check-in with the SLP, with the class schedule and a list of recent activities in view, the student will name or spell a word they want added to the device and say where it should go independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each weekly vocabulary check-in.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly 10-minute vocabulary check-in with the SLP, with the class schedule and a list of recent activities in view
- Behavior
- The student will name or spell a word they want added to the device and say where it should go independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each weekly vocabulary check-in
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- at each weekly vocabulary check-in
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a weekly 10-minute vocabulary check-in with the SLP, with the class schedule and a list of recent activities in view, the student will name or spell a word they want added to the device and say where it should go independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each weekly vocabulary check-in.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.