Use a wider variety of core words
When to use this goal
For students who communicate often on the device but rely on a few words (want, more, help, done) for most messages. Using more different core words (put, make, turn, different, finished, like) lets messages carry more meaning. Base the choice on a usage log or a tallied sample.
- Baseline
- List every different word the student used during two 30-minute activities or from two days of usage logs. Count the number of different words, not total selections. Compare with what partners modeled; a narrow model leads to narrow use.
- Tips
- Count each different word once per session (lexical variety), not every selection. Record which words were new. Usage logs make this easier but include accidental hits; check them against observation. Partners need to model many different words for this goal to move.
- Limits
- Variety counts depend on the activity; keep activity types comparable. Different words are not the same as combinations; pair with sl-aac-034.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-042.
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Goal
By the annual IEP review date, during a 30-minute language-rich activity (cooking, science, art, or game) in which partners model a range of core words, the student will use a new, different core word on the device (each word tallied the first time it is used) independently at least 15 times per 30-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
Baseline: 4 times per 30-minute activity.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 4 times per 30-minute activity.
- Annual goal406 characters
- By the annual IEP review date, during a 30-minute language-rich activity (cooking, science, art, or game) in which partners model a range of core words, the student will use a new, different core word on the device (each word tallied the first time it is used) independently at least 15 times per 30-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute language-rich activity (cooking, science, art, or game) in which partners model a range of core words
- Behavior
- The student will use a new, different core word on the device (each word tallied the first time it is used) independently
- Criteria
- At least 15 times per 30-minute activity, on 3 of 4 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 15 times per 30-minute activity
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute language-rich activity (cooking, science, art, or game) in which partners model a range of core words, the student will use a new, different core word on the device (each word tallied the first time it is used) independently at least 15 times per 30-minute activity, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute activity.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.