Keep a device conversation going for three turns
When to use this goal
For students who answer one question on their device and then stop, so conversations end after one exchange. Keeping it going can mean a comment, a question back, or a related idea. Base the choice on conversation samples with familiar partners.
- Baseline
- Observe five partner-started conversations and count the student's turns in each. Note what ends the conversation: the partner moving on before the student finishes composing, the student having no message, or the student choosing to stop.
- Tips
- Each conversation started by a partner is one opportunity, scored independent when the student takes three or more on-topic turns. Partners must wait while the student composes; teach them that waiting is part of the conversation. The student may end a conversation they do not want; record that as a choice, not a miss.
- Limits
- Turn counts depend on partner patience and topic interest. The goal does not judge conversation quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-044.
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Goal
By the annual IEP review date, when a peer or adult starts a conversation about a shared interest during lunch, homeroom, or a club, the student will take at least three turns on the topic using the device, with a comment, question, or related idea in each turn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
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 goal395 characters
- By the annual IEP review date, when a peer or adult starts a conversation about a shared interest during lunch, homeroom, or a club, the student will take at least three turns on the topic using the device, with a comment, question, or related idea in each turn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer or adult starts a conversation about a shared interest during lunch, homeroom, or a club
- Behavior
- The student will take at least three turns on the topic using the device, with a comment, question, or related idea in each turn independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
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 weeks
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer or adult starts a conversation about a shared interest during lunch, homeroom, or a club, the student will take at least three turns on the topic using the device, with a comment, question, or related idea in each turn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
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.