Get attention before sending a message
When to use this goal
For students who compose a message on their device but no one is listening, or who wait for an adult to notice them. Attention-getters include a name button, "hey", "come here", a bell button, a tap on the arm, or a vocalization. Base the choice on observation of missed messages.
- Baseline
- Set up five situations with the partner away or busy and record what the student does: gets attention, gives the message to no one, waits, or leaves. Note whether the device volume is loud enough to reach across the room.
- Tips
- Each situation is one opportunity, scored independent when the student gets attention in any clear way and then delivers the message. Partners respond right away so attention-getting pays off. Physical approach (walking over with the device) counts as getting attention.
- Limits
- Busy classrooms reduce responsiveness; a missed response is a partner issue, not a student error. The goal does not cover the message itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-047.
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Goal
By the annual IEP review date, when the student has something to say and the partner is across the room or turned away, the student will get the partner's attention with a device message, a name, a touch, or a sound before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
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 goal431 characters
- By the annual IEP review date, when the student has something to say and the partner is across the room or turned away, the student will get the partner's attention with a device message, a name, a touch, or a sound before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has something to say and the partner is across the room or turned away
- Behavior
- The student will get the partner's attention with a device message, a name, a touch, or a sound before giving the message independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and once weekly in class
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 sessions
- Collection schedule:
- during each therapy session and once weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student has something to say and the partner is across the room or turned away, the student will get the partner's attention with a device message, a name, a touch, or a sound before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session and once weekly in class.
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.