Explain to new partners how they communicate
When to use this goal
For students who meet new people (substitutes, new classmates, job coaches, community members) who do not know how to talk with an AAC user. A stored introduction ("I use this device to talk. Please wait while I type. Ask me yes or no questions if I get stuck") puts the student in charge. Base the choice on the student's interest in self-advocacy.
- Baseline
- Write the introduction message with the student in their own words and voice. Record what happens in two or three first meetings: student explains, familiar adult explains, or no one explains. Ask the student what they want new people to know.
- Tips
- Each first meeting with a new partner is one opportunity, scored independent when the student shares how they communicate without being asked. The message belongs to the student; update it as their preferences change. Short versions work for quick encounters.
- Limits
- New partners are not predictable, so real data are sparse; role-plays help but do not replace them. The goal does not control how partners respond.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-053.
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Goal
By the annual IEP review date, when meeting a new adult or peer at school, such as a substitute, a new classmate, or a visitor, the student will play or show an introduction message on the device that tells the partner how they communicate and what helps independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected whenever a new partner is met, plus monthly role-plays.
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. 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
- 0 of 4 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when meeting a new adult or peer at school, such as a substitute, a new classmate, or a visitor, the student will play or show an introduction message on the device that tells the partner how they communicate and what helps independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected whenever a new partner is met, plus monthly role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new adult or peer at school, such as a substitute, a new classmate, or a visitor
- Behavior
- The student will play or show an introduction message on the device that tells the partner how they communicate and what helps independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Whenever a new partner is met, plus monthly role-plays
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:
- whenever a new partner is met, plus monthly role-plays
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when meeting a new adult or peer at school, such as a substitute, a new classmate, or a visitor, the student will play or show an introduction message on the device that tells the partner how they communicate and what helps independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected whenever a new partner is met, plus monthly role-plays.
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.