Hold the turn while composing a message
When to use this goal
For students who compose longer messages on their device and lose their turn because partners keep talking or walk away. A quick hold message ("wait", "I'm typing", "hold on, I have more") keeps the floor. Base the choice on conversation samples showing interrupted messages.
- Baseline
- Observe five long-message attempts and record whether the message was finished and heard, abandoned, or interrupted. Note how long composing takes; the hold message matters most for messages that take more than about 10 seconds.
- Tips
- Each long message that a partner might interrupt is one opportunity, scored independent when the student holds the turn and finishes. Teach partners and classmates what the hold message means and to honor it. Teachers can build wait time into discussion as well.
- Limits
- Partners decide whether to honor the hold; the goal cannot control that. A student who composes quickly may not need it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-054.
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Goal
By the annual IEP review date, during class discussion or small-group work when the student is composing a message of more than a few words, the student will use a hold message on the device (such as "wait, I'm typing") and then finish the message 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 goal381 characters
- By the annual IEP review date, during class discussion or small-group work when the student is composing a message of more than a few words, the student will use a hold message on the device (such as "wait, I'm typing") and then finish the message 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
- During class discussion or small-group work when the student is composing a message of more than a few words
- Behavior
- The student will use a hold message on the device (such as "wait, I'm typing") and then finish the message 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, during class discussion or small-group work when the student is composing a message of more than a few words, the student will use a hold message on the device (such as "wait, I'm typing") and then finish the message 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.