Expand a partner's modeled message
When to use this goal
For students who use single words and copy partner models but have not yet added to them. When a partner models "go", the student says "go fast" or "you go". Expanding a model is a step toward building longer messages without drill. Base the choice on device samples.
- Baseline
- Give 8 single-word models during an activity and record what the student does next: expands, copies exactly, says something unrelated, or does not respond. Check that likely expansion words are on the same page.
- Tips
- Each partner model followed by a pause is one opportunity, scored independent when the student's next message includes the modeled word and one more word. Any added word counts if it fits the meaning. Keep models natural, not "say this".
- Limits
- Expansions are influenced by partner models, so measure spontaneous combinations too (sl-aac-034). Highly structured activities can produce more expansions than real conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-057.
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Goal
By the annual IEP review date, during a 20-minute play or game in which the partner models one- and two-word messages on the device, the student will add at least one word to the partner's modeled message on the device (such as "go" becoming "go fast") independently in at least 5 of 8 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 8 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 8 opportunities.
- Annual goal425 characters
- By the annual IEP review date, during a 20-minute play or game in which the partner models one- and two-word messages on the device, the student will add at least one word to the partner's modeled message on the device (such as "go" becoming "go fast") independently in at least 5 of 8 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute play or game in which the partner models one- and two-word messages on the device
- Behavior
- The student will add at least one word to the partner's modeled message on the device (such as "go" becoming "go fast") independently
- Criteria
- In at least 5 of 8 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 5 of 8 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute play or game in which the partner models one- and two-word messages on the device, the student will add at least one word to the partner's modeled message on the device (such as "go" becoming "go fast") independently in at least 5 of 8 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.