Go get the device to say something
When to use this goal
For students who use their device when it is in front of them but do not go to it or ask for it when it is across the room, so most of the day passes without it. The goal teaches the student to treat the device as their voice. Base the choice on observation; staff should still keep the device close.
- Baseline
- Observe five moments when the student wants something and the device is out of reach; record whether they got it, used another mode, or waited. Track how often the device is within reach during the day; low availability is a team issue first.
- Tips
- Each moment is one opportunity, scored independent when the student gets or asks for the device and then uses it. Other modes the student uses at that moment are also communication and are honored. The device should be within reach most of the day; this goal is a backup skill, not a reason to leave it away.
- Limits
- Mobility affects how a student can get the device; asking for it counts the same. The goal does not show what the student says once they have it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-064.
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Goal
By the annual IEP review date, when the student has something to say and the device is out of arm's reach in the classroom, the student will go to the device or ask for it (with a gesture, sign, or vocalization) and then use it to communicate independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal366 characters
- By the annual IEP review date, when the student has something to say and the device is out of arm's reach in the classroom, the student will go to the device or ask for it (with a gesture, sign, or vocalization) and then use it to communicate independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has something to say and the device is out of arm's reach in the classroom
- Behavior
- The student will go to the device or ask for it (with a gesture, sign, or vocalization) and then use it to communicate independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily
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:
- on 4 of 5 observed days
- Collection schedule:
- daily
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student has something to say and the device is out of arm's reach in the classroom, the student will go to the device or ask for it (with a gesture, sign, or vocalization) and then use it to communicate independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
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.