Lead part of their IEP meeting with AAC
When to use this goal
For middle and high school AAC users who attend their IEP or transition meeting but have adults speak for them. With prepared messages, the student introduces the meeting, shares strengths and goals, and says what helps. Base the choice on the student's interest; the student chooses how much to lead.
- Baseline
- Talk with the student about what they want to share and how. Record which steps the student did at the last meeting (often none). Build the messages together in the student's words, and practice with the people who will attend.
- Tips
- Score each step done by the student on the device without an adult speaking for them; answering a question in any mode counts. The student chooses which sections to lead and can skip any. Store the messages so they can be reused and updated for future meetings.
- Limits
- Meetings happen once or twice a year; practice meetings provide most of the data. Leading a meeting does not guarantee the team acts on what the student says.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-065.
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Goal
By the annual IEP review date, during the student's annual IEP or transition planning meeting, with messages prepared on the device in the weeks before, the student will complete the steps of the student-led meeting plan using the device, performing at least 5 of 7 steps independently, across 3 consecutive meetings at the same level, ending with the annual meeting, as measured by a task-analysis checklist collected at each practice meeting and at the annual meeting.
Baseline: 1 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 7 steps independently.
- Annual goal470 characters
- By the annual IEP review date, during the student's annual IEP or transition planning meeting, with messages prepared on the device in the weeks before, the student will complete the steps of the student-led meeting plan using the device, performing at least 5 of 7 steps independently, across 3 consecutive meetings at the same level, ending with the annual meeting, as measured by a task-analysis checklist collected at each practice meeting and at the annual meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During the student's annual IEP or transition planning meeting, with messages prepared on the device in the weeks before
- Behavior
- The student will complete the steps of the student-led meeting plan using the device
- Criteria
- Performing at least 5 of 7 steps independently, across 3 consecutive meetings at the same level, ending with the annual meeting
- Evaluation method
- A task-analysis checklist
- Schedule
- At each practice meeting and at the annual meeting
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 7 steps independently
- Mastery rule:
- across 3 consecutive meetings at the same level, ending with the annual meeting
- Collection schedule:
- at each practice meeting and at the annual meeting
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the student's annual IEP or transition planning meeting, with messages prepared on the device in the weeks before, the student will complete the steps of the student-led meeting plan using the device, performing at least 5 of 7 steps independently, across 3 consecutive meetings at the same level, ending with the annual meeting, as measured by a task-analysis checklist collected at each practice meeting and at the annual meeting.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Greet the team and say the purpose of the meeting | ||||||||
| 2. Introduce the people at the meeting or ask them to introduce themselves | ||||||||
| 3. Share two or more strengths | ||||||||
| 4. Share a goal for school, work, or life after school | ||||||||
| 5. Tell the team what helps them communicate and learn | ||||||||
| 6. Answer at least one question from the team | ||||||||
| 7. Thank the team or close the meeting | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.