Add a comment during class discussion
When to use this goal
For students in general education classes who answer when called on with the device but do not add their own comment to whole-class or small-group discussions. A contribution can be an idea, a question, an agreement, or a connection. Base the choice on observation and the teacher's input.
- Baseline
- Observe two discussion classes and tally the student's self-started contributions and answers when called on. Look at whether unit vocabulary was programmed and whether the discussion paused long enough for a device message.
- Tips
- Tally each on-topic contribution the student starts. Answers to a direct question are tallied separately. Work with the teacher on wait time and a signal the student can use to get a turn. Program unit vocabulary before each unit.
- Limits
- Discussion formats vary across teachers. The count does not reflect the quality of ideas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-067.
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Goal
By the annual IEP review date, during a 30-minute English, science, or social studies class with whole-group or small-group discussion, the student will independently add a comment, question, or idea to the class discussion with the device without being called on first at least 2 times per 30-minute class discussion, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
Baseline: 0 times per 30-minute class discussion.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 30-minute class discussion.
- Annual goal408 characters
- By the annual IEP review date, during a 30-minute English, science, or social studies class with whole-group or small-group discussion, the student will independently add a comment, question, or idea to the class discussion with the device without being called on first at least 2 times per 30-minute class discussion, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute English, science, or social studies class with whole-group or small-group discussion
- Behavior
- The student will independently add a comment, question, or idea to the class discussion with the device without being called on first
- Criteria
- At least 2 times per 30-minute class discussion, on 3 of 4 consecutive observed days
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 2 times per 30-minute class discussion
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute English, science, or social studies class with whole-group or small-group discussion, the student will independently add a comment, question, or idea to the class discussion with the device without being called on first at least 2 times per 30-minute class discussion, on 3 of 4 consecutive observed days, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute class discussion.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.