Build and hand over a sentence strip
When to use this goal
For students who choose between pictures reliably and are ready to build a short message on a strip (a request starter plus the item), hand over the whole strip, and point to each picture as the partner reads it. Present levels and exchange data, not grade, decide fit.
- Baseline
- Observe 5 requests with a strip available and mark each step as independent or prompted. Note whether the student skips the starter, hands over single pictures, or does not point while the partner reads. Make sure the student already chooses between several pictures accurately.
- Tips
- Score each step independent or prompted for each request and use the median across the session. The partner reads the strip aloud while the student points, which links each picture to a spoken word. Pause briefly before reading the item word so the student, if speaking, has a chance to say it. Once strips are steady, add describing pictures or comments.
- Limits
- Strip building is a structured step; it does not show spontaneous commenting or flexible language. Some students move faster on a speech-generating device, and the team may switch systems. The template does not prescribe a specific program and does not diagnose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-073.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a communication book with a sentence strip, an "I want" picture, and pictures of 5 available items during snack or play, the student will build the request on the sentence strip, hand the strip to the partner, and point to each picture as the partner reads the message, performing at least 5 of 6 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected daily during snack or play.
Baseline: 2 of 6 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
- 2 of 6 steps independently.
- Annual goal476 characters
- By the annual IEP review date, given a communication book with a sentence strip, an "I want" picture, and pictures of 5 available items during snack or play, the student will build the request on the sentence strip, hand the strip to the partner, and point to each picture as the partner reads the message, performing at least 5 of 6 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected daily during snack or play.
- Timeframe
- By the annual IEP review date
- Condition
- Given a communication book with a sentence strip, an "I want" picture, and pictures of 5 available items during snack or play
- Behavior
- The student will build the request on the sentence strip, hand the strip to the partner, and point to each picture as the partner reads the message
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive data collection days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during snack or play
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 6 steps independently
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack or play
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a communication book with a sentence strip, an "I want" picture, and pictures of 5 available items during snack or play, the student will build the request on the sentence strip, hand the strip to the partner, and point to each picture as the partner reads the message, performing at least 5 of 6 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected daily during snack or play.
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. Places the request starter picture on the left of the strip | ||||||||
| 2. Finds the picture of the wanted item in the book | ||||||||
| 3. Places the item picture after the starter | ||||||||
| 4. Removes the strip from the book | ||||||||
| 5. Hands the strip to the partner | ||||||||
| 6. Points to each picture as the partner reads it aloud | ||||||||
| 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 6).
- 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.