Comment on what is happening in play
When to use this goal
For children who use words, signs, or symbols mostly to request and rarely to comment. Present levels decide fit. Comments include sounds like "uh-oh" and "wow" as well as words for what is seen or happening.
- Baseline
- Tally comments and requests separately across three 15-minute sessions. A child who requests often but rarely comments is the best fit for this goal.
- Tips
- Count a comment when the student directs it to the partner and is not asking for anything. Respond by agreeing and adding a word. Comments with no response from the student's partner do not grow, so respond every time.
- Limits
- Frequency does not show what is commented on; keep a short list. Comments depend on interesting materials; keep the set similar. Conversation-level commenting belongs in pragmatic-language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-030.
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Goal
By the annual IEP review date, during a 15-minute play session with toys that do surprising things (a ball tower, a pop-up toy, a toy that falls apart), the student will comment with a sound, word, sign, or device message about something seen or happening (such as "uh-oh", "wow", "car", "big", "gone") independently at least 5 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected weekly.
Baseline: 1 times per 15-minute play session.
- 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 Early 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 - Early Communication
- Baseline
- 1 times per 15-minute play session.
- Annual goal450 characters
- By the annual IEP review date, during a 15-minute play session with toys that do surprising things (a ball tower, a pop-up toy, a toy that falls apart), the student will comment with a sound, word, sign, or device message about something seen or happening (such as "uh-oh", "wow", "car", "big", "gone") independently at least 5 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play session with toys that do surprising things (a ball tower, a pop-up toy, a toy that falls apart)
- Behavior
- The student will comment with a sound, word, sign, or device message about something seen or happening (such as "uh-oh", "wow", "car", "big", "gone") independently
- Criteria
- At least 5 times per 15-minute play session, across 3 consecutive play sessions
- 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 5 times per 15-minute play session
- Mastery rule:
- across 3 consecutive play sessions
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play session with toys that do surprising things (a ball tower, a pop-up toy, a toy that falls apart), the student will comment with a sound, word, sign, or device message about something seen or happening (such as "uh-oh", "wow", "car", "big", "gone") independently at least 5 times per 15-minute play session, across 3 consecutive play sessions, 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 15-minute play session.
- 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.