Adjust a message for different listeners and situations
Live goal preview
By the annual IEP review date, during a role-play in which the student delivers the same message (e.g., asking for an extension, explaining a game) to two different listeners, the student will deliver the message in a way that fits the listener, choosing the opening, word choice, and amount of background information for that listener independently, earning a score of at least 6 out of 8 on a 4-row listener-adjustment rubric scored 0–2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Pragmatic Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who want to communicate the same purpose differently to a teacher, a peer, a younger child, or an unfamiliar adult (for example, when asking for something or explaining a problem). Present levels, the SLP's assessment, and the student's own goals, not grade, decide fit.
- Baseline considerations
- Elicit the same message for two or three listeners in role-play and score each version. Ask the student which situations matter to them (for example, talking to coaches, teachers, or store staff), and use those for probes.
- Usage notes
- Score each row 0 (not adjusted for the listener), 1 (partly adjusted), or 2 (fits the listener and situation). The student's own voice and style are kept; the rubric scores whether the message reaches the listener, not whether it sounds a particular way. Do not score eye contact, posture, or facial expression.
- Known limitations
- Role-play scores may not reflect real interactions; add a planned real-life probe when possible. Expectations for formality differ across cultures and communities; discuss them with the student and family. Rubric scoring requires calibration between scorers.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-prag-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row listener-adjustment rubric scored 0–2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a role-play in which the student delivers the same message (e.g., asking for an extension, explaining a game) to two different listeners, the student will deliver the message in a way that fits the listener, choosing the opening, word choice, and amount of background information for that listener independently, earning a score of at least 6 out of 8 on a 4-row listener-adjustment rubric scored 0–2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opening or greeting fits the listener (0 = not adjusted, 1 = partly, 2 = fits) | Word choice fits the listener (formal or casual) | Gives the background information this listener needs | States the purpose or request clearly | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row listener-adjustment rubric scored 0–2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.