Use please, thank you, excuse me, and sorry in context
When to use this goal
For students who do not yet use the short social phrases that smooth everyday exchanges, and whose families and teachers want these as part of the student's communication. Base the choice on family input. Works with speech, sign, or AAC.
- Baseline
- During a snack or game, note the first five situations where a routine phrase fits and record whether the student uses one, in any mode. Ask the family which phrases they use at home and in which language; the home language form counts. List the phrases targeted in the condition.
- Tips
- Each situation that calls for a phrase is one opportunity; score the first five per session. Score correct when the student produces a phrase that fits the situation within about 5 seconds, in any mode. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Do not withhold items to force please; the expectant pause is the support. Families decide which phrases matter.
- Limits
- Routine phrases are learned by rote and do not show broader pragmatic skill. Expectations vary by culture and family; use only the phrases the family wants. Opportunities in class depend on routines that create them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass), the student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal510 characters
- By the annual IEP review date, during snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass), the student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass)
- Behavior
- The student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and weekly in class
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass), the student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.