Signal a change of topic before switching
When to use this goal
For students who switch topics without warning, so listeners are lost, and who want their listeners to follow them. Base the choice on conversation samples and the student's goals. The aim is giving listeners a signal, not stopping the student from changing topics.
- Baseline
- Record three conversations and mark every topic change the student makes; note whether any had a signal. Count only true topic shifts, not natural drift. Ask the student whether people seem confused when they talk and what they think happens.
- Tips
- Each topic change the student makes is one opportunity; score the first five across the probe conversations. Score correct when the change is preceded by a transition phrase or a check with the listener. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Topic changes themselves are not errors. Teach the phrases as tools that help the listener keep up.
- Limits
- Opportunities depend on how often the student changes topics; a student who rarely does will have few. Judging what counts as a topic change requires two scorers to agree. Does not measure staying on a topic (se-com-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-011.
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Goal
By the annual IEP review date, during a 5-minute conversation with a peer or adult, the student will introduce a new topic with a transition phrase (such as "That reminds me," "Can I tell you about something else?", "Changing the subject") before switching independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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 goal405 characters
- By the annual IEP review date, during a 5-minute conversation with a peer or adult, the student will introduce a new topic with a transition phrase (such as "That reminds me," "Can I tell you about something else?", "Changing the subject") before switching independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute conversation with a peer or adult
- Behavior
- The student will introduce a new topic with a transition phrase (such as "That reminds me," "Can I tell you about something else?", "Changing the subject") before switching independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute conversation with a peer or adult, the student will introduce a new topic with a transition phrase (such as "That reminds me," "Can I tell you about something else?", "Changing the subject") before switching independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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.