Clear up a misunderstanding in a text message
When to use this goal
For older students who text or message peers, family, coworkers, or teachers and whose written exchanges break down (a reply shows the reader took it the wrong way, and the student stops replying or escalates). Base the choice on student-shared examples and role-play. Fits students who communicate mainly in writing too.
- Baseline
- Use five practice threads and score whether the student's reply addressed the misunderstanding. Ask the student for examples of messages that went wrong; their examples make the best practice threads. Never require access to the student's private messages.
- Tips
- Each thread is one opportunity; score correct when the reply names or fixes the misunderstanding without blame. Use the student's own messaging style, emoji, and abbreviations; the goal is clarity, not formal writing. Discuss that misreadings run both ways.
- Limits
- Practice threads are easier than live, emotional exchanges. The goal does not address online safety, which belongs in a separate plan. Real messages stay private unless the student shares them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-025.
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Goal
By the annual IEP review date, given 5 practice message threads in which the reader's reply shows a misunderstanding (such as taking a joke as serious, or missing which day was meant), the student will write a reply that names the misunderstanding and restates what they meant (such as "Sorry, I meant Friday, not today") 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.
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 goal494 characters
- By the annual IEP review date, given 5 practice message threads in which the reader's reply shows a misunderstanding (such as taking a joke as serious, or missing which day was meant), the student will write a reply that names the misunderstanding and restates what they meant (such as "Sorry, I meant Friday, not today") 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.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 practice message threads in which the reader's reply shows a misunderstanding (such as taking a joke as serious, or missing which day was meant)
- Behavior
- The student will write a reply that names the misunderstanding and restates what they meant (such as "Sorry, I meant Friday, not today") 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
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
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 5 practice message threads in which the reader's reply shows a misunderstanding (such as taking a joke as serious, or missing which day was meant), the student will write a reply that names the misunderstanding and restates what they meant (such as "Sorry, I meant Friday, not today") 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.
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.