Set and track a personal communication goal
When to use this goal
For older students who can name social situations they want to handle differently and want to lead their own goal. The student chooses the target move (such as asking a teacher a question, joining a club conversation, or saying no to a plan). Base the choice on a student interview, not an adult's list.
- Baseline
- Interview the student about situations that matter to them and pick one move. Over two weeks, ask the student to log five chances and whether they tried the move. Check the log against a teacher's report for one or two situations if the student agrees.
- Tips
- Fill in the chosen move with the student. Each planned situation is one opportunity; score correct when the student carries out the move and logs it. The student's self-rating is information, not a score. Students may change the target move between cycles; record the change.
- Limits
- Relies partly on self-report. The goal measures follow-through on a chosen move, not whether the outcome was what the student hoped. Keep it voluntary; a goal imposed on the student defeats the purpose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-038.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during 5 planned real-life situations the student chose with the SLP over two weeks, the student will carry out Blank to fill in: [their chosen communication move, e.g. asking a teacher a question after class] and record on a self-rating log what they did and how it went independently in at least 4 of 5 opportunities, across 2 consecutive two-week cycles, as measured by direct observation collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [their chosen communication move]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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. Direct observation 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.
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 goal422 characters
- By the annual IEP review date, during 5 planned real-life situations the student chose with the SLP over two weeks, the student will carry out [their chosen communication move, e.g. asking a teacher a question after class] and record on a self-rating log what they did and how it went independently in at least 4 of 5 opportunities, across 2 consecutive two-week cycles, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During 5 planned real-life situations the student chose with the SLP over two weeks
- Behavior
- The student will carry out [their chosen communication move, e.g. asking a teacher a question after class] and record on a self-rating log what they did and how it went independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive two-week cycles
- Evaluation method
- Direct observation
- 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 2 consecutive two-week cycles
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during 5 planned real-life situations the student chose with the SLP over two weeks, the student will carry out [their chosen communication move, e.g. asking a teacher a question after class] and record on a self-rating log what they did and how it went independently in at least 4 of 5 opportunities, across 2 consecutive two-week cycles, as measured by direct observation 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.