Explain own communication preferences to a partner
When to use this goal
For older students whose communication style is often misread (for example, not looking at the speaker while listening, needing processing time, preferring writing, or talking at length on interests) and who want partners to know. Base the choice on the student's own description of their style. The goal adds self-advocacy, not change in style.
- Baseline
- Ask the student to explain their communication style in a role-play and score it. Talk first about what they want people to know; some students prefer a written profile, which is fully acceptable.
- Tips
- Score each row 0 to 3. Delivery in any mode counts, including handing over a written card. Respect what the student chooses to disclose; they never have to name a diagnosis. Share the profile with staff only with the student's agreement.
- Limits
- The goal measures the student's explanation, not whether partners honor it. Pair with staff training so the burden is not only on the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-039.
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Goal
By the annual IEP review date, when meeting a new teacher, job coach, or group partner at the start of a term or project, the student will explain to the partner how they communicate and what helps (such as "I can listen while looking away" or "Please give me time to answer") independently, earning a score of at least 8 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected monthly and at the start of each new class or placement.
Baseline: 3 out of 9 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 9 rubric points.
- Annual goal541 characters
- By the annual IEP review date, when meeting a new teacher, job coach, or group partner at the start of a term or project, the student will explain to the partner how they communicate and what helps (such as "I can listen while looking away" or "Please give me time to answer") independently, earning a score of at least 8 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected monthly and at the start of each new class or placement.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new teacher, job coach, or group partner at the start of a term or project
- Behavior
- The student will explain to the partner how they communicate and what helps (such as "I can listen while looking away" or "Please give me time to answer") independently
- Criteria
- Earning a score of at least 8 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, on 3 of 4 consecutive scored explanations
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly and at the start of each new class or placement
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3
- Mastery rule:
- on 3 of 4 consecutive scored explanations
- Collection schedule:
- monthly and at the start of each new class or placement
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when meeting a new teacher, job coach, or group partner at the start of a term or project, the student will explain to the partner how they communicate and what helps (such as "I can listen while looking away" or "Please give me time to answer") independently, earning a score of at least 8 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected monthly and at the start of each new class or placement.
| Date | Task / sample | Names one or more things about how they communicate | Names what helps or what the partner can do | Answers a partner question or checks that the partner has the information | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row communication self-advocacy rubric scored 0 to 3. 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. Sheets print blank; no student data is stored.