Plan for a social situation they choose
When to use this goal
For older students who find new or unpredictable social situations stressful (a club meeting, a job shift, a party, a family event) and want a planning routine. The student picks the situation. Base the choice on student interview and observation of planning skills.
- Baseline
- Walk through one plan with the student and record which steps they complete without prompts. Ask what has helped before in new situations.
- Tips
- Score each step as independent, prompted, or not done. Carrying out the move counts even if the outcome was mixed; using the exit option is a valid choice and counts for that step when it was planned. The student keeps the plans.
- Limits
- Real situations are not always observable; the review step relies on the student's report. A plan does not guarantee the situation goes well.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-040.
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Goal
By the annual IEP review date, when preparing with the SLP for an upcoming situation the student chose, the student will complete a plan for the chosen situation, carry out one planned communication move, and review how it went, performing at least 5 of 6 steps independently, for 3 consecutive planned situations, as measured by a task-analysis checklist collected for each planned situation.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal393 characters
- By the annual IEP review date, when preparing with the SLP for an upcoming situation the student chose, the student will complete a plan for the chosen situation, carry out one planned communication move, and review how it went, performing at least 5 of 6 steps independently, for 3 consecutive planned situations, as measured by a task-analysis checklist collected for each planned situation.
- Timeframe
- By the annual IEP review date
- Condition
- When preparing with the SLP for an upcoming situation the student chose
- Behavior
- The student will complete a plan for the chosen situation, carry out one planned communication move, and review how it went
- Criteria
- Performing at least 5 of 6 steps independently, for 3 consecutive planned situations
- Evaluation method
- A task-analysis checklist
- Schedule
- For each planned situation
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- for 3 consecutive planned situations
- Collection schedule:
- for each planned situation
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when preparing with the SLP for an upcoming situation the student chose, the student will complete a plan for the chosen situation, carry out one planned communication move, and review how it went, performing at least 5 of 6 steps independently, for 3 consecutive planned situations, as measured by a task-analysis checklist collected for each planned situation.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Names the situation and when it will happen | ||||||||
| 2. Lists what might happen and who will be there | ||||||||
| 3. Chooses one communication move to try | ||||||||
| 4. Chooses an exit or break option | ||||||||
| 5. Carries out the planned move or records why not | ||||||||
| 6. Reviews how it went and one thing to keep or change | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.