Decide whether a message can wait
When to use this goal
For young students who interrupt adults for every thought, or who wait silently even when something urgent happens (a peer is hurt, they feel sick). Base the choice on observation and teacher report. The skill is the judgment; how the student gets attention is covered in sl-prag-007.
- Baseline
- Use 10 scenarios with an even mix of urgent and non-urgent messages so sorting everything one way does not score well. Ask the teacher which messages typically lead to interruptions.
- Tips
- Score each scenario correct when the sort matches the class rule; give credit for a reasonable reason even if the student's sort differs on a borderline card. Pair with a "parking lot" or note system so non-urgent ideas are not lost.
- Limits
- Sorting cards does not show what the student does in class. Rules about interrupting differ by family and culture; teach the class rule without labeling home rules as wrong.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-051.
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Goal
By the annual IEP review date, given 10 picture scenario cards showing a message the student wants to share while an adult is busy, the student will sort each scenario as "tell now" or "can wait" and give a reason (such as "Someone is hurt") independently with at least 90% accuracy on message scenarios sorted, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 50% accuracy.
- Annual goal436 characters
- By the annual IEP review date, given 10 picture scenario cards showing a message the student wants to share while an adult is busy, the student will sort each scenario as "tell now" or "can wait" and give a reason (such as "Someone is hurt") independently with at least 90% accuracy on message scenarios sorted, 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 10 picture scenario cards showing a message the student wants to share while an adult is busy
- Behavior
- The student will sort each scenario as "tell now" or "can wait" and give a reason (such as "Someone is hurt") independently
- Criteria
- With at least 90% accuracy on message scenarios sorted, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on message scenarios sorted
- 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 10 picture scenario cards showing a message the student wants to share while an adult is busy, the student will sort each scenario as "tell now" or "can wait" and give a reason (such as "Someone is hurt") independently with at least 90% accuracy on message scenarios sorted, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.