Explain what went wrong in a miscommunication
When to use this goal
For older students who have frequent misunderstandings with peers or adults and want to make sense of them. The goal treats a breakdown as two-sided: what the student meant, what the other person may have heard, and what each could try. Base the choice on the student's interest in reflecting.
- Baseline
- Score one video clip and one real event the student chooses. Note whether the student can describe the other person's view and their own.
- Tips
- Score each row 0 to 3. The student does not have to accept blame; the target is describing both views. Never use this goal as a consequence after a conflict.
- Limits
- Reflection after the fact does not guarantee different choices in the moment. Recalled events may be partial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-058.
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Goal
By the annual IEP review date, when reviewing a recent misunderstanding the student chooses to talk about, the student will explain the miscommunication by saying what each person meant, what each likely heard, and one thing either person could try next time independently, earning a score of at least 7 out of 9 on a 3-row miscommunication reflection rubric scored 0 to 3, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected every two weeks.
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 goal482 characters
- By the annual IEP review date, when reviewing a recent misunderstanding the student chooses to talk about, the student will explain the miscommunication by saying what each person meant, what each likely heard, and one thing either person could try next time independently, earning a score of at least 7 out of 9 on a 3-row miscommunication reflection rubric scored 0 to 3, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When reviewing a recent misunderstanding the student chooses to talk about
- Behavior
- The student will explain the miscommunication by saying what each person meant, what each likely heard, and one thing either person could try next time independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row miscommunication reflection rubric scored 0 to 3, on 3 of 4 consecutive scored reflections
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 7 out of 9 on a 3-row miscommunication reflection rubric scored 0 to 3
- Mastery rule:
- on 3 of 4 consecutive scored reflections
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when reviewing a recent misunderstanding the student chooses to talk about, the student will explain the miscommunication by saying what each person meant, what each likely heard, and one thing either person could try next time independently, earning a score of at least 7 out of 9 on a 3-row miscommunication reflection rubric scored 0 to 3, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | States what each person meant | States what each person likely heard or thought | Names one thing either person could try next time | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row miscommunication reflection 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.