Share communication strengths at their IEP meeting
When to use this goal
For older students who attend their IEP or transition meetings and want to speak about their own communication. Base the choice on the student's wishes. Contributions can be spoken, typed, recorded, presented on slides, or delivered through AAC.
- Baseline
- Interview the student about their communication and score a first practice statement. Ask how they want to share at the meeting.
- Tips
- Score each row 0 to 3. A prepared recording or slide deck is a full contribution. The student chooses what to share; they do not have to discuss a diagnosis.
- Limits
- Meetings happen once or twice a year, so practice meetings provide most of the data. The rubric does not measure whether the team acts on what the student says.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-060.
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Goal
By the annual IEP review date, during their annual IEP or transition planning meeting, the student will share their communication strengths, what helps them communicate, and one communication goal they want for next year independently, earning a score of at least 7 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, across 2 consecutive meetings, including the annual meeting, as measured by a defined scoring rubric collected at two practice meetings and the annual meeting.
Baseline: 2 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
- 2 out of 9 rubric points.
- Annual goal495 characters
- By the annual IEP review date, during their annual IEP or transition planning meeting, the student will share their communication strengths, what helps them communicate, and one communication goal they want for next year independently, earning a score of at least 7 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, across 2 consecutive meetings, including the annual meeting, as measured by a defined scoring rubric collected at two practice meetings and the annual meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During their annual IEP or transition planning meeting
- Behavior
- The student will share their communication strengths, what helps them communicate, and one communication goal they want for next year independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, across 2 consecutive meetings, including the annual meeting
- Evaluation method
- A defined scoring rubric
- Schedule
- At two practice meetings and the annual meeting
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 communication self-advocacy rubric scored 0 to 3
- Mastery rule:
- across 2 consecutive meetings, including the annual meeting
- Collection schedule:
- at two practice meetings and the annual meeting
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during their annual IEP or transition planning meeting, the student will share their communication strengths, what helps them communicate, and one communication goal they want for next year independently, earning a score of at least 7 out of 9 on a 3-row communication self-advocacy rubric scored 0 to 3, across 2 consecutive meetings, including the annual meeting, as measured by a defined scoring rubric collected at two practice meetings and the annual meeting.
| Date | Task / sample | Names communication strengths | Names what helps them communicate (supports, partner moves, tools) | States a communication goal for next year | 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.