Illustrations, not prescribed goals. Replace reporting labels with actual dates, collect the baseline, and choose supports with the team. Each objective uses the annual goal’s consecutive-day or session window.
Classroom participation · Elementary
By the annual review date, when a familiar adult asks a forced-choice question and waits at least 5 seconds in the classroom in a private one-to-one interaction, the student will respond with a single audible word in 4 of 5 opportunities across 3 consecutive data days, measured by teacher tally.
Baseline: Nonverbal response in 2 of 5 opportunities in that context; team adds observation date.
Objectives: First reporting date: sound or mouthed word, 4 of 5. Second: whisper, 4 of 5. Third: single audible word, 4 of 5. Keep the partner, setting, audience, prompt, and mastery window the same.
Peer interaction · Preschool
By the annual review date, with a familiar peer offering a choice in a quiet space in a private one-to-one interaction, the student will respond in a whisper during play in 4 of 5 opportunities across 3 consecutive sessions, measured by SLP/counselor session data.
Baseline: Nonverbal response in 3 of 5 play opportunities; team adds observation date.
Objectives: First reporting date: sound or mouthed word, 4 of 5. Second: whisper, 4 of 5. Retain the familiar peer and private play context.
Help-seeking · Elementary
By the annual review date, when a familiar adult is available in the classroom in a private interaction, the student will use a bathroom card in 4 of 5 naturally occurring requests across 3 consecutive data days, measured by teacher tally. A nonverbal way to access this need remains available at all times.
Baseline: Card use in 1 of 5 requests; team adds observation date. Never delay bathroom access to collect data.
Objectives: Keep context unchanged: first reporting date, use the card in 2 of 5 opportunities; second, 3 of 5; third, 4 of 5. Honor every request, whether or not it matches the goal.
Self-advocacy · Middle school
By the annual review date, when a familiar adult offers a private check-in in the classroom, the student will request clarification by writing in 8 of 10 opportunities across 3 consecutive data days, measured by case-manager observation. A nonverbal way to access this need remains available at all times.
Baseline: Written requests in 4 of 10 opportunities; team adds observation date.
Objectives: Keep writing and the check-in context constant: first reporting date, 5 of 10; second, 6 of 10; third, 8 of 10.
Assessment participation · High school
By the annual review date, with a familiar adult in a private classroom check-in, the student will submit an agreed recorded reading response in 4 of 5 planned assessment opportunities across 3 consecutive sessions, measured by SLP/counselor session data. Another format remains available to show knowledge.
Baseline: Recorded response submitted in 1 of 5 opportunities; team adds observation date.
Objectives: Retain the agreed format and context: first reporting date, 2 of 5; second, 3 of 5; third, 4 of 5. Do not add a live audience while raising frequency.
Brave-strategy use · Middle school
By the annual review date, at a familiar adult’s private check-in in a quiet space, the student will point to a 1–5 worry rating before and after a planned speaking moment in 4 of 5 opportunities across 3 consecutive data days, measured by a response-rate tracker.
Baseline: Before-and-after rating in 1 of 5 opportunities; team adds observation date.
Objectives: Keep pointing and context unchanged: first reporting date, 2 of 5; second, 3 of 5; third, 4 of 5. Success means communicating a rating, not a lower worry score or spoken response.
