Answer teacher questions in complete sentences
When to use this goal
For students who answer class questions with one word or a fragment when the teacher expects a sentence, and who can produce sentences in therapy. Base the choice on classroom observation. This is a carryover goal; sentence structures themselves are in syntax-morphology.
- Baseline
- Observe two or three lessons and record the first five answers the student gives as sentence, fragment, or no answer. Ask the teacher how often the student is called on and whether sentences are expected of everyone. Confirm the student can produce sentences in therapy, so the goal is about carryover.
- Tips
- Each question directed to the student is one opportunity; score the first five in the observation. Score correct when the answer is a complete sentence in the student's dialect and answers the question. One-word answers to yes/no questions are not opportunities unless the teacher asks for more. The teacher's cue should be the same one used with the whole class.
- Limits
- Opportunities depend on how often the teacher calls on the student; agree on at least five per observed lesson. Pressure to speak in sentences can reduce participation in some students; keep the cue low-key and check that the student is still volunteering.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-011.
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Goal
By the annual IEP review date, during a small-group lesson when the teacher asks the student a question, the student will answer the question with a complete sentence that includes a subject and a verb and gives the information asked for independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Expressive 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 - Expressive Language
- Baseline
- 1 of 5 opportunities.
- Annual goal379 characters
- By the annual IEP review date, during a small-group lesson when the teacher asks the student a question, the student will answer the question with a complete sentence that includes a subject and a verb and gives the information asked for independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-group lesson when the teacher asks the student a question
- Behavior
- The student will answer the question with a complete sentence that includes a subject and a verb and gives the information asked for independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a small-group lesson when the teacher asks the student a question, the student will answer the question with a complete sentence that includes a subject and a verb and gives the information asked for independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.