State an opinion and give reasons for it
When to use this goal
For students who say what they think but cannot support it, or who answer "because" with a restatement, which affects discussion, persuasive writing, and self-advocacy. Base the choice on class work samples.
- Baseline
- Ask five opinion questions on familiar topics and record whether the student gives an opinion, one reason, two reasons, or a restatement. Note whether reasons are distinct or the same reason reworded. Use topics the student cares about so the task is real.
- Tips
- Each opinion question is one opportunity. Score correct when the opinion is stated and the required number of distinct reasons genuinely supports it; "because I like it" counts as a reason only once. Accept any mode. Opinion topics should be low-stakes; the goal is not to change the student's views.
- Limits
- Reasoning quality is judged by the scorer, so agree on what counts as a distinct reason. Spoken opinions in therapy are easier than in a heated class discussion. The goal does not measure listening to others' views (see pragmatic language).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-014.
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Goal
By the annual IEP review date, given a question with two defensible answers (such as "Should recess be longer?") and asked what they think, the student will state an opinion and give two different reasons that support it independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. Opportunity (trial) recording 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 goal393 characters
- By the annual IEP review date, given a question with two defensible answers (such as "Should recess be longer?") and asked what they think, the student will state an opinion and give two different reasons that support it independently in at least 4 of 5 opportunities, 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 a question with two defensible answers (such as "Should recess be longer?") and asked what they think
- Behavior
- The student will state an opinion and give two different reasons that support it independently
- Criteria
- In at least 4 of 5 opportunities, 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
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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a question with two defensible answers (such as "Should recess be longer?") and asked what they think, the student will state an opinion and give two different reasons that support it independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.