Restate information in their own words
When to use this goal
For older students who repeat a teacher's words verbatim or cannot restate what they heard, which limits note-taking, studying, and showing understanding. Base the choice on the SLP's assessment.
- Baseline
- Present 10 short statements from current class content and record whether the restatement is verbatim, changes the meaning, or keeps the meaning in new words. Try spoken and read input separately, since listening adds a memory load. Confirm the student knows the vocabulary in the statements.
- Tips
- Score an item correct when the restatement keeps the meaning and is not a near-verbatim repeat; the SLP sets the standard (for example, key content words may stay, function and structure must change). Accept spoken or written paraphrases. Use content the student is studying so the practice doubles as review.
- Limits
- Paraphrasing depends on comprehension; a student who did not understand cannot restate. Memory for the original affects spoken input, so keep statements short. Judging "own words" is partly subjective; two scorers should calibrate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-021.
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Goal
By the annual IEP review date, after hearing a two- to three-sentence statement from a class lesson, the student will restate the information in their own words, keeping the meaning and changing the wording independently with at least 80% accuracy on paraphrase items, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 30% accuracy.
- Annual goal369 characters
- By the annual IEP review date, after hearing a two- to three-sentence statement from a class lesson, the student will restate the information in their own words, keeping the meaning and changing the wording independently with at least 80% accuracy on paraphrase items, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After hearing a two- to three-sentence statement from a class lesson
- Behavior
- The student will restate the information in their own words, keeping the meaning and changing the wording independently
- Criteria
- With at least 80% accuracy on paraphrase items, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on paraphrase items
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after hearing a two- to three-sentence statement from a class lesson, the student will restate the information in their own words, keeping the meaning and changing the wording independently with at least 80% accuracy on paraphrase items, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.