Tell what they did after an activity
When to use this goal
For young students who talk about what is in front of them but cannot yet answer questions about something that just ended. Talking about the recent past is an early step toward talking about events that are not present. Base the choice on the SLP's observation and a play sample.
- Baseline
- Ask after five different activities across a week and record whether the student answers, what they say, and whether a photo or object was needed. Note whether the student names the current activity instead of the past one.
- Tips
- Each question about a finished activity is one opportunity. Score correct when the answer matches what the student actually did. Staff need to know what happened, so the person who asks should have seen the activity or have a photo. Share photos home so families can ask the same question.
- Limits
- Answers depend on memory and interest in the activity. One-word answers count; the goal does not measure sentence length or past-tense grammar. Delays longer than a few minutes make the task much harder; keep the timing consistent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-028.
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Goal
By the annual IEP review date, within 2 minutes after a center or play activity ends, when an adult asks "What did you do?" or "What did you make?", the student will tell one thing they did in the activity with a word, phrase, sign, or device message that matches what happened independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice 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. 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 goal421 characters
- By the annual IEP review date, within 2 minutes after a center or play activity ends, when an adult asks "What did you do?" or "What did you make?", the student will tell one thing they did in the activity with a word, phrase, sign, or device message that matches what happened independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Within 2 minutes after a center or play activity ends, when an adult asks "What did you do?" or "What did you make?"
- Behavior
- The student will tell one thing they did in the activity with a word, phrase, sign, or device message that matches what happened independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, within 2 minutes after a center or play activity ends, when an adult asks "What did you do?" or "What did you make?", the student will tell one thing they did in the activity with a word, phrase, sign, or device message that matches what happened independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice 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.