Describe a term so a partner guesses it
When to use this goal
For older students who know content words but describe them vaguely, so listeners cannot tell what they mean. The partner's guess gives a real-world check: did the description carry the meaning? Base the choice on the SLP's assessment and teacher reports of vague explanations.
- Baseline
- Play 10 rounds with terms from the current unit and record whether the partner guesses the word within 60 seconds and which description parts the student used. Check that the student can define the terms in a matching task first, so the goal measures describing, not word knowledge.
- Tips
- Each term is one opportunity, scored correct when the partner names the term within 60 seconds and the student has not said the word or its parts. A peer partner works well and makes this a natural review activity in class. Note which description parts led to the guess; examples are often the most helpful for listeners.
- Limits
- The partner's knowledge affects success; use a partner who knows the unit. The goal does not measure formal definitions or writing. A quick guess from one clue may say more about the partner than about the description; record which parts were given.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-033.
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Goal
By the annual IEP review date, during a review game in which the student describes a hidden content-vocabulary card (such as photosynthesis, a treaty, or a ratio) to a partner without saying the word, the student will describe the hidden term with its category, at least two key features, and an example so the partner names it independently in at least 7 of 10 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal489 characters
- By the annual IEP review date, during a review game in which the student describes a hidden content-vocabulary card (such as photosynthesis, a treaty, or a ratio) to a partner without saying the word, the student will describe the hidden term with its category, at least two key features, and an example so the partner names it independently in at least 7 of 10 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a review game in which the student describes a hidden content-vocabulary card (such as photosynthesis, a treaty, or a ratio) to a partner without saying the word
- Behavior
- The student will describe the hidden term with its category, at least two key features, and an example so the partner names it independently
- Criteria
- In at least 7 of 10 opportunities, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 7 of 10 opportunities
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a review game in which the student describes a hidden content-vocabulary card (such as photosynthesis, a treaty, or a ratio) to a partner without saying the word, the student will describe the hidden term with its category, at least two key features, and an example so the partner names it independently in at least 7 of 10 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.