Say one likeness and one difference
When to use this goal
For students who can name features of two things but cannot put a similarity and a difference together in one spoken statement. This is the language of comparison used across subjects. Base the choice on the SLP's assessment and class discussion samples.
- Baseline
- Present 10 pairs without a frame or organizer and record whether each answer has a likeness, a difference, and a compare word. Use pairs whose features the student can name, so the probe measures putting the comparison together rather than content knowledge.
- Tips
- Each pair is one opportunity. Score correct when the statement has an accurate likeness, an accurate difference, and a compare word. Two sentences joined with "but" count. Pull pairs from science and social studies units so the work supports class. For written comparisons and compare-contrast of whole concepts, see sl-sem-019.
- Limits
- The goal measures one comparison statement, not an organized compare-and-contrast answer. Content knowledge affects scores; use studied pairs. Grammar in the statement is not scored beyond the compare word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-034.
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Goal
By the annual IEP review date, given 10 pairs of related items or ideas from class units (such as a frog and a toad, or a city and a town), shown as pictures or words, the student will say one way the two are alike and one way they are different, joined with a compare word (such as both, but, or while) independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 goal477 characters
- By the annual IEP review date, given 10 pairs of related items or ideas from class units (such as a frog and a toad, or a city and a town), shown as pictures or words, the student will say one way the two are alike and one way they are different, joined with a compare word (such as both, but, or while) independently in at least 8 of 10 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 10 pairs of related items or ideas from class units (such as a frog and a toad, or a city and a town), shown as pictures or words
- Behavior
- The student will say one way the two are alike and one way they are different, joined with a compare word (such as both, but, or while) independently
- Criteria
- In at least 8 of 10 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 8 of 10 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 10 pairs of related items or ideas from class units (such as a frog and a toad, or a city and a town), shown as pictures or words, the student will say one way the two are alike and one way they are different, joined with a compare word (such as both, but, or while) independently in at least 8 of 10 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 | 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.