Answer every part of a multi-part question
When to use this goal
For older students who answer the first or last part of a question and miss the rest ("What caused the war and how did it end?"). Multi-part questions are common in class discussion, tests read aloud, and interviews. Base the choice on class observation and the SLP's assessment.
- Baseline
- Ask 10 two-part questions on familiar content and record which parts were answered. Separately check one-part questions on the same content; if those are also missed, the need is content or comprehension, not multi-part answering.
- Tips
- Each question is one opportunity, scored correct when every part gets a relevant answer; accuracy of content can be noted separately. Teach a quick strategy (count the parts on fingers, or restate them). Share it with content teachers.
- Limits
- Working memory affects how many parts the student can hold; writing the question is an accommodation, not cheating. The goal does not measure answer quality beyond relevance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-048.
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Goal
By the annual IEP review date, during a content-class discussion when the teacher asks a spoken question with two or three parts, the student will answer every part of the question, in any order, with information that fits each part independently in at least 8 of 10 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 3 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
- 3 of 10 opportunities.
- Annual goal394 characters
- By the annual IEP review date, during a content-class discussion when the teacher asks a spoken question with two or three parts, the student will answer every part of the question, in any order, with information that fits each part independently in at least 8 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 content-class discussion when the teacher asks a spoken question with two or three parts
- Behavior
- The student will answer every part of the question, in any order, with information that fits each part independently
- Criteria
- In at least 8 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 8 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 content-class discussion when the teacher asks a spoken question with two or three parts, the student will answer every part of the question, in any order, with information that fits each part independently in at least 8 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.