Respond to an opposing view with a reason
When to use this goal
For older students who can state an opinion with reasons (sl-exp-014) but, when someone disagrees, repeat their point louder, drop out, or change topic. Answering an opposing view is part of class debate, seminar, and everyday disagreement. Base the choice on discussion observations and the SLP's assessment.
- Baseline
- Present five opposing views on topics the student cares about and record each response: restate plus reason, reason without restating, repeated point, or no response. Ask teachers how the student responds in class debates.
- Tips
- Each opposing view is one opportunity. Score correct when the student restates the other view and gives a reason or evidence for their own; they never have to change their mind. Topics the student cares about make this real, but avoid personal or identity-based debates.
- Limits
- Strong emotions about a topic lower performance; keep early topics low-stakes. The goal measures a spoken response, not persuasion or debate scoring. Group dynamics in class affect opportunities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-052.
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Goal
By the annual IEP review date, during a structured debate or seminar in class when a peer gives a view that differs from the student's, the student will restate the other person's view in a few words and respond with a reason or piece of evidence for their own view independently in at least 4 of 5 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 goal425 characters
- By the annual IEP review date, during a structured debate or seminar in class when a peer gives a view that differs from the student's, the student will restate the other person's view in a few words and respond with a reason or piece of evidence for their own view independently in at least 4 of 5 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a structured debate or seminar in class when a peer gives a view that differs from the student's
- Behavior
- The student will restate the other person's view in a few words and respond with a reason or piece of evidence for their own view independently
- Criteria
- In at least 4 of 5 opportunities, across 3 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured debate or seminar in class when a peer gives a view that differs from the student's, the student will restate the other person's view in a few words and respond with a reason or piece of evidence for their own view independently in at least 4 of 5 opportunities, across 3 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 | # + (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.