Answer story questions in any language used
When to use this goal
For young bilingual students with a language need in both languages (shown by the SLP's assessment in each language, with an interpreter as needed). Scoring answers in either language shows what the student knows and avoids treating a learning-English difference as a disorder. Not for students whose only need is learning English.
- Baseline
- Ask the questions in both languages on different days, with an interpreter or bilingual staff as needed. Score answers for meaning regardless of language (conceptual scoring) and note which language each answer came in. Ask the family which language the student uses most at home and for what.
- Tips
- Score correct when the answer fits the question and story, whatever language or mix it is in. Code-switching is a normal bilingual skill and is never an error. Encourage the family to read and talk in the home language; strengthening it supports English too.
- Limits
- Requires access to someone who speaks the student's languages to score fairly. The goal does not measure English proficiency, which belongs with English learner services. Story familiarity differs across cultures; choose stories with familiar events.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-058.
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Goal
By the annual IEP review date, given 10 wh- questions about a short picture story told in the student's stronger language or in English, the student will answer each wh- question in either language, or by mixing languages, with information that fits the question and the story independently with at least 75% accuracy on story questions scored for meaning in any language, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 30% accuracy.
- Annual goal497 characters
- By the annual IEP review date, given 10 wh- questions about a short picture story told in the student's stronger language or in English, the student will answer each wh- question in either language, or by mixing languages, with information that fits the question and the story independently with at least 75% accuracy on story questions scored for meaning in any language, 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 wh- questions about a short picture story told in the student's stronger language or in English
- Behavior
- The student will answer each wh- question in either language, or by mixing languages, with information that fits the question and the story independently
- Criteria
- With at least 75% accuracy on story questions scored for meaning in any language, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 75% accuracy on story questions scored for meaning in any language
- 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 wh- questions about a short picture story told in the student's stronger language or in English, the student will answer each wh- question in either language, or by mixing languages, with information that fits the question and the story independently with at least 75% accuracy on story questions scored for meaning in any language, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.