Add a detail when asked to tell more
When to use this goal
For young students who answer with one word and stop, even when they know more. Adding information after "Tell me more" or "What else?" builds toward longer turns and elaborated answers (sl-exp-019 for older students). Base the choice on a language sample.
- Baseline
- Across a few days, after five student comments, say "Tell me more" and record whether the student adds new information, repeats, or stops. Try a specific question as well to see which support helps.
- Tips
- Each "Tell me more" is one opportunity, scored correct when the student adds something new on the same topic. Any language or mode counts. Use the prompt sparingly so conversation stays natural, and respond to what the student adds with real interest.
- Limits
- Some students need time to respond; wait at least 5 seconds. Topics the student cares about get more detail. The goal does not measure sentence length or grammar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-060.
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Goal
By the annual IEP review date, during play or snack when the student says something and an adult responds "Tell me more" or "What else?", the student will add a new piece of information about the same topic (such as what it looks like, what it does, or who has it) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
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 goal408 characters
- By the annual IEP review date, during play or snack when the student says something and an adult responds "Tell me more" or "What else?", the student will add a new piece of information about the same topic (such as what it looks like, what it does, or who has it) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During play or snack when the student says something and an adult responds "Tell me more" or "What else?"
- Behavior
- The student will add a new piece of information about the same topic (such as what it looks like, what it does, or who has it) independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play or snack when the student says something and an adult responds "Tell me more" or "What else?", the student will add a new piece of information about the same topic (such as what it looks like, what it does, or who has it) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
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.