Give the answer they know when called on
When to use this goal
For students who stutter and who say "I don't know" or shrug when called on even when they know the answer, to avoid stuttering. Base the choice on student interview and teacher report. Answers with stuttering are full answers.
- Baseline
- With the student's permission, ask the teacher to track five call-ons and whether the student answered or avoided, and ask the student which questions they knew. The student's report is key, since only they know when they avoided.
- Tips
- Each call-on with a known answer is one opportunity; score correct when the student answers, regardless of stuttering. Wrong answers count as answering. Teachers should never finish the student's words or move on quickly.
- Limits
- Relies on the student's honesty about which answers they knew. Opportunities depend on how often the teacher calls on students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-023.
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Goal
By the annual IEP review date, when called on in class with a question the student has told the SLP they could answer, the student will independently give the answer they know instead of saying "I don't know" or passing in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly in class.
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. Direct observation 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 Speech Fluency (Stuttering).
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 - Speech Fluency (Stuttering)
- Baseline
- 1 of 5 opportunities.
- Annual goal356 characters
- By the annual IEP review date, when called on in class with a question the student has told the SLP they could answer, the student will independently give the answer they know instead of saying "I don't know" or passing in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When called on in class with a question the student has told the SLP they could answer
- Behavior
- The student will independently give the answer they know instead of saying "I don't know" or passing
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly in class
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 weekly observations
- Collection schedule:
- weekly in class
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when called on in class with a question the student has told the SLP they could answer, the student will independently give the answer they know instead of saying "I don't know" or passing in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly in class.
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.