Paraphrase what a speaker said in their own words
When to use this goal
For students who can repeat words they heard but cannot put the meaning into their own words, which shows up in discussions and when relaying messages. Base the choice on a paraphrase probe.
- Baseline
- Present 10 short spoken messages and ask the student to say what the speaker meant. Record whether the student repeats verbatim, paraphrases accurately, or changes the meaning. Verbatim repetition is a different skill and should be noted separately.
- Tips
- Each message is one opportunity, scored correct when the paraphrase keeps the main meaning and uses the student's own wording for at least part of it. Decide in advance how much the paraphrase may leave out. Discussion paraphrases ("I think she means...") are a classroom-ready version of the skill and connect to pragmatic templates.
- Limits
- Paraphrasing depends on vocabulary and sentence formulation as well as listening. Judging accuracy of meaning is partly subjective; two scorers should agree on a few samples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-005.
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Goal
By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 2 of 10 opportunities.
- Annual goal345 characters
- By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a 2- to 4-sentence spoken explanation or message
- Behavior
- The student will paraphrase the speaker's main point in their own words, keeping the meaning independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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 | 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.