Sort spoken information into the topic it belongs to
When to use this goal
For students who hear facts in a lesson but cannot tell which facts go with which topic, which makes note taking and studying hard. Base the choice on a listening probe.
- Baseline
- Read 10 statements for two familiar topics in random order and have the student sort them. Chance with two topics is 50%, so use three topics or 15 items if the baseline is near chance. Check that the topics and vocabulary are familiar so the task tests listening and organizing, not knowledge.
- Tips
- Score each statement correct when sorted to the right topic. Use current class content so the skill transfers to note taking (sl-lis-012). Written or picture headers reduce memory load; fading them is the progression. Keep statement length similar across probes.
- Limits
- Sorting requires knowing the topics; unfamiliar content inflates errors. Two-topic tasks have a high chance level.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-006.
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Goal
By the annual IEP review date, after listening to 10 spoken statements that belong to 2 or 3 given topics (such as facts about mammals and reptiles), presented in mixed order, the student will place or say each statement under the topic it belongs to independently with at least 85% accuracy on statements sorted to the correct topic, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal438 characters
- By the annual IEP review date, after listening to 10 spoken statements that belong to 2 or 3 given topics (such as facts about mammals and reptiles), presented in mixed order, the student will place or say each statement under the topic it belongs to independently with at least 85% accuracy on statements sorted to the correct topic, 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 10 spoken statements that belong to 2 or 3 given topics (such as facts about mammals and reptiles), presented in mixed order
- Behavior
- The student will place or say each statement under the topic it belongs to independently
- Criteria
- With at least 85% accuracy on statements sorted to the correct topic, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on statements sorted to the correct topic
- 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 10 spoken statements that belong to 2 or 3 given topics (such as facts about mammals and reptiles), presented in mixed order, the student will place or say each statement under the topic it belongs to independently with at least 85% accuracy on statements sorted to the correct topic, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
| 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.