Answer spoken questions about categories and attributes
When to use this goal
For young students who need to process a short spoken question that combines a category or attribute with a choice ("Is a shoe something you eat?", "Which is small, a bus or a bug?"). Base the choice on a basic language assessment. For sorting objects into categories, see sl-rec-004.
- Baseline
- Ask 20 yes/no and 20 either/or questions with no pictures and record accuracy by question type. Chance is 50%. Check that the category and attribute words are known by testing them with pictures first; the goal is answering by ear.
- Tips
- Score correct when the answer is right, in any mode. Keep questions short and the vocabulary familiar. Balance yes and no answers. Picture support turns the task into a visual one, so use it as the first step only.
- Limits
- Chance is 50%, so use 20 items. Errors may reflect vocabulary rather than listening; the baseline check separates them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-007.
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Goal
By the annual IEP review date, given 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?"), the student will answer each question correctly by speaking, signing, or pointing to yes or no independently with at least 85% accuracy on spoken category and attribute questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 goal449 characters
- By the annual IEP review date, given 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?"), the student will answer each question correctly by speaking, signing, or pointing to yes or no independently with at least 85% accuracy on spoken category and attribute questions, 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 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?")
- Behavior
- The student will answer each question correctly by speaking, signing, or pointing to yes or no independently
- Criteria
- With at least 85% accuracy on spoken category and attribute questions, 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 85% accuracy on spoken category and attribute questions
- 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 20 spoken yes/no questions about categories or attributes with no pictures (such as "Is a cat an animal?"), the student will answer each question correctly by speaking, signing, or pointing to yes or no independently with at least 85% accuracy on spoken category and attribute questions, 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.