State the main idea of a passage heard aloud
When to use this goal
For students who recall details from a read-aloud or explanation but cannot say what it was mainly about. Base the choice on a listening comprehension probe. Use passages at the student's listening level, which may differ from reading level.
- Baseline
- Read 5 short passages aloud and record each main-idea statement, noting whether the student gives a detail, the topic only, or the main idea. Compare with the student's main-idea performance when reading, to see whether the difficulty is specific to listening.
- Tips
- Score correct when the statement captures what the passage was mostly about, not a single detail or only the topic word. Decide the acceptable main idea for each passage in advance. Passages from current units make the skill useful immediately. For reading main idea, see the reading comprehension skill.
- Limits
- Main idea depends on passage structure; passages with a clear first sentence are easier. Vocabulary and memory affect results.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-009.
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Goal
By the annual IEP review date, after listening to a short informational passage (4 to 6 sentences) read aloud, the student will state the main idea of the passage in one sentence independently with at least 80% accuracy on main-idea statements, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal341 characters
- By the annual IEP review date, after listening to a short informational passage (4 to 6 sentences) read aloud, the student will state the main idea of the passage in one sentence independently with at least 80% accuracy on main-idea statements, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a short informational passage (4 to 6 sentences) read aloud
- Behavior
- The student will state the main idea of the passage in one sentence independently
- Criteria
- With at least 80% accuracy on main-idea statements, on 3 consecutive weekly probes
- 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 80% accuracy on main-idea statements
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to a short informational passage (4 to 6 sentences) read aloud, the student will state the main idea of the passage in one sentence independently with at least 80% accuracy on main-idea statements, on 3 consecutive weekly probes, 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.