Ask for a repeat or clarification when a direction was not heard or understood
When to use this goal
For students who miss directions (because of noise, hearing, or processing) and do nothing, guess, or copy a peer instead of asking. Asking is the most useful listening strategy for school. Base the choice on classroom observation and audiology input where relevant. For general pragmatic clarification during conversation, see sl-prag-001.
- Baseline
- Set up 5 incomplete or hard-to-hear directions and record what the student does: asks, guesses, watches peers, or stops. Ask the student whether they know when they have missed something; some do not, which changes the first step. For students with hearing technology, involve the audiologist or teacher of the deaf.
- Tips
- Each unclear direction is one opportunity, scored correct when the student asks before acting. Teach two or three ways to ask and let the student choose. Adults respond warmly and repeat; a student who gets a sigh stops asking. For students who are deaf or hard of hearing, this goal is a core self-advocacy skill and may include asking the speaker to face them.
- Limits
- Set-up opportunities are artificial, and real ones are hard to catch. A student who does not notice that they missed something cannot ask; pair with a monitoring strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-010.
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Goal
By the annual IEP review date, when a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise), the student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
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. 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
- 1 of 5 opportunities.
- Annual goal508 characters
- By the annual IEP review date, when a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise), the student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise)
- Behavior
- The student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise), the student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice 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 | # + (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.