Answer inference questions about a passage heard aloud
When to use this goal
For students who answer literal questions about what they hear but cannot draw conclusions, predict, or explain why. Base the choice on a listening probe split by question type. For literal wh- questions, see sl-rec-002.
- Baseline
- Read 3 passages aloud and ask 5 literal and 5 inference questions about each, recording accuracy by type. A gap between literal and inferential accuracy confirms the need. Check background knowledge for each passage so a missed inference is not a missing fact.
- Tips
- Score correct when the answer is a reasonable conclusion supported by the passage; accept more than one answer if both fit. Teach the clue-plus-knowledge frame explicitly. Keep passage length and familiarity consistent. Allow written, spoken, or AAC answers.
- Limits
- Inference questions are harder to score reliably than literal ones; write acceptable answers in advance. Background knowledge varies by student and topic.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-012.
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Goal
By the annual IEP review date, after listening to a short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel), the student will answer each inference question with a conclusion supported by what was heard independently with at least 80% accuracy on inference questions, across 3 consecutive therapy sessions, 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 goal444 characters
- By the annual IEP review date, after listening to a short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel), the student will answer each inference question with a conclusion supported by what was heard independently with at least 80% accuracy on inference questions, 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 short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel)
- Behavior
- The student will answer each inference question with a conclusion supported by what was heard independently
- Criteria
- With at least 80% accuracy on inference questions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on inference questions
- 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 short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel), the student will answer each inference question with a conclusion supported by what was heard independently with at least 80% accuracy on inference questions, 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.