Ask a content question after a lesson to get what they need for the assignment
When to use this goal
For secondary students who leave a lesson missing information they need (due date, which problems, what the term means) and do not ask. Different from asking for a repeat (sl-lis-010): this is asking for more. Base the choice on teacher report.
- Baseline
- Set up 5 explanations with a missing detail and record whether the student asks, guesses, or asks a peer later. Ask teachers how often the student asks questions and how often assignments come back wrong because of missing information.
- Tips
- Each explanation with a gap is one opportunity, scored correct when the student asks a question that targets the gap. Teach the what-when-how checklist so the student can spot gaps. Questions to peers count if the team agrees; questions asked after the deadline do not. Pair with study skills templates.
- Limits
- Real gaps are unpredictable and depend on the teacher; set-up probes give most data. Some students know they are missing information but will not ask in front of peers; a written question option helps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-015.
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Goal
By the annual IEP review date, after a lesson or assignment explanation in class, when at least one needed detail was left out or unclear, the student will ask a question that gets the missing information needed to do the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected 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 goal373 characters
- By the annual IEP review date, after a lesson or assignment explanation in class, when at least one needed detail was left out or unclear, the student will ask a question that gets the missing information needed to do the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a lesson or assignment explanation in class, when at least one needed detail was left out or unclear
- Behavior
- The student will ask a question that gets the missing information needed to do the assignment independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 weeks
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a lesson or assignment explanation in class, when at least one needed detail was left out or unclear, the student will ask a question that gets the missing information needed to do the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected 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.