Answer questions after a recorded lecture or video
When to use this goal
For secondary students who miss key content in recorded lessons, flipped-class videos, and online modules even when they can hear well. The skill is pulling main points and details from audio-visual instruction. Base the choice on comprehension checks after recorded lessons and the SLP's assessment of listening and language.
- Baseline
- Give two or three recordings of similar length and difficulty from real class assignments, each with 8 to 10 questions (about half main idea and half detail). Compare scores with and without captions and with and without the question preview; the difference tells you which supports to write into accommodations.
- Tips
- Use videos the class really uses so the goal matches the work. Captions are an access tool, not a crutch; keep them on if the student uses them in class. Score answers for meaning, not wording or spelling, and accept answers in the student's home language if that is how they respond best and the goal is not about English. Share results with content teachers to plan pausing and previewing.
- Limits
- Background knowledge strongly affects scores; use topics already introduced in class. Questions answered in writing add a writing load; offer spoken answers if writing is a barrier. Does not measure note taking (sl-lis-024).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-023.
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Goal
By the annual IEP review date, after watching a 5- to 8-minute recorded lesson or educational video from the current unit, with captions available, the student will answer spoken or written questions about the main points and key details of the recording independently with at least 80% accuracy on comprehension questions about the recording, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 45% 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. Work-sample analysis 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
- 45% accuracy.
- Annual goal445 characters
- By the annual IEP review date, after watching a 5- to 8-minute recorded lesson or educational video from the current unit, with captions available, the student will answer spoken or written questions about the main points and key details of the recording independently with at least 80% accuracy on comprehension questions about the recording, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After watching a 5- to 8-minute recorded lesson or educational video from the current unit, with captions available
- Behavior
- The student will answer spoken or written questions about the main points and key details of the recording independently
- Criteria
- With at least 80% accuracy on comprehension questions about the recording, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 comprehension questions about the recording
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after watching a 5- to 8-minute recorded lesson or educational video from the current unit, with captions available, the student will answer spoken or written questions about the main points and key details of the recording independently with at least 80% accuracy on comprehension questions about the recording, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.