Tell why a speaker is talking
When to use this goal
For students who recall what a speaker said but miss why: to inform, persuade, entertain, give directions, or ask for something. Speaker purpose helps students judge announcements, ads, and talks. Base the choice on a listening probe with short recordings.
- Baseline
- Present 10 clips with a balanced mix of purposes and record the purpose named and the clue given. Note confusions, such as calling an ad informative. Score the purpose and the clue together.
- Tips
- Score correct when the purpose is right and the clue supports it. Some clips have two purposes; accept any defensible answer with a clue. Persuasive techniques are a later step (sl-lis-014).
- Limits
- Short clips are clearer than real talks, which mix purposes. The task also uses reasoning, so a student who misses may need help with inference generally (sl-lis-012).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-033.
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Goal
By the annual IEP review date, after listening to 10 short recorded clips (such as an ad, a weather report, a joke, a set of directions, and a request), the student will name the speaker's main purpose (inform, persuade, entertain, direct, or request) and give one clue from the clip independently with at least 80% accuracy on speaker-purpose items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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
- 40% accuracy.
- Annual goal475 characters
- By the annual IEP review date, after listening to 10 short recorded clips (such as an ad, a weather report, a joke, a set of directions, and a request), the student will name the speaker's main purpose (inform, persuade, entertain, direct, or request) and give one clue from the clip independently with at least 80% accuracy on speaker-purpose items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to 10 short recorded clips (such as an ad, a weather report, a joke, a set of directions, and a request)
- Behavior
- The student will name the speaker's main purpose (inform, persuade, entertain, direct, or request) and give one clue from the clip independently
- Criteria
- With at least 80% accuracy on speaker-purpose items, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 speaker-purpose items
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to 10 short recorded clips (such as an ad, a weather report, a joke, a set of directions, and a request), the student will name the speaker's main purpose (inform, persuade, entertain, direct, or request) and give one clue from the clip independently with at least 80% accuracy on speaker-purpose items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.