Compare what two speakers say on a topic
When to use this goal
For high school students who can summarize one speaker but cannot compare two spoken sources, which is common in English, civics, and research tasks. Base the choice on recorded responses to paired audio or video sources.
- Baseline
- Use two or three paired sets on topics the student knows and record the comparison. Score each row and note whether the student blends the speakers together or reports only one.
- Tips
- Score from a recording. Pick topics of real interest and keep clips short. Accept the student's own words and dialect, and written or AAC responses when speech is not their main mode. Coordinate with the English or civics teacher on source tasks.
- Limits
- Background knowledge and memory both affect results; allow notes. The rubric scores comparison, not the student's opinion or writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-034.
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Goal
By the annual IEP review date, after listening to two 2- to 3-minute recorded clips that take different positions on the same topic, the student will explain how the two speakers agree and differ, naming each speaker's main point and one piece of support independently, earning a score of at least 7 out of 8 on a 4-row spoken source comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal480 characters
- By the annual IEP review date, after listening to two 2- to 3-minute recorded clips that take different positions on the same topic, the student will explain how the two speakers agree and differ, naming each speaker's main point and one piece of support independently, earning a score of at least 7 out of 8 on a 4-row spoken source comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to two 2- to 3-minute recorded clips that take different positions on the same topic
- Behavior
- The student will explain how the two speakers agree and differ, naming each speaker's main point and one piece of support independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row spoken source comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row spoken source comparison rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after listening to two 2- to 3-minute recorded clips that take different positions on the same topic, the student will explain how the two speakers agree and differ, naming each speaker's main point and one piece of support independently, earning a score of at least 7 out of 8 on a 4-row spoken source comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Main point of the first speaker stated accurately | Main point of the second speaker stated accurately | At least one similarity named | At least one difference named with support from the clips | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row spoken source comparison rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.