Answer questions after an audiobook or text-to-speech
When to use this goal
For students who use audiobooks or text-to-speech for grade-level text because decoding is slow, and who need to show they comprehend what they hear. Listening comprehension of the text is the skill; the audio is the access route. Base the choice on comprehension checks with audio and with print.
- Baseline
- Compare comprehension of two sections with audio and two with print alone. If audio scores are much higher, audio access belongs in accommodations and this goal tracks listening comprehension through it. Note the playback speed and whether the student follows the text.
- Tips
- Score for meaning in any mode. Let the student choose speed and voice; some prefer faster than expected. Pair with reading teachers so the audio route supports, not replaces, decoding instruction where that is also a goal.
- Limits
- Audio comprehension can mask decoding needs; track reading separately. Long sections strain attention; use real assignment lengths but split them if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-038.
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Goal
By the annual IEP review date, after listening to a grade-level chapter section of 5 to 8 minutes through an audiobook or text-to-speech, with the text visible, the student will answer literal and inference questions about the section independently with at least 80% accuracy on comprehension questions after audio-supported reading, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal435 characters
- By the annual IEP review date, after listening to a grade-level chapter section of 5 to 8 minutes through an audiobook or text-to-speech, with the text visible, the student will answer literal and inference questions about the section independently with at least 80% accuracy on comprehension questions after audio-supported reading, 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 listening to a grade-level chapter section of 5 to 8 minutes through an audiobook or text-to-speech, with the text visible
- Behavior
- The student will answer literal and inference questions about the section independently
- Criteria
- With at least 80% accuracy on comprehension questions after audio-supported reading, 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 after audio-supported reading
- 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 listening to a grade-level chapter section of 5 to 8 minutes through an audiobook or text-to-speech, with the text visible, the student will answer literal and inference questions about the section independently with at least 80% accuracy on comprehension questions after audio-supported reading, 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.