Answer questions about PA and assembly announcements
When to use this goal
For students who miss information given over the PA system or in assemblies, where sound is echoey and there are no visuals. The skill is catching what changes for them (a schedule change, a dress-up day, an early dismissal). Base the choice on checks after real announcements and on hearing and audiology information.
- Baseline
- Ask two questions after each of five real announcements; an announcement counts as correct when both answers are right. Check with audiology whether the student's hearing technology works with the PA. Note which announcements were unclear to everyone.
- Tips
- Use real announcements once therapy practice is steady. Seating, devices, and a written copy of announcements are access supports; the team decides which are accommodations. Accept answers in any language or mode.
- Limits
- Announcement quality varies daily; drop items that no one could hear. The goal is about access to information; a student with hearing loss may need technology changes more than strategy practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-040.
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Goal
By the annual IEP review date, after the morning PA announcements, asked privately by the teacher or SLP, the student will answer two questions about what the announcement said and what it means for them independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly, after five announcements.
Baseline: 2 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. Direct observation 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
- 2 of 5 opportunities.
- Annual goal366 characters
- By the annual IEP review date, after the morning PA announcements, asked privately by the teacher or SLP, the student will answer two questions about what the announcement said and what it means for them independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly, after five announcements.
- Timeframe
- By the annual IEP review date
- Condition
- After the morning PA announcements, asked privately by the teacher or SLP
- Behavior
- The student will answer two questions about what the announcement said and what it means for them independently
- Criteria
- In at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks
- Evaluation method
- Direct observation
- Schedule
- Weekly, after five announcements
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:
- in 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly, after five announcements
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after the morning PA announcements, asked privately by the teacher or SLP, the student will answer two questions about what the announcement said and what it means for them independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly checks, as measured by direct observation collected weekly, after five announcements.
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.