Make a persuasive request with reasons and an acknowledgment
When to use this goal
For students who ask for what they want by repeating the request or arguing, and who want a more effective way to make a case to teachers, parents, and peers. Base the choice on the student's goals and observation. For stating opinions with reasons in discussion, see sl-exp-014.
- Baseline
- Role-play two requests with an adult who raises one objection each time and score them. Note whether the student repeats, gives up, or argues when the objection comes. Ask the student what they wish they could convince people of; use real goals for practice.
- Tips
- Score each row 0 to 2 as defined. The listener in role-play should raise a realistic objection so the acknowledgment row can be scored. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Persuasion is not the same as always getting a yes; discuss with the student that the skill improves the odds and keeps the relationship.
- Limits
- Real requests have stakes and emotions that role-play lacks; a planned real request is the best probe when safe. Adults vary in how they respond. The rubric does not measure whether the reasons were true or wise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-019.
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Goal
By the annual IEP review date, during a role-play in which the student asks an adult for something (such as a deadline change, a schedule change, a privilege), the student will state the request, give two reasons that matter to the listener, acknowledge the listener's likely concern, and propose a compromise or next step independently, earning a score of at least 6 out of 8 on a 4-row persuasive request 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: 2 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 2 out of 8 rubric points.
- Annual goal542 characters
- By the annual IEP review date, during a role-play in which the student asks an adult for something (such as a deadline change, a schedule change, a privilege), the student will state the request, give two reasons that matter to the listener, acknowledge the listener's likely concern, and propose a compromise or next step independently, earning a score of at least 6 out of 8 on a 4-row persuasive request 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
- During a role-play in which the student asks an adult for something (such as a deadline change, a schedule change, a privilege)
- Behavior
- The student will state the request, give two reasons that matter to the listener, acknowledge the listener's likely concern, and propose a compromise or next step independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row persuasive request 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 6 out of 8 on a 4-row persuasive request 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, during a role-play in which the student asks an adult for something (such as a deadline change, a schedule change, a privilege), the student will state the request, give two reasons that matter to the listener, acknowledge the listener's likely concern, and propose a compromise or next step independently, earning a score of at least 6 out of 8 on a 4-row persuasive request 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 | Request stated clearly (0 = absent or unclear, 1 = partial, 2 = clear) | Gives reasons that matter to the listener | Acknowledges the listener's concern or objection | Offers a compromise or next step | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row persuasive request 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.