Add details when a partner asks which one
When to use this goal
For students who answer a clarification question ("Which one?", "Who?", "Where?") by repeating the same vague word or saying nothing. Base the choice on structured tasks and classroom observation. Fits students who use speech, sign, or AAC.
- Baseline
- Ask five clarification questions across structured tasks and record whether the answer added the needed detail. Note which question words the student handles (often which and where before who and when).
- Tips
- Each clarification question is one opportunity; score correct when the answer gives the missing detail in any mode. Pointing alone counts only if the goal team agrees it is the student's main mode for this level.
- Limits
- Overlaps with vocabulary for describing words; if the student lacks the attribute words, teach them first. Does not measure spontaneous clarity before the question.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-027.
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Goal
By the annual IEP review date, during a describing game with several similar items when the SLP asks a specific clarification question, the student will answer the clarification question with the specific detail asked for (such as color, size, place, or name) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. Opportunity (trial) recording 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 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 of 5 opportunities.
- Annual goal432 characters
- By the annual IEP review date, during a describing game with several similar items when the SLP asks a specific clarification question, the student will answer the clarification question with the specific detail asked for (such as color, size, place, or name) independently in at least 4 of 5 opportunities, 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
- During a describing game with several similar items when the SLP asks a specific clarification question
- Behavior
- The student will answer the clarification question with the specific detail asked for (such as color, size, place, or name) independently
- Criteria
- In at least 4 of 5 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- 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, during a describing game with several similar items when the SLP asks a specific clarification question, the student will answer the clarification question with the specific detail asked for (such as color, size, place, or name) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.