Respond to an idiom used in conversation
When to use this goal
For students who can learn idiom meanings in lessons but get stuck or respond literally when someone uses an idiom in real talk. Base the choice on classroom observation and teacher report. Asking what something means is a correct response.
- Baseline
- Use five planned idioms in conversation and record whether the response fit the meaning, was literal, or was absent. Ask teachers which idioms they use often; those make better targets than a generic list.
- Tips
- Each idiom used is one opportunity; score correct for a fitting response or a clarification question. Choose idioms the student will hear in their own classes and community. English learners may know equivalent expressions in their home language; connecting them helps.
- Limits
- Idioms vary by region and culture. The goal measures response in the moment, not a breadth of idiom knowledge; pair with a vocabulary goal if the student needs to learn many meanings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-030.
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Goal
By the annual IEP review date, during a structured conversation in which the SLP uses 5 planned idioms or figures of speech, the student will reply to the idiom with a comment that fits its intended meaning or a question about its meaning 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 and every two weeks in class.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal440 characters
- By the annual IEP review date, during a structured conversation in which the SLP uses 5 planned idioms or figures of speech, the student will reply to the idiom with a comment that fits its intended meaning or a question about its meaning 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 and every two weeks in class.
- Timeframe
- By the annual IEP review date
- Condition
- During a structured conversation in which the SLP uses 5 planned idioms or figures of speech
- Behavior
- The student will reply to the idiom with a comment that fits its intended meaning or a question about its meaning 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 and every two weeks in class
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 and every two weeks in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured conversation in which the SLP uses 5 planned idioms or figures of speech, the student will reply to the idiom with a comment that fits its intended meaning or a question about its meaning 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 and every two weeks in class.
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.