Ask when words and tone seem to differ
When to use this goal
For older students who have conflicts or confusion after misreading a joke, a sarcastic remark, or a frustrated comment, and who would rather ask than guess. Base the choice on the student's own reports and teacher input. Asking for intent is a respected strategy, not a sign of failure.
- Baseline
- Run five planned unclear comments in role-play and record whether the student asked, guessed, or reacted. Ask the student to recall recent situations where tone caused trouble and how they handled them.
- Tips
- Each unclear comment is one opportunity; score correct when the student checks intent before reacting. Teach that many people check intent and that partners can also say what they meant. Teachers can support by stating intent plainly ("I'm kidding").
- Limits
- Natural opportunities are hard to plan and may be missed by observers. Asking depends on trust in the partner; a student who does not feel safe with a peer may reasonably choose not to ask.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-032.
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Goal
By the annual IEP review date, during a role-play with the SLP that includes 5 planned comments with unclear tone, the student will ask the speaker what they meant (such as "Are you joking?" or "Do you mean that?") before reacting 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 goal432 characters
- By the annual IEP review date, during a role-play with the SLP that includes 5 planned comments with unclear tone, the student will ask the speaker what they meant (such as "Are you joking?" or "Do you mean that?") before reacting 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 role-play with the SLP that includes 5 planned comments with unclear tone
- Behavior
- The student will ask the speaker what they meant (such as "Are you joking?" or "Do you mean that?") before reacting 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 role-play with the SLP that includes 5 planned comments with unclear tone, the student will ask the speaker what they meant (such as "Are you joking?" or "Do you mean that?") before reacting 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.