Agree or disagree using academic discussion stems
When to use this goal
For older students who join discussions but state disagreement bluntly, repeat their own point without reference to others, or go silent when they disagree. Base the choice on observation in seminars, debates, or group projects. The goal is a discussion move, not agreement.
- Baseline
- Record five times the student responded to a peer's claim and whether the reply named the claim and gave a reason. Collect in class, since therapy-room debates run easier. Ask the teacher for the discussion schedule.
- Tips
- Each response to a peer's claim is one opportunity; score correct when the reply references the peer's point and gives a reason. Disagreeing is welcome; the target is the move. Responses in writing during online discussion count.
- Limits
- The student's opportunities depend on the class format. Does not score accuracy of content or tone of voice. Some students prefer written discussion; offer it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-034.
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Goal
By the annual IEP review date, during a structured class discussion or seminar when a peer states a claim the student agrees or disagrees with, the student will respond to a peer's claim by naming it, saying whether they agree or disagree, and giving a reason (such as "I see why you said X, but I think Y because...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
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 goal473 characters
- By the annual IEP review date, during a structured class discussion or seminar when a peer states a claim the student agrees or disagrees with, the student will respond to a peer's claim by naming it, saying whether they agree or disagree, and giving a reason (such as "I see why you said X, but I think Y because...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a structured class discussion or seminar when a peer states a claim the student agrees or disagrees with
- Behavior
- The student will respond to a peer's claim by naming it, saying whether they agree or disagree, and giving a reason (such as "I see why you said X, but I think Y because...") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 weekly observations
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured class discussion or seminar when a peer states a claim the student agrees or disagrees with, the student will respond to a peer's claim by naming it, saying whether they agree or disagree, and giving a reason (such as "I see why you said X, but I think Y because...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
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.