Answer the question before adding a new idea
When to use this goal
For students who often skip a partner's question and go straight to their own topic, so partners feel unheard. Base the choice on a conversation sample. Answers in any mode count, and a short answer is enough.
- Baseline
- Ask five questions in a short conversation and record whether the student answered, skipped, or changed topic. Check that the questions are within the student's language level; a question the student cannot parse is a receptive need.
- Tips
- Each question is one opportunity; score correct when the reply answers it, even briefly. "I don't know" is a valid answer. Adding a new topic after the answer is fine.
- Limits
- Question complexity strongly affects results. Does not measure answer accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-059.
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Goal
By the annual IEP review date, during a 5-minute conversation with the SLP in which the SLP asks 5 planned questions, the student will answer the partner's question before adding their own idea 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: 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 goal395 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP in which the SLP asks 5 planned questions, the student will answer the partner's question before adding their own idea 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 5-minute conversation with the SLP in which the SLP asks 5 planned questions
- Behavior
- The student will answer the partner's question before adding their own idea 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 5-minute conversation with the SLP in which the SLP asks 5 planned questions, the student will answer the partner's question before adding their own idea 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.