Answer wh- questions about a passage read aloud
Live goal preview
By the annual IEP review date, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Receptive Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who have difficulty answering who, what, where, when, and why questions about spoken information. Present levels, listening comprehension assessment, and the SLP's evaluation, not grade, decide fit. Use passages at the student's listening level.
- Baseline considerations
- Read three or four short passages aloud and ask 10 wh- questions about each, recording accuracy by question type. Who and what questions are often easier than when and why; the pattern helps choose targets.
- Usage notes
- Score an answer correct when it gives the information the question asks for (a person for who, a place for where, a reason for why), even if the wording differs from the passage. Ask questions in the same order as the passage events. Allow pointing, writing, or AAC responses. For reading comprehension questions about text the student reads, see the reading area.
- Known limitations
- Answering questions after listening depends on attention, memory, vocabulary, and sentence length, not only question understanding. Passage difficulty must be kept consistent. Literal questions may not reflect inferential listening comprehension.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-rec-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on questions
- 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, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.