Answer questions about however and therefore sentences
When to use this goal
For older students who follow simple spoken sentences but lose meaning when sentences use academic connectives (however, therefore, although, as a result, instead, despite). These words carry the logic of lectures and textbooks. Base the choice on the SLP's assessment and listening comprehension data.
- Baseline
- Give 10 items using a mix of connectives and record which ones cause errors. Contrast and concession connectives (however, although, despite) are usually hardest. Keep content familiar so the probe measures the connective.
- Tips
- Score correct when the answer reflects the relationship. Use content from the student's classes. Teach the connective chart with the content teacher so it shows up in class notes too.
- Limits
- Spoken connectives in real lectures come with tone and pauses that help or hurt; recorded probes differ. The goal does not measure using connectives in speech or writing (see syntax-morphology).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-034.
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Goal
By the annual IEP review date, given 10 spoken sentence pairs from content topics that use a connective (such as "The colony grew; however, food was scarce"), each followed by a question, the student will answer the question in a way that shows the relationship the connective signals (contrast, result, or exception) independently with at least 80% accuracy on connective comprehension items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Receptive 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 - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal506 characters
- By the annual IEP review date, given 10 spoken sentence pairs from content topics that use a connective (such as "The colony grew; however, food was scarce"), each followed by a question, the student will answer the question in a way that shows the relationship the connective signals (contrast, result, or exception) independently with at least 80% accuracy on connective comprehension items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken sentence pairs from content topics that use a connective (such as "The colony grew; however, food was scarce"), each followed by a question
- Behavior
- The student will answer the question in a way that shows the relationship the connective signals (contrast, result, or exception) independently
- Criteria
- With at least 80% accuracy on connective comprehension items, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on connective comprehension items
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken sentence pairs from content topics that use a connective (such as "The colony grew; however, food was scarce"), each followed by a question, the student will answer the question in a way that shows the relationship the connective signals (contrast, result, or exception) independently with at least 80% accuracy on connective comprehension items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
| 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. Sheets print blank; no student data is stored.