Get the key facts from spoken announcements
When to use this goal
For high school and transition-age students who miss what announcements, voicemails, and public address messages say (time, place, what to bring, what changed). These messages are fast, given once, and often in noise. Base the choice on the SLP's assessment and student or family reports of missed information.
- Baseline
- Play five recorded messages of 20 to 40 seconds with three to four key facts each and record which facts the student reports. Check hearing and processing in noise; recorded messages with background noise are harder.
- Tips
- Each message is one opportunity, scored correct when all key facts and any needed action are reported. Writing notes on a phone is a real-life strategy and counts. Use messages from the student's school, job, and transit routes.
- Limits
- Message speed, accent, and noise vary; record them. Some students do well with recordings and poorly in live settings. The goal does not measure acting on the message.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-042.
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Goal
By the annual IEP review date, after a school announcement or public address message (such as a schedule change or club meeting), the student will tell or write the key facts of the message (what, when, where, and any action needed) independently in at least 4 of 5 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 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
- 1 of 5 opportunities.
- Annual goal392 characters
- By the annual IEP review date, after a school announcement or public address message (such as a schedule change or club meeting), the student will tell or write the key facts of the message (what, when, where, and any action needed) independently in at least 4 of 5 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After a school announcement or public address message (such as a schedule change or club meeting)
- Behavior
- The student will tell or write the key facts of the message (what, when, where, and any action needed) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 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
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 biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a school announcement or public address message (such as a schedule change or club meeting), the student will tell or write the key facts of the message (what, when, where, and any action needed) independently in at least 4 of 5 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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.