Answer a classmate's question with fitting information
When to use this goal
For students who answer adults' questions in therapy but give unrelated replies when a peer asks a question in conversation or group work. A fitting reply shows the student processed the peer's question. Base the choice on classroom observation.
- Baseline
- Observe two group activities and record each peer question and the student's reply. Note whether off-target replies follow certain question words.
- Tips
- Each peer question is one opportunity. Score correct when the reply fits the question word and topic, in any mode. Asking for a repeat is correct in the second behavior. Peers can be coached to ask clear questions, which helps everyone.
- Limits
- Peer questions vary in clarity. The goal does not measure conversation length or topic maintenance (see pragmatic language).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-055.
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Goal
By the annual IEP review date, during small-group work or a structured partner activity when a peer asks the student a question, the student will answer the peer's question with information that fits the question word and topic independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation collected weekly.
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. Direct observation 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
- 2 of 5 opportunities.
- Annual goal358 characters
- By the annual IEP review date, during small-group work or a structured partner activity when a peer asks the student a question, the student will answer the peer's question with information that fits the question word and topic independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During small-group work or a structured partner activity when a peer asks the student a question
- Behavior
- The student will answer the peer's question with information that fits the question word and topic independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 weekly observations
- Evaluation method
- Direct observation
- 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:
- on 3 of 4 weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during small-group work or a structured partner activity when a peer asks the student a question, the student will answer the peer's question with information that fits the question word and topic independently in at least 4 of 5 opportunities, on 3 of 4 weekly observations, as measured by direct observation 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.