Explain workplace rules with if and unless
When to use this goal
For high school and transition-age students who follow rules but cannot explain them using conditions ("If the machine beeps, I turn it off", "You can't leave unless your supervisor says okay"). Conditional sentences matter in job training and safety talk. Base the choice on structured probes and work-based learning observations.
- Baseline
- Present five rule cards and record each explanation. Note whether the student states the rule without the condition, reverses condition and action, or uses a conditional correctly. Use rules from the student's actual site or program.
- Tips
- Each rule is one opportunity, scored correct when the sentence states a condition and an action that match the rule. Unless clauses are harder; add them once if clauses are steady. Work with the job coach so rule cards match the real job.
- Limits
- Explaining a rule is not the same as following it; the transition plan measures job performance. Rule content affects difficulty; keep cards at similar complexity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-048.
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Goal
By the annual IEP review date, given 5 workplace or school rules on cards (such as a break policy, a safety rule, or a late-arrival rule) to explain to the SLP, the student will explain the rule in a sentence with an if, unless, or when clause that states the condition and what to do independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 1 of 5 opportunities.
- Annual goal436 characters
- By the annual IEP review date, given 5 workplace or school rules on cards (such as a break policy, a safety rule, or a late-arrival rule) to explain to the SLP, the student will explain the rule in a sentence with an if, unless, or when clause that states the condition and what to do independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 workplace or school rules on cards (such as a break policy, a safety rule, or a late-arrival rule) to explain to the SLP
- Behavior
- The student will explain the rule in a sentence with an if, unless, or when clause that states the condition and what to do independently
- Criteria
- In at least 4 of 5 opportunities, in 3 of 4 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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:
- in 3 of 4 consecutive weekly sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 5 workplace or school rules on cards (such as a break policy, a safety rule, or a late-arrival rule) to explain to the SLP, the student will explain the rule in a sentence with an if, unless, or when clause that states the condition and what to do independently in at least 4 of 5 opportunities, in 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data 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.