State an opinion and give a reason
When to use this goal
For kindergarten through second grade students who can say what they like but write only the opinion, or only a list, when asked to share an opinion in writing. Present levels should show the student can write one sentence; the goal adds a reason connected with because.
- Baseline
- Over two weeks, give six short opinion prompts and record whether the writing has an opinion, a reason, both, or neither. A reason counts if it tells why, even with invented spelling. Note whether the student can give a reason orally when asked.
- Tips
- Short opinion prompts fit morning work, exit slips, or class votes, so data is quick to gather. Choose questions with real choices the student cares about. Accept dictated or AAC-composed responses when the goal is composing rather than transcription.
- Limits
- Two sentences is a starting point; move to a rubric-based opinion goal when this is mastered. Some prompts make reasons easier to think of than others. The goal does not score spelling or handwriting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-059.
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Goal
By the annual IEP review date, given an opinion question about a familiar choice (such as which class pet to get or which game is best) and a picture of each option, the student will write an opinion sentence and a second sentence or clause with because that gives a reason for the opinion independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 1 of 6 opportunities.
- Annual goal444 characters
- By the annual IEP review date, given an opinion question about a familiar choice (such as which class pet to get or which game is best) and a picture of each option, the student will write an opinion sentence and a second sentence or clause with because that gives a reason for the opinion independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an opinion question about a familiar choice (such as which class pet to get or which game is best) and a picture of each option
- Behavior
- The student will write an opinion sentence and a second sentence or clause with because that gives a reason for the opinion independently
- Criteria
- In at least 5 of 6 opportunities, across 2 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 5 of 6 opportunities
- Mastery rule:
- across 2 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an opinion question about a familiar choice (such as which class pet to get or which game is best) and a picture of each option, the student will write an opinion sentence and a second sentence or clause with because that gives a reason for the opinion independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.