Ask a class visitor a written question
When to use this goal
For young students who can ask questions out loud but write statements when asked to write a question. Present levels should show the student writes simple statements; the target is question word order and a question mark for a real purpose.
- Baseline
- Collect five written questions from planned events. Count a question when the word order makes it a question and it ends with a question mark. Note common errors: statement order with a question mark (You have a dog?) or no question mark.
- Tips
- Let the student really ask the question and hear the answer. Visitors can be family members, staff, or older students. Collect questions in a class book for rereading.
- Limits
- Opportunities depend on events; plan them ahead. Questions in other forms (statement plus question mark) are fine in speech, so explain why written questions differ. The goal does not score spelling.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-033.
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Goal
By the annual IEP review date, before a class visitor, guest reader, or video call with an expert, given a question card, the student will write a question that starts with a question word or a helping verb, asks something the student wants to know, and ends with a question mark independently in at least 4 of 5 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected each time a visitor or interview is scheduled, at least twice monthly.
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 Sentence Construction.
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 - Sentence Construction
- Baseline
- 1 of 5 opportunities.
- Annual goal492 characters
- By the annual IEP review date, before a class visitor, guest reader, or video call with an expert, given a question card, the student will write a question that starts with a question word or a helping verb, asks something the student wants to know, and ends with a question mark independently in at least 4 of 5 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected each time a visitor or interview is scheduled, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Before a class visitor, guest reader, or video call with an expert, given a question card
- Behavior
- The student will write a question that starts with a question word or a helping verb, asks something the student wants to know, and ends with a question mark independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each time a visitor or interview is scheduled, at least twice monthly
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 2 consecutive months of data
- Collection schedule:
- each time a visitor or interview is scheduled, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before a class visitor, guest reader, or video call with an expert, given a question card, the student will write a question that starts with a question word or a helping verb, asks something the student wants to know, and ends with a question mark independently in at least 4 of 5 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected each time a visitor or interview is scheduled, at least twice monthly.
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.