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Unreviewed draftK-2, 3-5Frequency
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of times a defined behavior occurs during a set observation period.

Counts are only comparable if every observation lasts the same amount of time.

Measurement method

Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (e.g., "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.

Baseline: 0 times per 30-minute observation.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Frequency is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Frequency (event) recording can produce frequency data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Functional Communication.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students who answer questions and make requests but rarely ask questions to find out information. Present levels, communicative-function data, and SLP input, not grade, decide fit. Fits students using speech, sign, or AAC.
Baseline considerations
Record questions asked during several 30-minute samples, noting the question type (what, where, who, when, why) and mode. Confirm with the SLP which question words the student can access and produce.
Usage notes
Count a question when the student seeks information they do not already have and directs it to a partner. Requests phrased as questions ("Can I have...?") are coded as requests, not counted here. Respond to every question with the information. Plan with the SLP; the observation should include natural reasons to ask.
Known limitations
Frequency depends on how many natural reasons to ask the environment offers. Counts don't show which question types the student uses; record type if variety is part of the goal.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID se-com-006.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.

Frequency & rate tracker

Frequency
Student label:
 
Target:
at least 4 times per 30-minute observation
Mastery rule:
across 3 consecutive observed sessions
Collection schedule:
twice weekly
Method:
Frequency (event) recording
Data collector:
 

Goal: By the annual IEP review date, during a 30-minute block of classroom routines and activities, the student will ask wh-questions to get information (e.g., "Where is my bag?", "What's next?", "Who is that?") using speech, sign, or their communication device independently at least 4 times per 30-minute observation, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.

Frequency & rate tracker
DateObservation period (start–end)Minutes observedActivity / contextCount (tally)Rate per minutecount ÷ minutes (only if periods vary)Notes

Preview shows 4 of 12 rows.

  • Count each occurrence of the defined behavior per 30-minute observation.
  • Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
  • Write the behavior definition at the top of the sheet so all data collectors count the same thing.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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