Answer how questions about familiar activities
When to use this goal
For students who answer concrete wh- questions but cannot say how something is done, how someone feels, or how something happened. How questions are open and need a short explanation, so they usually come after who, what, where, and when. Base the choice on question data by type.
- Baseline
- Ask 10 how questions (method, manner, and how-did-it-happen) about pictures or a just-finished activity. Note whether the student names an object ("knife") rather than how it is used, repeats the question, or answers a different question. Leave out how many and how old, which are number and personal-information questions.
- Tips
- Score correct when the answer tells the way, method, or manner and fits what happened. One action word ("cut it") is enough for early items; longer step answers belong to procedure goals (sl-nar-013). Accept any language or mode the student uses unless the goal is about spoken English.
- Limits
- How questions vary in difficulty (how do you vs how does it feel vs how did it happen); keep the mix the same across probes. The goal does not measure giving full multi-step directions. Vocabulary for tools and actions limits answers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 how questions about familiar activities (such as "How do you make a sandwich?" or "How did the cup break?") with a picture of each, the student will answer each how question with the way or method (such as "with a knife" or "you spread it") that fits the question independently with at least 75% accuracy on how questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Expressive 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 - Expressive Language
- Baseline
- 25% accuracy.
- Annual goal487 characters
- By the annual IEP review date, given 10 how questions about familiar activities (such as "How do you make a sandwich?" or "How did the cup break?") with a picture of each, the student will answer each how question with the way or method (such as "with a knife" or "you spread it") that fits the question independently with at least 75% accuracy on how questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 how questions about familiar activities (such as "How do you make a sandwich?" or "How did the cup break?") with a picture of each
- Behavior
- The student will answer each how question with the way or method (such as "with a knife" or "you spread it") that fits the question independently
- Criteria
- With at least 75% accuracy on how questions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 75% accuracy on how questions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 how questions about familiar activities (such as "How do you make a sandwich?" or "How did the cup break?") with a picture of each, the student will answer each how question with the way or method (such as "with a knife" or "you spread it") that fits the question independently with at least 75% accuracy on how questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.