Solve everyday problems by talking them through
When to use this goal
For students who can describe a problem but cannot say a workable solution, or who give one solution and stop. This template is about the language of problem solving (naming the problem, a solution, and why it works). Base the choice on the SLP's assessment and class observation. Social conflict goals belong to social-emotional skills.
- Baseline
- Present 10 scenarios at the student's experience level and score each answer for the three parts: problem stated, workable solution, reason. Note whether the student's solutions always rely on an adult ("tell the teacher"); that is workable but may be a pattern to widen.
- Tips
- Score correct when all parts named in the behavior are present and the solution is safe and practical. Accept any reasonable solution, including ones the adult would not choose. For older students, use scenarios from their real schedule, job site, or community. Accept answers in any language the student uses.
- Limits
- Talking through a problem does not mean the student will act on it in the moment; pair with a functional or social-emotional goal if action is the need. Scenarios outside the student's experience lower scores for reasons unrelated to language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-031.
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Goal
By the annual IEP review date, given 10 spoken everyday problem scenarios (such as a lost lunch card or a locked locker) with a picture of each, the student will state the problem in their own words, give a solution that would work, and tell why it would work independently with at least 80% accuracy on problem scenarios, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal447 characters
- By the annual IEP review date, given 10 spoken everyday problem scenarios (such as a lost lunch card or a locked locker) with a picture of each, the student will state the problem in their own words, give a solution that would work, and tell why it would work independently with at least 80% accuracy on problem scenarios, 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 spoken everyday problem scenarios (such as a lost lunch card or a locked locker) with a picture of each
- Behavior
- The student will state the problem in their own words, give a solution that would work, and tell why it would work independently
- Criteria
- With at least 80% accuracy on problem scenarios, 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 80% accuracy on problem scenarios
- 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 spoken everyday problem scenarios (such as a lost lunch card or a locked locker) with a picture of each, the student will state the problem in their own words, give a solution that would work, and tell why it would work independently with at least 80% accuracy on problem scenarios, 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.