Describe an object by group, use, and parts
When to use this goal
For students who name objects but describe them with one word or by pointing. Describing by group (category), use (function), and parts or features gives a structure that also supports word-finding and vocabulary. Base the choice on the SLP's assessment of describing and naming.
- Baseline
- Ask the student to tell all about 5 familiar objects with no visual map and score each with the rubric; use the average. Then try the map once to see how much it helps. Choose items the student can name so the task measures describing, not naming.
- Tips
- Score each part 0 (missing), 1 (present but vague or partly wrong), or 2 (clear and accurate). The same structure helps when the student cannot think of a word: describing it to a listener is a word-finding strategy. Use curriculum words as the student progresses so the skill supports class vocabulary.
- Limits
- A structured description is not natural conversation; students may list parts without connecting them. The rubric does not score grammar. Unfamiliar objects lower scores for knowledge reasons. Fade the visual map before calling the skill independent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-032.
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Goal
By the annual IEP review date, given a familiar object or picture and asked to tell all about it, the student will describe the object by telling its group, what it is used for, its parts, and one more feature (such as where you find it or what it looks like) independently, earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part, on 3 consecutive probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal459 characters
- By the annual IEP review date, given a familiar object or picture and asked to tell all about it, the student will describe the object by telling its group, what it is used for, its parts, and one more feature (such as where you find it or what it looks like) independently, earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part, on 3 consecutive probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a familiar object or picture and asked to tell all about it
- Behavior
- The student will describe the object by telling its group, what it is used for, its parts, and one more feature (such as where you find it or what it looks like) independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part, on 3 consecutive probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a familiar object or picture and asked to tell all about it, the student will describe the object by telling its group, what it is used for, its parts, and one more feature (such as where you find it or what it looks like) independently, earning a score of at least 7 out of 8 on a 4-part describing rubric scored 0 to 2 per part, on 3 consecutive probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Group or category named (2 = accurate category, 1 = close or general, 0 = missing) | Use or function told | Parts or physical features described | Location or another distinguishing detail added | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-part describing rubric scored 0 to 2 per part. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.