Describe a problem so an adult can help
When to use this goal
For older students who ask for help but cannot describe the problem clearly enough for the adult to act ("It's broken", "I feel bad"). Describing a problem with what, where, and when is needed with the school nurse, office staff, store staff, and doctors. Base the choice on observations and the SLP's assessment.
- Baseline
- Use five role-play scenarios matched to the student's real life and record which parts the description includes. Ask the nurse and office staff how the student usually describes problems; real-life reports are the best data.
- Tips
- Each role-play or real situation is one opportunity, scored correct when all parts are present and the adult could act without more than one follow-up question. Health-related role-plays practice describing only; the goal never replaces the nurse's health plan or the student's own way of showing pain or distress.
- Limits
- Real problems are unpredictable, so role-play data will make up most of the record. Stress lowers performance in real situations. The goal does not measure asking for help in the first place (see social-emotional requesting help).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-050.
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Goal
By the annual IEP review date, during a role-play with the SLP of a visit to the nurse, the office, or a store service desk, given a scenario card, the student will describe the problem with what it is, where or when it happened, and one detail the adult needs (such as what the lost item looks like or where it hurts) independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected 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 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
- 1 of 5 opportunities.
- Annual goal467 characters
- By the annual IEP review date, during a role-play with the SLP of a visit to the nurse, the office, or a store service desk, given a scenario card, the student will describe the problem with what it is, where or when it happened, and one detail the adult needs (such as what the lost item looks like or where it hurts) independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with the SLP of a visit to the nurse, the office, or a store service desk, given a scenario card
- Behavior
- The student will describe the problem with what it is, where or when it happened, and one detail the adult needs (such as what the lost item looks like or where it hurts) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive checks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 3 consecutive checks
- Collection schedule:
- twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play with the SLP of a visit to the nurse, the office, or a store service desk, given a scenario card, the student will describe the problem with what it is, where or when it happened, and one detail the adult needs (such as what the lost item looks like or where it hurts) independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected 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.