Explain how to do a familiar task step by step
When to use this goal
For students who cannot tell someone how to do something they can do themselves (make a sandwich, play a game, log in to a device), which matters for peer interaction, independence, and later work settings. Base the choice on the SLP's assessment. For precise barrier-game directions, see sl-exp-013.
- Baseline
- Ask the student to explain two or three tasks they can do and score each. Having a listener actually try to follow the explanation shows gaps clearly. Note whether the student skips steps that are obvious to them, which is common.
- Tips
- Score each row 0 to 2 as defined. Essential steps are listed in advance by the SLP for each task. A real listener who follows the directions makes the activity meaningful and gives natural feedback. Accept any mode. Choose tasks the student has done many times so the content is known.
- Limits
- The rubric depends on agreeing which steps are essential. Explanations are easier with materials present; probe without them occasionally. The goal does not measure whether the student can do the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-013.
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Goal
By the annual IEP review date, when asked to explain how to do a familiar task (such as brush teeth, make a sandwich, play a simple game), the student will explain the task in order, naming the materials needed and each step with a sequence word independently, earning a score of at least 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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 Narrative Language & Retelling.
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 - Narrative Language & Retelling
- Baseline
- 2 out of 8 rubric points.
- Annual goal469 characters
- By the annual IEP review date, when asked to explain how to do a familiar task (such as brush teeth, make a sandwich, play a simple game), the student will explain the task in order, naming the materials needed and each step with a sequence word independently, earning a score of at least 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to explain how to do a familiar task (such as brush teeth, make a sandwich, play a simple game)
- Behavior
- The student will explain the task in order, naming the materials needed and each step with a sequence word independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly 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 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked to explain how to do a familiar task (such as brush teeth, make a sandwich, play a simple game), the student will explain the task in order, naming the materials needed and each step with a sequence word independently, earning a score of at least 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the task and the materials needed (0 = neither, 1 = one, 2 = both) | Steps are complete (0 = most missing, 1 = some missing, 2 = all essential steps) | Steps are in a workable order | Uses sequence words and specific verbs (put, pour, press) rather than "do it" | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row procedural explanation rubric scored 0 to 2 per row. 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.